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Educator

Tara Connor, Ed.D. – Principal, Abbey Park High School in the Halton District School Board

Tara Connor, Ed.D. - Principal, Abbey Park High School in the Halton District School Board
About Tara Conner

Tara Connor is the Principal of Abbey Park High School in the Halton District School Board. She spent her upbringing following her passions of music, but her love for teaching and youth guided her toward a journey working in education. She spends her time thinking about how we can improve, not just as individuals but as schools and a system. 

Tara holds both a master’s and doctorate, has lectured in Universities and has an obsession with helping youth. She believes students don’t have to have it all figured out and advocates that students/educators follow their nudges and passions. 

Connect with Tara: Email

Listen Now

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

Resources Mentioned

Abbey Park High School

Halton District School Board

What are Advanced Placement Classes?

International Baccalaureate Program (IB)

Certified Practicing Principal Certification (CPP)

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 on the High Performing Educator podcast.


Sam Demma (01:00):
This is your host and youth speaker, Sam Demma. Today’s special guest is Tara Connor. Tara Connor is the Principal of Abbey Park High School in the Halton District School Board. She spent her upbringing following her passions of music, but her love for teaching and youth guided her toward a journey working in education. She spends her time thinking about how we can improve, not just as individuals but as schools and a system. Tara holds both a master’s and doctorate, has lectured in Universities and has an obsession with helping youth. She believes students don’t have to have it all figured out and advocates that students/educators follow their nudges and their passions. I hope you enjoy this conversation with her, and I will see you on the other side. Welcome back to another episode of the High Performing Educator podcast. This is your host and youth speaker, Sam Demma. I’m so excited to chat with today’s guest, Tara Connor. Tara, please start by introducing yourself.


Tara Connor (02:01):
Oh, thanks so much. Sam, I’m delighted to be here. So again, my name’s Tara Connor. I am a Principal with the Halton District School Board. Currently, I’m the principal of Abbey Park High School, which is a wonderful high school in Oakville, Ontario.


Sam Demma (02:13):
When did you realize growing up that you wanted to be in education, work in education, become a teacher and a principal


Tara Connor (02:23):
so I, I would say that wasn’t in my growing up years likely I didn’t I didn’t kind of have it marked and planned at eight or nine or 10 years of age, which I know some people do if they project their plans for the future. You know, to me, quite honestly, actually I spoke to one of our great 10 careers classes, not too long ago, but a similar type of question. It was very evolutionary for me. I moved into a, a undergrad program that was music program, so classical music and I also loved science. So I was going kind of where passions were and not really a, a deep sense of where I might wanna land. Interestingly I have an older sister that moved into education. I think almost as an antithesis to that, I thought, well, I’ll never do education.


Tara Connor (03:09):
That’s kinda her thing. And, and then of course, as I, as I went through it and started consider where I wanted to be and what I’d love to do, I, I reflected on the fact that I spent lots of years as a lifeguard and a swim instructor and a piano teacher and a babysitter. And I love young people. I love children and I love teenagers. And and so for me, that just that kind of moved into a launch of what made lots of sense in terms of where I was at the time as I was considering career paths. I never went in if you’d asked me second year in my, in my world of being a teacher, if I would ever be a principal, I wouldn’t have even had it on my radar, quite frankly. But what I did find as I moved into my career is that I, I really loved thinking about how we could be better as not only as a classroom teacher, but as a school and as a system.


Tara Connor (04:00):
Mm. And so quite naturally, I just started to wanna be part of bigger and broader conversations because to me that really resonated in terms of what scope and sphere of impact I may have in terms of service in the work that I do as I move through my professional life. So you know, through that, I, I navigated a masters of education, a doctors of a doctorate of education, and have taught at a number of universities and graduate level and, and always with the drive to know, and understand better how we can best serve and support our students. So as I said, at every juncture, I remember sitting in my master’s and folks talked about a doctorate, and I thought like, who who’s thinking about a doctorate? And I just, I think I just wanna do my master’s. And then two or three years later, I was enrolling in an international doctoral program, completely engulfed and excited about being able to do that launch. So I, I I’ve said to my grade 10 class and my own children, I have four you don’t have to have it figured out that life unfold, you follow your passion, you follow what you what you love doing. And at each juncture, you’ll figure that out in terms of what your next stage is.


Sam Demma (05:07):
I couldn’t agree more. I definitely am someone who followed my passion and didn’t really have a perfect understanding of where it was gonna take me. Yeah. so it’s so it’s so, so true. Tell me more about where your passion took you. So what were the different roles, the different steps the different schools you’ve taught in positions? Like take us along the entire journey.


Tara Connor (05:32):
Wow. This will be a long journey. I, I will start by saying just just to your last point. I, I still don’t think my journey’s over, so I don’t, I still am excited about what that, the future and what may lie ahead, what opportunities I’m able to be able to connect with and expand and learn and grow from. So, yeah, if it’s a value I can tell you, I grew up kind of in a typical public school situation, not lots of role in terms of professional women, at least in my life in higher education was not kind of a lived experience in my family or, or really community that I was connected to. So as I moved through undergrad, and then eventually pursuing a, a degree in education my first position actually was in a private all girls school.


Tara Connor (06:19):
And I oversaw a program from grade seven to grade 13. And for me, it was in it, it was an entirely different juncture and experience that I had in my own education. And it really started me to think about some of the challenges, barriers complexities of what schooling is and ensuring all students have an equal and opportunity to Excel and to succeed. I, I moved from within that period of time, I was fortunate to have a number of great professional leadership experiences. I also was able to travel on some professional exchanges, quite extensively, internationally to places like Japan and Australia to Germany and, and trips around north Africa and Spain, Turkey, Italy. And so it really broadened my scale and scope in terms of education beyond the world of Ontario. And again made me challenge and question how we serve and support our students so that all students irrespective of background context family situation has an opportunity to really be who they’re meant to be in this world and to bring all their gifts to the world around them.


Tara Connor (07:34):
So that, that was that created some dissonance for me around private and public education about all, you know, single gendered education that, that drove me to do a master’s. I I’ve always done my graduate work while working full time or raising a family. And then I bumped over to the public poor because at that point I knew I was thinking leadership and I wanted to be able to be part of a community of school so that I could move around and have some flexibility of learning and growth. And then I would say a really profoundly rich experience from there with, to be a vice principal at Sy app, which at the time changed a little bit in its focus, but was for students that were sentenced under these criminal justice act, as well as students that were receiving were, have very profound mental health issues and concerns.


Tara Connor (08:24):
And so I really I really was able to see and understand the complexities of our student populist and, and some of the deficits of our school system and the driver that at times we expect our students to fit a school system that doesn’t work for them as opposed to building a school system that meets the needs of all students. And so I, I, I moved from that by special principalship to a number I’ll, I’ll say I was at a number of schools across the region of Halton large schools small schools kind of re the program between, you know, advanced placement AP or IB, or CPP. So community pathways, types of programs, so real diversity in terms of schools and settings. And I also moved into a program or actually kind of a regional program about maybe 10, 12 years ago.


Tara Connor (09:18):
So a couple of years into my role as an administrator where I was managing information for student achievement. So that was a very broad scale role that was working with all elementary and secondary schools to be able to critically look at data and information, to be able to drive the work that we did both in the classroom at the school level and at the system level. The other, the other probably experience that’s worth referencing is that I prior to this position was also in a, another school as principal that served adult alternative and continuing education. And that that portfolio was had responsibility for maybe thir 13 to 14,000 students in the region. It looked after both the day school components adult education, and then a whole umbrella of continuing education programs, inclusive of things like night school summer school for elementary and secondary international languages, elementary programs.


Tara Connor (10:17):
We had a rich and still have a rich educational program in both correctional facility at Maplehurst correctional. So the male and female prison systems. And and again, that, that was really rich for my own growth, but also my own passion around students don’t age out in terms of when they need education and support and how pivotal education is in the lives of our youth and adult in being able to secure a way to support themselves, support their families, contribute and connect to society. And we as educators have a duty and responsibility to serve and support our students from my perspective right from the time that they come to us through to the point that they that they are ready to, to step back and move into their next phase or stage of life. So, so lots of different experiences, all of which I’m grateful and all which I’ve, and my under able to support the needs. All students


Sam Demma (11:23):
You’ve really played every position on the field , which is,


Tara Connor (11:29):
Oh, there’s probably still more out there. I’m sure. I hope I haven’t hit the wall yet, but yeah, no, I’ve been lucky. I really, I, I, for me, I, I I’m grateful everything that I’ve done has just, has just challenged me in a new and different way. And I think again, has made me a much better deeper thinker as an educator. For sure.


Sam Demma (11:46):
I’m wondering if you could speak about how any of the experiences you’ve had, and maybe you can pick one, cause I’m sure there’s hundreds that you can remember and how it has shaped, how you look at education today. Maybe it was an experience with a student or an experience overseas, like any type of situation that further informed the way you look at education and approach it today. Do any kind of his stories or experiences that were really foundational to you come to mind?


Tara Connor (12:15):
Oh, I think there’s, there’s lots in there and certainly lots of students that I can think of and talk about. The one that I was the one that I was reflecting on a little bit prior to our chance to talk together. I know you talked either, we had talked about it, might there be a story or situation and, and that, that there was an impact that we were able to see that that student experienced in moving forward. And one of the pieces, I, I remember one thing that was really very moving for me is I was quite an early vice principal. So a couple of years in the job, I think was my second or third school. And I remember working with a student who was 16 at the time who was 16 ish, who was struggling with mental health issues and drug issues.


Tara Connor (12:59):
And what stood out for me at the time is that her drug of choice or her addiction with cocaine. And so that in and of itself’s an expensive drug with have her getting involved in issues with police and and theft to be able to support was what was a very serious addiction for her at the time. And it was, it was, you know, I, it was upsetting obviously, and really disheartening. And I remember working with her and trying to work through that. And she was in a real state of crisis in a number of different places as one could imagine, and, and self-medicating, and really trying to manage life at that time. And and, and then probably a year and a bit later, I was moved to yet another school. And I thought about her as we do think about lots of our students and many years later.


Tara Connor (13:53):
So when this was probably 10 years later, I became, as I mentioned, principal of Gary Allen high school now, Gary Allen learning center that, that serves and supports the all alternative continuing education within this region. And I remember being at our first graduation ceremony and the program had some day school with our adolescent students. So students that were looking for alternative learning across I had multiple sites. So Georgetown, Milton Oakville, and Burlington and then adult learners that educa that that connected to learning and credits through either day schools or evening classes. And then we had some flexibility with e-learning as well at the time or some virtual learning. Anyway, we had a graduation service and I was going to each of our events at, amongst all of these different sites and, and having the joy and pleasure of of helping to oversee the granting of diplomas.


Tara Connor (14:48):
And about the third or fourth student that came across the stage with this beautiful, wonderful probably 24, 25 year old young woman who was the same young woman that I remembered as a teenager, about 10 years ago. And and she was there with a loving, supportive family, and she proudly claimed her high school diploma that she had worked sometimes certainly to be able to achieve. And that was really profound for me in that it just reminds us that, you know, there’s, there is no, there’s no time that we tap out of serving and supporting our students and our adults and our community in terms of the access to education, the access to a high school diploma, that is the portal to be able to move forward in terms of either post-secondary or apprenticeship or or workplace pathways. And yeah, that was, that was for, it was, it was wonderful.


Tara Connor (15:42):
It was, you know, it was by happenstance that our path crossed are path. And, you know, you often wonder you do stay connected with some students, but not all, some of the most disconnected, you’re probably least likely to be able to see people and, and evolve is one is school. This is not, you know, high school years are not always the time that everyone can do the same thing in the same way to be able to at, you know, 17 and a half, get their high school diploma handed to them. And there are many complexities that kids carry and live through in their lives. That for whatever reason, make that, not the time, although we do lots of flexibility and access and support and wrap around to help there are times that they’re, they’re just not able to, and, and that notion of student success, they don’t age out at 18 or 19 or 21.


Tara Connor (16:37):
We are here until until they’re able to get what they need from us to be able to move to their next juncture of life. So that, that was really profound. It really drove in me a passion for a adult education. I loved that position because of what I, I believed it was doing in terms of service and support in our community. And it resonated for me as an educator, who’d been in traditional day schools and I became the voice amongst many of our day schools to say always connect. Even if students have a foot out the door and are saying, they’re done, always let them know the door is open and the hand is there and we will wrap around and support at any stage and age in which they’re able and willing to engage in engage in learning.


Sam Demma (17:20):
When you think about other educators who, what a beautiful story, by the way when you think about the educators who impacted you growing up, wh who comes to mind and what did those individuals do for you that made such a big difference. And also as you started your professional career, kinda like a two part question did you have any mentors or I’m sure you had many but any mentors that had a significant impact on you?


Tara Connor (17:47):
Mm-Hmm so I think for, for me, and I would probably liken this to probably anybody that has positive memories of their educational experience in either elementary or, or or high school secondary school, you know? Absolutely. I had a wonderful music teacher and, and I, I already was connected to that world prior to moving into high school. But, but he was a very, very powerful individual in so many of the lives of the folks the students that I was around and connected to. So what do we know about who are those teachers, who are those people? And we know that those are, we always know those are not necessarily the teachers that have the most profound pedagogy, and that can prepare, you know, the best set of notes. And that the, the ones you remember are the ones you connect with and the ones that build relationships and the ones that care and the ones that motivate you and challenge you.


Tara Connor (18:51):
And and, and know you beyond the student, that’s sitting in, you know, row two for fourth chair down. And so I would say that would be the same in my own educational experience as well. We did lots of trips and travel and rehearsals, and it was all the outside of class as much as inside of class of of just, you know, feeling connected and part of something that was big and rich and meaningful and powerful. That was a, that was a great connection in high school. And then in regards to mentors, that’s a great question I grew, I don’t wanna let on that I’m a million years old, but I can tell you in my context, where I grew up, it was kind of a low, lower middle class neighborhood that I grew up in my parents were super young when they had me, I think when mom was about 17 and my dad was 18 or 19, I, I didn’t grow up with role models of women who were either in professional lives or careers, or certainly having families and also balancing what that looked like.


Tara Connor (19:55):
And and I also juxta, you know, again, I would say the other piece of that is I also didn’t have anybody or many people that I knew that had gone through university and had kind of, again, a career path that, that connected to higher education. And so I, I, you know, navigating through that, I, I didn’t have lots of reference points or frameworks around that. So when I moved into my professional life, I was surrounded by other people that certainly became mentors and supports to me. And one thing that I’ll just say of, of maybe some interest is that as a woman, I didn’t have anybody that I knew, as I said, that the mantra that we used, I remember saying it in high school, well, I’ll have a career, but I, you know, I definitely won’t start my career until I, all my kids are in school and everybody’s, you know, where they need to be.


Tara Connor (20:46):
And, and I have a four kids, so that would’ve been about probably 15 years if I had followed that mantra. And so I, I was, for me, there was lots of women that were leaders that I spent lots of time talking to. And, and it was understanding the challenges, the path with areas, the just hearing their stories and, and to be quite Frank. Sam, I actually pursued a doctorate in looking at the knowledge, skills and attributes of female leaders. And I know that’s quite a dichotomous way to think of gender. It was the way that 20 years ago, that was what we had the language of very insular language we were talking through, but the experience of female leaders in moving into senior physicians of educational administration. And part of my research was a narrative point, obviously there’s research involved.


Tara Connor (21:36):
So one of my data tools was being able to in kind of my mid to late twenties, meander around all over the province to talk to all of these wonderful, creative, engaged professional women in the field of education to talk about their own career pathways and their own challenges and experiences in the workplace barriers what, what would drive them, what would inhibit them? You know, all of those things that I was so deeply curious about and that I was defining and refining within my own mind and framework of how I was hopeful to live my life and have my career and, and life unfold. And, and so I would say many of those individuals have been measures and many of those individuals, individuals have continued to be mentors for me even, even, even to present day for sure.


Sam Demma (22:25):
Hmm. That’s just, that’s awesome that you still stay in touch with them and your research sounds like it was a really enlightening experience, roughly how many female leaders did you talk to, or if you remember, like how many did you interview or get to chat with throughout that project?


Tara Connor (22:41):
Yeah. So I, again, when you, when you get into kind of doctor level research, you tend to do, there’s a triangular you know, methodology right. Triangulation, and that you have a number of data collection tools, and then you kind of just suppose to see if there’s some commonalities or somatic pieces that come through that research. Hmm. So the individuals, I, I think it was under 10, I would say it was probably eight to 10 individuals. But it was, it was deep in terms of that narrative process. So it was really and, you know, with your experience in interviewing and, and working with individuals, it was quite a structured process because it would be in, in the nature of that level of research. But it was really, you know, all the pieces, many of the things that you’re saying in that, you know, how did you do this?


Tara Connor (23:28):
And, and why did you do this and what drove you to do it? And what were the things that you have found challenging? And what are the things that you in, in, in making your decisions and pathways and, and working through kind of your next steps, you know, what, what were the things that were most frustrating? And, and, you know, I would hear lots of failures before success that’s really relevant and how people would navigate talking about their family life. I would have women that would say, I never mention the fact that I have kids, or if I ever had to stay home, it would never be because of a child because of their fear of judgment around what they bring to the role and, and what they can or can’t do within the, the job itself. So not an overly large group, that’s not a typical again, depending on the type of research that you’re doing a much broader had a much broader kind of range of data sets more expansive in terms of number of individuals in the, in some of the other ways that I was navigating that research, but for me, it was amazing and it was really compelling.


Tara Connor (24:28):
And it challenged me in lots of ways, personally and professionally in the way I thought about I just thought about understanding, understanding systems and, and leadership, and, and also that marriage of personal and private personal life and public life and professional life, all of those, all of those different pieces, for sure.


Sam Demma (24:50):
Today, education might look a little bit different than the, you know, the first year you got into it. Mm-Hmm, especially with the global pandemic, but hopefully coming to a close now that has brought a dozen different challenges into education. But I think with challenges also come some opportunities. And I’m curious, absolutely. To know what you think some of these new opportunities are that are arising because of the challenges and why you think we should be excited about some of them.


Tara Connor (25:20):
Yeah, no, thank you for that. Well, one thing I’ll start off with is I think that our, when I look at my the, the students who surround me, they are amazing, wonderful, brilliant individuals. And they have, when I think of what our youth have had to navigate at such a pivotal point of their own development and stage, and, and still the optimism, the creativity, the resilience what they bring each and every day to not only their, their daily life, but to their, their future. I think that’s very hopeful and optimistic and, and that we should all feel really excited for the future. When we look at whose hands the future will be in, in the years ahead. The other piece, I would say there’s a few parts of this that actually think are quite interesting. I think we’ve had clearly a significant shift in terms of the use of technology in supporting student learning.


Tara Connor (26:19):
And so we have had a learning for some time. We’ve had lots of, you know, we’ve had, you know, virtual experiences or online experiences for students that we’ve had or in, in the last probably certainly 15 years or so excuse me. But what I think it’s quite interesting is we had, we had a really polarized position prior to going into March, 2020, where we had educators adamantly articulating that we cannot have all students involved in e-learning that, that there are certain things we can’t do through an online platform that we can’t teach certain subjects that we can’t test with the same level of integrity certain aspects of learning by the nature of virtue of being online. And, and as a, as a necessity through this pandemic, we have had to develop the capability and the ability to be able to develop rich, robust learning experiences and opportunities for all students across all grades across all subject areas.


Tara Connor (27:26):
And we’ve been able to successfully do that. I will, for sure say that virtual learning or online learning is not a great fit for all students. And there are students that this is not a platform that serves or supports them well because of the way that they learned and the way that they connect with their learning. But there are lots of students that do very well with it. And we have teachers now with the skills and ability that can’t say we can’t do it because we know we can. And so the question would be how we use it and how, in what ways we utilize it to be beneficial and supportive of students. And and certainly we’ve, we’ve got flexibility from my mind, again, particularly coming as a former principal alternative education, that ability to be innovative and flexible, and as many ways that we can think of to be able to wrap around and support students where they’re at and what their learning needs are in my mind, technology just creates a whole nother range of opportunities that we can tap into now that we have a, a restir of experience and knowledge to be able to do that work.


Tara Connor (28:30):
So I think I will just say, I think that’s a positive by necessity, it’s driven innovation and by innovation, we’ve been able to drive action that I think will have future positive implications for, and, and and I think flexibility and access for students. The other piece I would say is, you know, we get stuck on doing things the way they’ve always been done. And so and I think, you know, it’s very easy to fall into a state of inertia particularly when you’re dealing with kind of the busyness of the day to day life. And so we do teacher interviews a certain way, the way that we’ve always done them. And parent council meetings always start at seven o’clock on a Monday night, and they’re always up in the library and they always run for this, like the time in our agenda always kind of looks like this.


Tara Connor (29:09):
And, and so one of the things that I think, again, that the pandemic has this experience of, of schools being closed of people being not being able to do what they’ve always done has driven us to do things differently by sheer necessity. And so, again, to the two examples of parents, teacher interview or parent counsel, you know, parent teacher interview is fabulous for parents that are available and, and accessible to come into the school between seven and eight 30 on a Thursday night and meet some of their teachers of their students teachers as they go through it. But what we know is not all parents can do that. And lots of our parents commute, and many of our parents are out of country or in job locations or have work schedules that look very different from what our day to day life looks like in school.


Tara Connor (30:02):
So I, I think that we all should be challenged to say, who have we made, what processes we made better or more accessible or more has built connections that end product has allowed us to be able to do what we intended to do, which is essentially connect parents as partners with their teachers and their students to be able to support the learning of the students in our school. And so if the goal is accessibility and the goal is the opportunity and the connection, then when we think in very siloed, very traditional ways, we have to think about who we’re not capturing and we have the function ability to do better. So I think those are, those are some of the things that we should all be teasing out to say, you know, we don’t wanna go back to, to the way it’s always been. We wanna say, what can we do to always be better? And I think there’s some great opportunities to do that, for sure.


Sam Demma (30:57):
I love it. It sounds like you’ve reflected on this. those are some great ideas and the accessibility piece is a huge one. I, I know from speaking to educators as well, it’s something that people are realizing the differences in access have really come to light because of the entire two years being stuck at home and other reasons as well. So I’m, I’m hopeful that it will continue to change and evolve and adjust. And yeah, that, that you’re one of the people that are leading the change. So keep it up.


Tara Connor (31:32):
Well, we have to do that work that that’s work that has to be done. I think


Sam Demma (31:36):
When you think about, you know, Tara in her first year of teaching if you could bundle up all of your experiences right now, and advice and travel back in time and tap her on the shoulder and say, you know, here’s what I think would’ve been helpful to hear when you were just starting in this profession, in this vocation. Not that you would change anything about your journey or path, but what advice would you have given your younger self or another educator? Who’s just getting into this vocation now.


Tara Connor (32:05):
Yeah, that’s a great question. I have to think way back in the reservoir to go back to that first year as I think about where I was and where I am now you know, I, I think reflectively around you know, kind of advice that that I would think, or that I would offer to others, or I think about for myself is that I think, you know, we do this work because we wanna serve and support. All right. And we want to always do the best by our students, but always do the best by our school communities, whether we’re in the classroom or at, at, at a principal level or at the board level, at, I think at every level of education or provincial level as well. And we set the bar, if, if we’re doing the job well, we set the bar really high for ourselves mm.


Tara Connor (32:48):
In that we want to always do it. Right. And we want to feel like we always did the best and the right thing in the moment at that time. And I can tell you you know, the reality is the jobs that we do are complex. They’re challenging. You’re often in, I would say certainly as administrator, you’re often in the grades, it’s very often very, very rarely that you have, this is the right decision, and this is absolutely the wrong decision. So you’re always trying to navigate with real kind of reflection and clarity that this, this is the right decision to make. This is the right action to make. This is the right way forward. And and I think through that, again, one of the things that we are should be great at is reflecting to say, how could we get better?


Tara Connor (33:35):
So what I would say in terms of advice is that don’t be so hard on yourself. Always do the best. You can always take the time to reflect how to get better. And so there’ll be times that things go, especially if you’re innovative and especially if you’re trying to do things differently, there’ll be things that go great. Cause that’s the nature of innovation and things that don’t go so great and celebrate great reflect on how you could be better action, being able to be better and get better, but then let it go, right? Don’t, don’t hang onto the things of what if I had only done and what if I, and with an, and there was another way I could have handled that there may have been, but be gentle it with yourself. And, and and know that that’s the part, part of part of doing this work is sometimes is always getting better.


Tara Connor (34:25):
And so that has to be comfortable with knowing that you, you can always build from, and you can always get better from where where you’ve been and that so I think we get stuck in ruminating around why did, why did this happen a certain way? Why maybe I should have done something else. And, and again, I don’t think that honestly, I don’t think that’s a particular value or helps you be your best self. I think reflection is important. I think having a, a strategy to be able to deepen as you continue your work moving forward, but at times you have to say, I did the best that I could in the moment with what I had and what I knew at the time. And and I’m gonna keep using those things to get better and be better at what I do and how I service support others.


Sam Demma (35:06):
Mm. I love it. Such great advice. If someone is listening to this and wants to reach out to you, ask a question or chat about something you share on the podcast, what would be the best way for someone listening to get in touch with you?


Tara Connor (35:23):
Yes. No problem at all. So I, I hope to be part of the Helton board for lots of years. So I do have an email through the board that anybody could email me at if they have an interest. The last name is connort@hdsb.ca and I’m always happy to connect and always happy to learn and and be connected to communities with people that would like to talk and like to learn and grow together.


Sam Demma (35:48):
Awesome. Tara, thank you so much for coming on the podcast. Really appreciate your time and insights. Keep up the great work leading the change, and we’ll talk soon.


Tara Connor (35:58):
Wonderful. Thanks so much for having me. I appreciate it.


Sam Demma (36:00):
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 Tara Conner

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.

Reg Lavergne – Superintendent of Instruction, Innovation and Adolescent Learning and Student Success at the Ottawa-Carleton District School Board

Reg Lavergne - Superintendent of Instruction, Innovation and Adolescent Learning and Student Success at the Ottawa-Carleton District School Board
About Reg Lavergne

Reg Lavergne (@RegLavergne) is the Superintendent of Instruction for Southeast schools and for the Ottawa-Carleton Virtual Secondary School (OCVSS). Reg supports innovative and alternative approaches to Student Success and Adolescent Learning within this role.

For 23 years, Reg has served students in Kindergarten to Grade 12 in rural, urban, large, small, adaptive, and community schools as a teacher, department head, Vice-Principal and Principal. He has also served as the System Principal of Student Success and Innovation and Adolescent Learning.

Currently, Reg is working on an Educational Doctorate degree focused on increasing student voice and identity in student learning experiences. He is also designing and implementing the Authentic Student Learning Experience framework to embed student voice and is working with SSTs to build a model for Student Success for students in grades 7 and 8, and grades 9-12.

At the OCDSB, Reg has greatly enjoyed working with teachers to build and implement learning models and approaches that help students see their own genius.

Connect with Reg: Email | Instagram | Linkedin | Twitter

Listen Now

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

Resources Mentioned

Ottawa-Carleton Virtual Secondary School (OCVSS)

OCDSB

Hero on a Mission by Donald Miller

Russ Interview by Jay Shetty

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 (01:00):
This is your host and youth speaker, Sam Demma. Today’s special guest is Reg Lavergne. Reg Lavergne is the Superintendent of Instruction for Southeast schools and for the Ottawa-Carleton Virtual Secondary School (OCVSS). Reg supports innovative and alternative approaches to Student Success and Adolescent Learning within this role. For 23 years, Reg has served students in Kindergarten to Grade 12 in rural, urban, large, small, adaptive, and community schools as a teacher, department head, Vice-Principal and Principal. He has also served as the System Principal of Student Success and Innovation and Adolescent Learning. Currently, Reg is working on an Educational Doctorate degree focused on increasing student voice and identity in student learning experiences. He is also designing and implementing the Authentic Student Learning Experience framework to embed student voice and is working with SSTs to build a model for Student Success for students in grades 7 and 8, and grades 9-12. At the OCDSB, Reg has greatly enjoyed working with teachers to build and implement learning models and approaches that help students see their own genius. I hope you enjoy this conversation with Reg, and I will see you on the other side. Reg, welcome to the High Performing Educator podcast. Huge pleasure to have you on the show this morning. Please start by introducing yourself.


Reg Lavergne (02:21):
It’s fantastic to be here and I really appreciate you reaching out to me. So my name is Reg Lavergne. I’m a superintendent of instruction with the Ottawa-Carleton District School Board which is a public school board in Ottawa, Ontario, Canada. I support a number of schools, but I also support the innovation and adolescent learning department and the student success programming across our district.


Sam Demma (02:44):
At what point in your own career journey did you determine that education was the field you wanted to pursue and work in?


Reg Lavergne (02:53):
Okay, so this might sound sad. I always wanted to be a teacher. My mother tell you if she was here right now, that when I was a very small boy and people said, what do you wanna do when you grow up? I said, I was gonna be a teacher. And I always did say that that I was gonna be a teacher. I, so that, that truly has been, was always, and still is my main goal. I like working in education. I like working with, with kids. I like helping and working with adults who are working with kids. And I have always naturally gravitated towards kids for whom the system didn’t necessarily work as well as we might like it to. So I’ve always gravitated towards, it’s not working. Why is that? What can we do differently?


Sam Demma (03:42):
That’s awesome. Tell me about the journey from five year old reg that always told his parents and everyone in his life that he wanted to be a teacher to reg today. Like what were the different positions and roles you worked in? Where did you start and what brought you to where you are today?


Reg Lavergne (04:01):
So I, I, I, I think I’d have to say that my, my journey hasn’t been exactly linear. Although I I’ve always been connected to education, so I was in school and then I’ve worked in, in schools and, and in education, my entire career. I actually when I was in school I was very fortunate. School worked for me. I really enjoyed school. I got a lot out of it. I actually went to university and I, my first degree was in music. So I was a music teacher first and I loved that. I got to work with kids in a very different environment to help them celebrate strengths that they didn’t know they had in a way that many people weren’t looking for and, and to help them see how they can contribute in ways that to be perfectly Frank society doesn’t always put on the forefront.


Reg Lavergne (05:00):
So when I was watching kids, we would often work with I, I was a high school teacher for the most part. I actually started working in a private elementary school. And then I got hired with public board, the secondary level, and I was working as a music teacher and we would go to the local elementary schools and I would watch kids who didn’t always have the easiest paths and had lots of different things. They were working through flourish when they were working with younger children and helping them, helping them grow and helping them overcome challenges that they were working with. And I really, really loved that. And from there I became a vice principal. I, I I worked actually, I should take a step back when I was in taking my my degree, my education degree. I sought where, where I, where I could sort of put my voice in what type of placement I, I was asking for.


Reg Lavergne (05:57):
I worked with children who were suspended or expelled from their schools or districts and, and helped their, their learning. I also volunteered in a program that was designed for kids who’d been suspended so that they didn’t stay at home all day. They came, we helped them with their schooling, but we also helped them with why they were suspended and how can we not get there again? I became a music teacher after that. When I became a vice principal, my first school was working with the student was in an adaptive school. So was working for students who had lots of different types of challenges social as well as cognitive, as well as physical and I, and I worked with with them. And then when I became a principal, I worked in an inner city and a rural school.


Reg Lavergne (06:43):
But I brought a, a very strong student success link to that, to those discussions, to those schools, those situations when a student was struggling, stopping and saying, why are they struggling? What can we do differently for them asking them to do the same thing multiple times when they’ve struggled on it on the first time, probably isn’t going to make them feel better about themselves. They may learn the skill, but they’re not going to feel better about themselves as they go through that. So how do we also take into account their thinking their their feelings about themselves? Do they think that they’re a capable learner? Do they think they’re smart? How can we make sure they do see that way? And how can we make sure that they do see that there are lots of options available to them and how can we help them get there?


Sam Demma (07:25):
Mm. I love that. And they’ve gone continue,


Reg Lavergne (07:31):
Sorry. No, I, I may have gone a little off topic there, but, but that was where sort of my thinking went. And actually one part I, I actually then started I moved out of working in a school and I was working centrally. I was assistant principal for four years of student success and adolescent learning. And I supported, I think it was 96 schools in our district on school student success programming and, and looking at, at options and opportunities for students outside of the, the, the norm outside of the traditional box that we might work in.


Sam Demma (08:04):
You mentioned that you had the opportunity to see students flourish in a different environment to uncover strengths, that they didn’t even know that sometimes they had. Can you share an example of what you mean by uncovering strengths? They didn’t even know they had, because I think that’s a beautiful thing to help a young person or a student realize,


Reg Lavergne (08:26):
Mm-Hmm, , there are so many I have a couple from my past, that’ll be more general. And then I can speak to one specifically that I’m thinking about from last year. Mm. So Stu students who that I was working with, who may not have had clarity on their strengths. I spoke very vaguely to say that they may not have thought they were very good at very much. And I remember, again, I was in a high school going to local elementary schools and intentionally partnering students up with, with younger children who needed help in different things. If it was music, they may have needed help playing their instrument or setting their instrument up or trying a new instrument or working through something that they were working on, but they were struggling and giving. I, I I’m, I’m seeing several in my mind right now, and I’m years giving, providing the opportunity for them to step up, to be a leader, to show their strengths to help someone else.


Reg Lavergne (09:36):
And I think that brought in the idea of contribution, right? As soon as you can bring in the idea where a person feels like they’re contributing in some way, they feel valued, they feel valuable, they feel important. They know that they have strengths that they can bring. And I would watch these teenagers working with these younger students and suddenly see them light up as the younger student achieved, what they were working on. And I could see that the, the older student realized, wait a second. I helped them do that. Right. I was able to, to share with them some of what I know, some of the skills I have, I was able to motivate them and make them feel that they can do this. They knew it was possible. And suddenly they did that. And I would watch the kids light up. And to me, I don’t think I have the words to describe how I felt on the inside, nor how the kids felt as they were going through that.


Reg Lavergne (10:32):
Because then all of a sudden, as we’re heading back to, to the main high school, I’m watching the excitement in this young person’s eyes, I’m hearing them talk about what they did and, and how they helped the other student. I’m hearing them talk about the other student’s achievement. Like it really wasn’t all about one person. It was about the different pieces. And I remember watching kids suddenly be willing to try more and to do more back in the classroom after that, because they sudden they saw that they had a strength that they, they could contribute. They could help someone else. And we’ve seen that in a program that we actually started last year in our district, it’s, it’s a, a ministry supported provincial program. So we did not design the entire program. We did design what it looks like for our district.


Reg Lavergne (11:25):
And we started a program with one teacher. And she started reaching out to students who had dropped out of high school without graduating and talked to them about a different approach and a different type of program. And it it’s called a SW program. So that school within a college, like I said, it’s a, it’s a provincial program in Ontario. It is situated to support students who are at risk of not graduating high school and connect them to pathway options. We took a, a slightly different approach to it. In terms of, of, again, reaching out to kids who were at risk of not graduating and finding out what are you doing right now? How can we connect that to your formal learning? So basically we were, we, we did. And when I say we, I mean, the lead teacher who is the most brilliant educator you have ever met she connected with kids who, who were not at school and started talking with them just to find out more about them.


Reg Lavergne (12:21):
What are your interests? What do you like to do? What do you do outside of school? You know, when you do that, that’s actually this part of the English curriculum. And it’s this part of that math curriculum. And at this part of the history curriculum, and she was able to, to show the students who, the structure that we developed together, that they were smart. They had talent, they had strengths. It may not manifest itself in a way that we would normally capture it in a school, but they were demonstrating learning in, in in, within their life. And she was, she was able to engage with them to, they came back to work with us. Now, this was in remote last year. So they actually did not return to a traditional school, but they did engage in some traditional school structures and different things.


Reg Lavergne (13:10):
They were engaged in outside the school. The teacher captured because they captured this demonstration of their learning. They had learned, they had developed a ton of skills, maybe not sitting in the classroom at 9:00 AM on Monday, but maybe at different times. And they were able to demonstrate that learning. And she worked with, with students capturing evidence of their learning. So she did not create lessons for them every day, the students from their interests and then where they wanted to go. So meeting their pathway goals developed learning experiences. And as they were doing that and demonstrating different learnings, the teacher was, was connecting that to different curricular expectations. And the students were accelerating the, the credits that they were earning. And at the end of June last year, 22 students graduated from high school. And I believe 18 of them are in college right now. These students had dropped outta previous.


Sam Demma (14:05):
Wow. That’s such a cool story.


Reg Lavergne (14:08):
Oh, get goosebumps. When I think of that story all the time, that teacher and that program approach changed those kids,


Sam Demma (14:20):
It’s a case study of how to deal with students of whom school is not working. Right. Like you mentioned earlier, sometimes school doesn’t work for everybody. Well, I think the question that came in my mind was like, how do we help those students who school is not working for? And it sounds like this program like fills that void. Is it continuing this year in person? Or like, tell, like, tell me a little bit more about it.


Reg Lavergne (14:45):
Yeah. We expanded it three teachers this year. And the program is full again. They’ve reached out to different groups of students and they’ve intentionally reached out to students that might not reach out to us to make sure that they are aware of those pieces and that, that, that there is an opportunity. And sometimes they situated from why not give a shot, try it out. If it doesn’t work, you don’t have to stay, right. We’re not, we’re not holding you here, but if it does work, this could be changing for you. And, and something, you said it, it made me, it made me think of something else that the, the teacher engaged with as well. In that program, we’re not saying that traditional learning structures are not engaged, right. They’re not out the door, they’re still there. Yeah. But they’re engaged differently as the student needs it.


Reg Lavergne (15:34):
And I remember talking with the teacher again, brilliant educator. And she was telling me this story about a student who had struggled in school for many, many years, obviously had dropped out of high school, was back into this program. And they needed a very solid, theoretical understanding of mathematics for the program they wanted to go into at the college the next year. And so the teacher engaged in some more traditional learning so that they could understand the theoretical underpinnings of the mathematical concept they needed to go in. The difference was the student knew why they needed it.


Sam Demma (16:11):
Mm.


Reg Lavergne (16:12):
And it was connected to their goal. It was connected to their pathway. It was connected to their passion. So they were, they were there, they were into it. They were working on it. I don’t believe six months earlier, the student would’ve engaged to the same degree, but because of the approach that that program provided and that educator provided for the student, they saw meaning and purpose for their learning as they had never seen it before. So that theoretical piece that possibly, and I, I, I can’t guarantee these pieces, but possibly before they may have thought, I don’t want that. I don’t care about that. Like, I’m not doing that. They knew it was important. It was important to them. It was part of their pathway goal. So they were totally engaged and worked very diligently with the teacher to learn in that way. So it is a balance of sort of a authentic in school and outta school experiences with some very traditional, theoretical learning opportunities as well.


Sam Demma (17:07):
There’s a really phenomenal new book called hero on a mission by an author named Donald Miller. And in the book, he talks about the importance of setting goals in the context of stories. Like he believes that the reason why most people don’t bring their goals to life is because the goal isn’t actually baked into a story about how their life could change or what it is they’re working on. And when you mentioned that student who didn’t understand why they needed this, all of a sudden realizing that it’s a key component of bringing their future goal to realization it just, it like compels you to, to do it and take action because no longer is it just a math class, it’s a stepping stone in your goal or your future, you know, story. Which I think is a really cool realization. And that’s what came to mind when you were explaining that, what do you do you, what’s the teacher’s name that runs this program? Does she also does she also teach like a grade or is she solely dedicated to running and organizing this, this program?


Reg Lavergne (18:10):
So she teaches she taught all the students last year. She teaches a third of the students this year, but she’s, she works with the other two teachers and they they’re very collaborative in their approach. Cool. In terms of bouncing off each other’s strengths so that the students can maximize they’re learning off of the, the strengths from the three teachers that are, that are involved. We have a fourth teacher that helps liaise with the college, the local college we have as well. Nice. because part of that program is the students. I call it tow dipping, but they, they engage in some college courses as well. And while they’re engaging in the college courses, they’re earning a college credit and a high school credit at the same time. Nice. to try to explore different options, they may not have considered the lead teacher in the program.


Reg Lavergne (18:57):
She is extremely humble and will not be happy that I have said her name. But her name is Donna. And and she was an exceptional educator. And she you know, she was the one working directly with the students last year. Helping them see their genius, which is a saying that I captured from another one of our, our educators to see their genius and to see the possibilities before them. And you know, she has, has dramatically changed and the colleagues she works with have dramatically changed the lives of children.


Sam Demma (19:31):
I’m getting goosebumps. It’s such a good feel. Good story. And it’s so cool to hear that the program is growing. I’m sure other boards might be reaching out to you after listening to this podcast, to ask some questions and connect with Donna too. about this, because I know it’s not an isolated problem or challenge. There are so many challenges in education, especially with the pandemic, but with challenges, come opportunities being on the cutting edge of innovation and student success, what do you foresee? Some of the opportunities being in education, things that are unfolding and the school board is working on that you think are really great opportunities for the future.


Reg Lavergne (20:11):
I will never say that COVID has been a great thing. It’s been a horrifying thing. It has caused so much harm. I will say that it created the opportunity to look at things outside the box. Mm that’s my very gentle way of saying sometimes we have to knock the lid off and push the wall over. Mm. And look outside the box. Traditional approaches to learning work for some and need to be available for some, they don’t work for everybody and we need to be more attentive to, and more responsive to and proactive to different ways of learning that engage people in different in, in different ways. I, I am very focused on who is the student? What are they doing? What do they want to do? What are their strengths? How is the learning environment set up to help them see meaning and purpose in their learning?


Reg Lavergne (21:18):
When we first went into shut down because of C learning, didn’t go into shut. Buildings did congregating together, did, but learning didn’t stop. And I was so privileged at the time. I was the principal of student success and innovation and adolescent learning at the time. And at first I remember thinking, what are we going to do? The way we’ve done everything. Our entire system can’t function right now, the way we’ve done it, what are we going to do? And I have to tell you how blown away I was with students, families, and educators, as everybody morphed into doing things in a very, very different way. I had the privilege of working with all of the student success teachers in our district. Every school that has grade seven and eight or grade nine to 12, has a student success teacher assigned a, a specific position for it.


Reg Lavergne (22:15):
And I was so privileged to get to work with all of them, incredible educators, incredible credible people. And we started doing a lot of brainstorming because those are the teachers that also support the students that are at greatest risk of leaving us, having not completed their courses and completed their diploma. And so we spent a lot of time talking back and forth. Well, what does this look like when you’re talking about students who don’t necessarily want to engage in learning every day, because they haven’t had success in it, or they haven’t felt good in it. Then when they’re sitting at home, it’s even more at risk that they’re not going to engage. So what are we going to do? And we built an approach, a philosophy, excuse me, and a framework to really take a look at all right, what are you doing right now at home?


Reg Lavergne (23:08):
You are learning. You are learning in very different ways, but you are learning. It just doesn’t look like it did the previous week when we were in a school building. So what are you doing? Talk to me about that. We had one student I’ve, I, I don’t think I’ll ever forget this. A teacher shared I’ll speak generally because yeah, I don’t, I have share name, but had contacted a student who had had a variety of different experiences in schools and not all of them. Good. And, and they were now at home as, as everybody was. And the, the teacher, the, the student success teacher asked the student what they were doing and the student was tearing apart a trailer and rebuilding it with his dad at home was just something they wanted to do at home by talking with the student and finding a little bit more about what they were doing.


Reg Lavergne (23:57):
And, and he engaged in regular conversations with the students. So to, to hear what they were learning, talked to me a little bit, suddenly we realized the student was actually doing two tech education courses with his dad at home by tearing it apart. And the teacher was able to capture evidence of learning through the conversation and the student would take pictures of what he was doing and share it with the, with the teacher to say, this is what we saw today. So we had to do this for X reason. That is not my area of strength. So I can’t give you the exact specifics on what they were say. But what I do know was that the student was engaged in activity. They really loved, they were working with their dad and they were able to explain why they were making the steps they were making.


Reg Lavergne (24:41):
And the teacher actually asked the student at point would write down the steps of what you were, why you were doing it. The student was like, sure, why? Well, there’s a grade 12 technical English course that would meet the criteria of, so by building a manual on how to tear apart and rebuild a trailer, the student was also working on a technical English course. This wasn’t a student who necessarily loved writing or loved literature, right? At that point in his life, he may at one point, but at that point he didn’t necessarily enjoy that, that approach, but he was totally on board with writing down what he was doing and why he was doing, we were capturing his thinking. It was important to him. It mattered to him. He was creating a technical manual. That for him was really, really important. And that connected some credits. So during the, the initial closures, and that’s what sort of inspired and led to the development of our approach with our program as well it was very much looking at well, what are they interested in? What are they good at? What do they wanna be working? That’s where we start. And that’s how they get that spark to continue pushing themselves even further.


Sam Demma (25:57):
It sounds like flexibility is such an important part of this process. Like the, the student being flexible, but also the, the teacher and maybe in the past flexibility has not been the most utilized idea when it comes to projects or completing assignments or the way that you complete the assignment. How did, like, how do you build a culture of flexibility where, where, like an educator is proactively looking for those ways to connect real world experience to specific students learning or is this like situation you’re explaining more used for the students who school is not working for?


Reg Lavergne (26:42):
That’s a great question. I think the flexibility piece is, is key. Yeah. How do we build the environment for it?


Sam Demma (26:51):
I’m putting you on the spot. not that you have to have the perfect answer.


Reg Lavergne (26:57):
No, it’s a great question. I think, I think it’s a, it’s a brilliant question. I I’m going share some of my initial thinking. And then this is the question I’m gonna walk away from thinking even more on, I’ll be honest with you. I think, I think part of it comes down to what’s the goal and who decides the goal and who’s decided how that goal is achieved. And we have we have a society, our, our, our society, and some may argue that it has to be this way for a society. As, as, as large as our planet is to function together that there are certain goals and there are certain ways that we’ve decided over a series of years or decades that work mm. I have to talk about that, that work to achieve those goals. And I think what we’re seeing, and I think COVID has helped illuminate this it’s, it’s put a spotlight on it.


Reg Lavergne (27:55):
That practices that work, we have to stop saying that we have to start saying they work for some and other practices work for others, and we needed to be more open to a diversity of practices that are going through. I think that certainly the approach we took in the district, I was working with student success teachers who I was very fortunate. We’re very engaged, very flexible, wanted to try different things to support student achievement in different ways and move that forward. What we’re seeing is that that thinking philosophy and the use of this framework is, is expanding in the district. As people are seeing that it’s working. Because I think something that just jumped into my head after what you said was the idea of permission.


Reg Lavergne (28:41):
Do we give educators permission to go outside the box to try things that are safe, appropriate, but that engage students in ways that engage them. So rather than it being an approach that I’m confident in, because I’ve seen it work a number of times, if I see it not working for a student, do I feel that I have the permission to try something different with them, especially depending on where they’re going with it. We all, depending on geographically where you lived, the people who were in the same area with you took the exact same courses through high school, had the exact same learning, delivering models in place. I’m guessing they didn’t all do exact, the exact same thing. So they took those learnings that they had and have tweaked them to has, and it tweaks them, adjusts them and applies them to where they went with it, what they wanted to do with their learning, what they wanted to do with their life.


Reg Lavergne (29:43):
So I think a part of it is giving that permission to, to, to dip into different ways of doing things, to saying for this student, that approach is appropriate and it supports where they want to go. It supports what they wanna do. So we don’t have to follow necessarily in, in sort of a, a, a very structured manner, traditional approaches, traditional approaches work in many cases. And so this isn’t a case of throw all of that out and try this instead, this is a case of, for this person who they are, their identity, their experiences, their goals, what about this? And I would even put on the table, imagine if we started saying to the student, well, what are you interested in? Well, what would you like to work on right now within the parameters of, of the, the the, the courses that we’re working on to say, how would you like to engage in that learning?


Reg Lavergne (30:42):
There are lots of different ways of engaging in learning that is embedded within English curriculum or science curriculum or math curriculum. I think we can give permission. And I’m, I’m in a, I, I’m very fortunate. I’m in a position where I can work with a number of schools and principals and vice principals and teachers, and, and I can establish the environment that provides for that position. I don’t mean for that to sound power trippy in any way. But when I, when I say it, I’m having a conversation with someone and, and I say, why not? That gives that permission to say, it’s, it’s okay to go outside of what you may have normally done, because you’re engaging with that student in a way that is going to be more effective for them and is ultimately going to enhance their wellbeing and their achievement. And I remember that when I was a teacher asking, you know, talking with my principal and when my principal said, why wouldn’t you try that? If you think that’s gonna work, knowing that my principal was supporting my thinking was very powerful for me. So that’s something that I try to do. And I’ve always tried to do in my roles as I’ve gone through. My career is, is to make sure that we’re engaging in those conversations and that we’re providing that permission because the permission is needed for us to change the way it was to the way it could be.


Sam Demma (32:06):
There is an American hip hop artist named Russ, and he was being interviewed by this guy named Jay Sheti one time. And Jay Sheti said, what is the best advice you’ve ever received? And he said, it was a question, what if it could turn out better than you ever expected? And when you approach situations with that mentality, what, like, what if it could turn out better than you ever expected or ever imagined, instead of what, if this goes wrong and terrible, you build some courage to try new things, to take new things on. And I think the, why not question becomes even more powerful. When you look at it from that perspective and back to your toe dipping analogy, you know, if you do try it and you dip your toe and the water’s really warm, and it’s working out, you dive in and, and, you know, you scale the program, get three teachers involved. And then, you know, five years from now, maybe the program is going throughout the whole board, and there’s like dozens of teachers organizing it and running it all because of a test, a pilot project which is really cool and exciting. This has been a really awesome conversation. I’ve enjoyed every minute of it. If someone is listening to this Reg, wants to reach out, ask you a question, talk about this program or your experiences in education, what would be the best way for them to get in contact with you?


Reg Lavergne (33:27):
The easiest way would be to go to my board’s website ’cause you can find my email. I’ll spell my email over in a second, but you can find it there. My board’s website is ocdsb.ca and then you can do a search on me and you will find I’ll pop up. My my email is reg.lavergne@ocdsb.ca, and I’m more than happy for people to reach out and have conversations because as we look to what could be and what the possibilities are, that’s what I find is really, really exciting and and can truly change kids’, change kids’ lives.


Sam Demma (34:07):
Awesome. I agree. Thank you so much, Reg, for taking the time to come on the show. I really appreciate it. Keep up the amazing work and we’ll talk soon.


Reg Lavergne (34:15):
Thank you. Take care.


Sam Demma (34:18):
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 Reg Levergne

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.

Steph Pearson – Learning Technology Consultant, e-Learning Lead, Ottawa Catholic School Board, Ottawa ON Canada

Steph Pearson - Learning Technology Consultant, e-Learning Lead, Ottawa Catholic School Board, Ottawa ON Canada
About Steph Pearson

Steph (@TheSPearson) is an engagement, education, and technology expert. She is constantly working to unlearn mindsets which result in inequities for Indigenous, Black, racialized and 2SLGBTQ+ students and colleagues. She has coordinated the OCSB elearning program for 4.5 years and assists teachers working to leverage technology from kindergarten to grade 12.

She has presented at various conferences across Canada demonstrating how digital tools can be used for differentiation, deepen understanding and to promote activism for social justice. She has contributed to several Ontario elearning writing projects such as Canadian Families (2017) and the Catholic Virtual Ontario’s Canadian History courses (2022).

As she returns to the classroom in September 2022, she looks forward to applying equitable and responsive strategies to engage students from grade 9 – 12 in History, Geography and Social Sciences. She has experience in the International Baccalaureate Middle Years Program, the New South Wales (Australia) Board of Studies Curriculum, and taught in Glasgow, Scotland.

She can be found most days enjoying a grilled cheese sandwich, planning her next trip abroad and would like to say, “pspsps” to your cat.

Connect with Steph: Email | Twitter

Listen Now

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

Resources Mentioned

OCSB E-learning Program

International Baccalaureate Middle Years Program

New South Wales (Australia) Board of Studies

For White Folks Who Teach in the Hood by Christopher Emdin

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.


Sam Demma (01:00):
This is your host and youth speaker, Sam Demma. Today’s special guest is Steph Pearson. Steph is an engagement, education, and technology expert. She is constantly working to unlearn mindsets which result in inequities for Indigenous, Black, racialized and 2SLGBTQ+ students and colleagues. She has coordinated the OCSB elearning program for 4.5 years and assists teachers working to leverage technology from kindergarten to grade 12. She has presented at various conferences across Canada demonstrating how digital tools can be used for differentiation, deepen understanding and to promote activism for social justice. She has contributed to several Ontario elearning writing projects such as Canadian Families (2017) and the Catholic Virtual Ontario’s Canadian History courses (2022). As she returns to the classroom in September 2022, she looks forward to applying equitable and responsive strategies to engage students from grade 9 – 12 in History, Geography and Social Sciences.


Sam Demma (02:00):
She has experience in the International Baccalaureate Middle Years Program, the New South Wales (Australia) Board of Studies Curriculum, and taught in Glasgow, Scotland. She can be found most days enjoying a grilled cheese sandwich, planning her next trip abroad, and would like to say “pspsps” to your cat . I hope you enjoy this conversation with Steph, and I will see you on the other side. Welcome back to another episode of the High Performing Educator podcast. This is your host and youth speaker, Sam Demma. Today we are joined by a very special guest. Her name is Step Pearson. Steph, please introduce yourself.


Steph Pearson (02:38):
Hi, I’m Steph Pearson. I am currently a learning technologies consultant with the Ottawa Catholic School Board, and I am heading back to the classroom in September to teach grade nine through 12 contemporary studies. And this is my 20th year of teaching.


Sam Demma (02:55):
Thank you for your service. tell me more about the pathway that brought you to learning technologies and how, like, what is that? Explain it to us.


Steph Pearson (03:05):
Excellent. So learning technologies is basically a fancy way to say what digital tools are we using to help students engage in the content to show what they’re know, show, what they know about a, a topic discover for themselves what they’re learning, but having technology really the perfect, the perfect way to describe technology is it becomes just that vehicle that kids use to learn. It also allows when used in the best possible ways, the teacher to really just fade into the background so that students can really pursue their interests and seek information that may not be available to them in the classroom in another way. So a classic example is some teachers like, well, I can’t teach black history and my Canadian history course because it’s not my textbook, well, get rid of the textbook and go to the internet. so cultivate sources for your students to be able to find that and see that and, and see themselves.


Steph Pearson (03:59):
And when we know representation really matters, technology just makes it so beautiful to be able to have students chase the stories of themselves and, and how they fit to take pictures. So so that’s really what learning technology is about is how do we, not only how do we get kids to be able to see themselves in the world, but how do we help students with special education needs? How do they use technology in order to show what they know about topics? And then how do we make the world more efficient? Like how do we make teachers time more efficient so they can spend that one-on-one time that technology just can’t do, they don’t have the human touch that do,


Sam Demma (04:35):
How did you get into this role? Was it something you always wanted to do or like, tell me a little bit about the big picture journey from, okay. Student growing up. When did you realize you wanted to get into education and then let’s zoom in as well to how you got specifically to here?


Steph Pearson (04:51):
Okay. So I never wanted to be a teacher, both my parents were teachers, my older sister was in training, so I kind of tried to avoid it. And then I realized, oh, crap, I actually really kind of good at this. And I’m, and I really started liking it. Yeah. And then I, and then I had the opportunity to go Australia for a year on a, on a teaching exchange. So it was a pretty amazing experience that I could walk out the gate of my, of my school, where I was teaching in Australia and be at the opera house in 40 minutes, like walk over the bridge. Like it was absolutely stunning, but part, they were in the very, this is in 2009 and they were just moving to a one to one student to laptop ratio with with apple products. And so I was there kind of participating in this kind of opportunity.


Steph Pearson (05:34):
We were nowhere near this, my home board, but here they were doing it. It was a private school. There was lots of money, lots of intention coming in at it. And so one of the things, their tech learning technologies, people did was let’s have a day every week where teachers can come and learn about what’s available to them. So that’s the year I got involved in Twitter, 2009. And because they were like, there are so many things to learn there. And so I got interested in that and I would just these little bite size ways to use technology better in your classroom. So then when I moved home came back to the Ottawa Catholic. I was like, this is something we could start doing here. And so I started leading little sessions. I’ve always been interested in technology. Like I was born in the seventies.


Steph Pearson (06:14):
So I tech like computers became a really, they only became really essential in my life in university. So I did all my research and paper, but I would word processor, I even learned to type on a typewriter . And so when, but when so as I’m leaving university, that’s where word processing is on computers and the internet is justfancy and, and so I’ve never been afraid to press buttons. And I think that’s really what all being techy looks like is just like helping people press buttons so that they go, oh, actually this is not a problem. I can press these buttons and it’ll be okay. And, and when they have, when educators get the opportunity to play in a, in a non-threatening environment, they are more likely to give their students those opportunities to play in those non-threatening environments as well. And sometimes when you talk to somebody who is really gungho computers, and they’re talking about Rams and gigabytes and ly blurs that means no nothing to somebody.


Steph Pearson (07:09):
So if you have somebody who’s willing to sit beside you and talk to you in really simple terms sit beside you and help you click that can really build confidence. And of course, we’ve seen that in the last two years, the pandemic where people who kind of tried to avoid everything technological, they’ve had to jump on board. And it’s been really amazing to see some, some teachers who were basically almost in tears when they would first start coming to our office hours. But then by the end, they’re like, we’re gonna try this really cool tool. And we’re, and, and so that just gives us so much to play in our role,


Sam Demma (07:41):
What did, what did that nonthreatening environment look like? Tell me a little bit more about how this looked and what the facilitation looked like. If another board is getting inspired by this and wants to try something similar.


Steph Pearson (07:54):
That’s a great question. So at first it was literally, I convinced the principal to buy coffee every morning. And so it was first thing in the morning and we would have coffee and donuts. And I I’m just like, this is kind of how I act in a classroom, so I would make jokes and we would just literally walk through the steps and and everybody would just, we’d do one tool and we focused on the tool. And then once people could feel like they could, you know, felt pretty confident about how to start like a how to, how to use a slide deck in their classroom. For example, once they got used to where they could click, then we could say, okay, these are the ways you can now use it. Right. So then they go, oh, and then I would volunteer.


Steph Pearson (08:36):
Like, if you really need me, I will try to organize so that I can be available, the period that I’m off on my prep and go, and excuse me, help you help your students. But most people, because they were only concentrating on that one tool that week, they were able to use it with their students, had some success. And so the next time they’d be like, okay, we’re ready to learn something else. Right. So it was, it was literally just building those relationships between people who were, who were afraid to kind of go or intimidated to go into these technologies and creating those opportunities for them to just get a chance to play. Now, this was, this was unique because again, the people who weren’t willing to give up time outside of the Workday they wouldn’t necessarily participate in this, but it was amazing that they would be talking to people who were participating in my workshops and they would start talking to their neighbor and their neighbor would go, oh, I didn’t know you could do that. So it was like that slow infiltration of like sneaky PD, right? One person’s more confident. And then everybody else built their confidence. And, and, and within a few years we had a, a very positive environment where when your own device became really just the norm, cuz the students were so used to seeing, oh, we’re gonna be using our computers game. Which of course in 2012 was a much different thing than now where a lot of people have gone one devices. So


Steph Pearson (09:59):
Sneaky PD


Sam Demma (10:00):
I like that. What are some of the tools that you find yourself using to maximize your time or that you really love and enjoy that you think every teacher should know about or use? And I know there’s no one size fits all, but it sounds like you’ve pushed a lot of buttons and you’ve probably pushed some buttons


Steph Pearson (10:22):
metaphorically and then


Sam Demma (10:24):
Some, you know, no pun intended you’ve probably pushed some buttons that have helped you a lot and you co you probably keep pushing those buttons. So I’m curious what those buttons are, what some of those tools are.


Steph Pearson (10:37):
Awesome. So one of the other hats that I wear is I coordinated our eLearning program at our school board. Nice. And what I find is some people just need the same information over and over again, but they’re asking it for, at very different times during the week or over the months. So Gmails templates are a God send. So if you’ve never looked at templates that saves my life because allows you to just save those statements that you make all the time and one place, and you can just randomly them into all kinds of emails, you can send images or gifts. And so when I’m trying to help students log into their email or log into their e-learning profile I can just send them gifts. So the kids can just know exactly where to click. And that’s also part of that is, is kind of leads to how do, how do young people learn and how do older people learn?


Steph Pearson (11:25):
Right. So a lot of our older staff really like when we, we write down the steps, then how to do it. But I find that if any, most people are pretty good. If I use a screencast and literally show them what buttons to press. So we use stuff like Screencastify all the time we, we video has a screen reporter tool. Canva has a screen reporter tool, and we just find if we can show them exactly where to click again, that anxiety just goes down and if you know, quickly, but they can watch those videos at half spot, half speed, and literally watch, okay, now I click here and literally watch and click here. So our, our our squad of three of us over the last two years, we’ve created something like 500 videos. We call it OCS B how to, and it’s literally how to click around and find the things that both educators need. Parents need students need, because we knew as long as there was a video, people were like, great. If there’s a video show me and then, and we were able to be more efficient in how the concerns and the, the requests that we were getting. So made a huge difference. So I spent a lot of time on video, video editing software over the last two years.


Sam Demma (12:36):
that’s awesome. So Gmail templates, big time saver probably just big stress reliever yes. And how to videos have been both been huge,


Steph Pearson (12:48):
Huge, absolutely huge. And again, once you have a bank, it becomes a lot easier to serve those needs and people, and it, and it’s always funny when people are putting in like service requests in our board and they, they wanna put it at urgent. I’m like, you’re, this is not an urgent issue, but it feels urgent to them. So if we can get back to them really quickly with the here’s the video where to click and I say this to like our teachers who are doing e-learning as well. Like if you send them a video a with your face on it, cuz I think that’s the other disconnect that we have with a lot of digital learning is that we take the humanity out of it. So I say, put your face in the bottom left hand corner. And so they see you talking about where you’re clicking on the screen, because then you are a real person, not just some ran who happens to stuff, right. So how do we build community in a digital world? And so I know that’s where this job is gonna go into the future is how do we make sure that all educators can talk about how do out, how to make positive digital interactions online?


Sam Demma (13:48):
You mentioned next year, you’re going back to the classroom, which also makes me believe that you were in the classroom before. Yes. tell me a little bit about the different grades you’ve taught, what that experience was like some of the high moments or things that you enjoy teaching or from teaching in the classroom.


Steph Pearson (14:05):
Yeah. So I’ve been lucky. So been this current role four and a half years. So prior to that, I, I taught seven and eight for a couple years in a couple different school models. So one where the seven and eights were attached to the K to six schools and another school where the seven and eights were by themselves and in another school where the seven and eights were with the grade twelves. So really interesting to see that very important developmental period of grade seven and eight and how which would be great, like 11 through 13 for our American viewers. They, that kind of, it’s so interesting when they’re the oldest students with kinder, they really get that, that they’re oldest students when they’re in their own world, it’s their own world. Right. Versus when they’re seven to 12 and they’re like, oh, the grade twelves are so intimidating.


Steph Pearson (14:50):
You’re like the grade twelves don’t think about you. I’m sorry. They, they haven’t given you a thought of debt, but yes, they’re intimidating. I’ve been lucky enough to be in contemporary studies. So social sciences, history, geography for over a decade. And and it’s been really interesting over that shift. So I taught in a predominantly white school for many, many years, and somehow I stumbled into teaching about equity and, and all of these things that have become really important over the last four years because of the, the media being better at reporting those issues. Right? Those have obviously always been an issue. But the media has gotten the mainstream media has gotten better at tracing the roots of the causes of inequities. So it was really interesting teaching at a predominantly white school where I’d be able, you know, we finally start talking about like how the color of your skin impacts how you walk in the world.


Steph Pearson (15:50):
So and I would have students just be appreciative at the end of the day saying, thank you for being, speaking to my experiences in a way that they weren’t hearing other classrooms, but then I moved to a school that was predominantly non-white. So a lot of black students, a lot of middle student students, students who identified as as Latinx and I, I was, I was really fascinated at how the teaching had to change. So when I was teaching predominantly white students, I was trying to convince them that racism exists and that sexism exists and that homophobias exist in, in some ways. And then I was teaching at a, at a student, a student group where they would’ve been facing all of those issues and I just would have to get them started and they were happy to run with books, ideas.


Steph Pearson (16:42):
So and we’re really excited to have those conversations and, and be validated that their experience is real and that they could use those to further their understanding of a topic. So for example, I had a student who we were talking about the word franchise and and they got stuck on the idea of like a McDonald’s franchise. And I was like, no franchise like voting. And they said, oh, okay. Yeah, no problem. So one of the students was like, you know, we could all vote miss. And I said, well, no, actually, and I look around the classroom and I said, actually only one person in this whole room would’ve been able to vote up until 1960. And they were like, what? And they’re like, yeah, one of you and they’re, and then now as that kid stood up and was like, I’m the only white guy in here, which was such a fascinating moment where he had never seen himself as other yeah.


Steph Pearson (17:33):
But in a room that was constantly othered by society by not in their own homes obviously, and not in their own communities, but by society at large is it was just so fascinating to see that realization. And of course how this, how their, how his peers reacted to that in a really supportive way that he then recognized that difference that he had never seen before. And that privilege of recognizing that difference. Right. So it’s been really fascinating to kind of watch that that, that arc of, of what that looks like and how that will feel in yet another school. When I go back in September and what the last four and a half years of pandemic black lives matter real deep, hard work in our school board for two S LGBTQ rights for students and opportunities, I I’m really looking forward to what I am going to learn from the students, as opposed to what I feel like I can impart on anyone else.


Sam Demma (18:29):
How did you determine you have to change your teaching style? Because I’m sure there are sometimes teachers who transition different, different age groups, maybe even different schools and try teaching the same way they taught in a previous situation and find that it’s not working. So like, what was the indicator for you to adjust and shift?


Steph Pearson (18:48):
Yeah, so Chris Emden has a great book called to all the white folks who teach in the hood. And so he had some really great ways to think about how, how to see kids who are not from your experience, how to see how you, what question you could ask yourself. So you see them as amazing whole human beings, but that their background is not the same as your background. So for example I stopped being annoyingly annoying about peop kids being late for class, because I realized that, and it probably was the case for a lot of the students in my first school, but in the second school, I realized they were walking their, their siblings classes, that there wasn’t anybody to pick them up in the morning that there they had unreliable power in their homes, right. So they had all these other complexities in their lives.


Steph Pearson (19:37):
That meant that getting to school on time was the least of their concerns, or just that it wasn’t of value that they, they also prescribed to like being on time is my thing, not their thing. So so for example, I just started showing news CRI clips the first 10 minutes of the day before I started teaching the lesson. Right. So so the 10 minutes I’m using my air quotes there. So the 10 minutes gave those students that wiggle room to be able to get there so that they could be there for the initial kit. These are the activities we’re gonna do today. Because part of why I was annoyed about kids being late is I didn’t wanna have to talk them through what we were gonna do for the day again. So if I just shifted my expectation, because I’m the easiest one to shift shifting 30 students is a lot harder than changing me a single human being for what my expectations are.


Steph Pearson (20:28):
So 10 minutes of news. And then what I would say to the students, if you are watching the news and you can connect it to the things we’re, we’re looking at, then do that. And so they got more learning or different style of learning and the students who then would come in, they could catch up if they wanted, they could check out the rule, the, the, the news reel that we’d watched or not, and we’d be able to proceed with our day. So that’s just one little small thing that I think the students appreciated just cuz it was just one less teacher that was gonna get on their case for not being there time. Right. And I think when, excuse me, when there are lots of other complexities in a student’s life, that doesn’t mean that there are any less capable of learning. It just means that there are other things that might also be important at that time.


Sam Demma (21:12):
You mentioned the book as a resource. Yes. Tell my white folks that teach in the hood. What other resources have you found helpful that have informed your practice and it could be books, but it could be absolutely anything that you think has changed your perspective or provided you with some tools and resources that you found helpful.


Steph Pearson (21:30):
Right? So if, if you, I, I do get a chance to read a lot of books in my current role. So one of the ones that I am currently obsessed with is gold. Muhammad’s cultivating genius and how we can think entirely different about how differently, about how we shape pedagogy and how we curriculum, how we design curriculum. And so she uses instead of like white thinkers, white Western thinkers, she uses the deep tradition of black literary societies from the 1830s and how, when people came to learn in a group, it wasn’t about literature necessarily, but it was about literary understanding. So what skill are you doing? How does it show you more about your identity? What kind of critical lens can we bring to a, a concept we find justice or injustice in the world and what does it say about joy?


Steph Pearson (22:28):
Like what kinda joy can we bring? So I love that framing. I’ve had the pleasure of teaching students in their bachelor’s of ed program. And again, trying to get them to think differently about how they want to teach, to get out of the, the, the skills or the way that they were taught. Right. Mm-hmm cause it’s very much, I was only in school and I learned the way the school and this is what my associate teachers teach, but, but let’s stop the pattern if we know the pattern isn’t working for all students. Right. So so I love go Goldie for that. Following voices that are very different than my own on Twitter and social media, Instagram. So a lot of two S LGBTQ voices black, LGBTQ voices people who are more right leaning than I am trying to find places, actively seeking out of my internet bubble so that I am presented with information that is different than I would get in my regular bubble.


Steph Pearson (23:30):
And it’s amazing how often those just little statements that people who identify with those groups will give me little tidbits that will just sit in the back of my mind. So I won’t necessarily jump to the same conclusions in the future. And I think that’s really powerful. Just again, questioning our bias, assuming I have bias, assuming I’m gonna screw things up, getting really good at apologizing. I think that’s a really good skill that all people could get better at, but especially educators, because we are gonna screw up and we need to be ready to hear that from our students that, Hey, you really offended me when and apologizing and then do the next right thing. Do the next thing that is going show that you’re really trying to atone for the mistake that you made, which I think is really important.


Sam Demma (24:17):
I love that. I think being vulnerable to also recognize when we made a mistake is just as important as, as you know, hearing somebody that’s upset with us and then saying, you know what, I’m really sorry. I, I had a guest come on the podcast named Barry Walsh and he’s retired, but still teaches and like volunteers a hundred days of his year in his, in his high school. And he’s like in his seventies now, which is so cool. And he was telling me this story about a student one time that stayed back in class and he was in a, a more rough area and a student came up to him and he must have said something or did something wrong. And the student just said, you know what, Barry, like, you’re you were an asshole yesterday. And you know, and Barry was just like, damn, I didn’t expect to hear that. But he looked at the kid and he, he said, after thinking about it, you know what I was mm-hmm , I’m so sorry. Mm-Hmm the student said that’s okay. Barry and walked outta the classroom and yeah. And he’s like, sometimes that’s really all a student needs to hear is a genuine apology. Yeah. And that’s all they’re looking for. And so I think, you know, apologizing is a really important skill. How have you seen that play out in your own teaching practice or the practice of others and has it been effective?


Steph Pearson (25:34):
Oh man. Well, and again, I think because one of the biggest structures we need to break down in terms of inequities is recognizing privilege, recognizing white supremacy, recognizing that we don’t know we’re swimming in this super of white supremacy. So so for example, I, I was told I used a phrase on Twitter that I had no idea what the route was on it. Cause it never bothered, never questioned. It, never had an opportunity to question someone very gently pointed it out to me. And then I apologized via Twitter. That I’d used the tweet that I’d used, the language that I wasn’t aware of. I deleted the tweet. I apologize because again, it’s that, that language it’s not, it’s not the intention, it’s the impact. Right. And sometimes you can’t explain your intention, trying to explain your intention just makes everything worse.


Steph Pearson (26:27):
Yeah. So you just gotta eat the humble pie. And that is with educators that’s with with colleagues, that’s with people. I don’t even know who I might have offended on Twitter, like all of those pieces, but it was amazing how many people came back to me and said, thank you for doing that apology because they just needed to see that a people make mistakes and B you can apologize. It apologize gracefully, and you don’t, and that doesn’t make you less of a person and doesn’t make you less of an educator. And it, and it certainly, but I think if you’re willing to give a good, solid apology, people are more likely to come up and tell you that you’ve been a jerk because they can see that you’re trying to change your behavior. And it’s the people who absolutely refuse to change that become the problem.


Steph Pearson (27:18):
When, if I’m pointing out where the boundary has to be and you keep crossing it, that I’m gonna stop trusting you. I don’t, you are not a safe space. You are not an ally. And so I need, so then I’m gonna find ways to work around you, as opposed to trying to, to call you in. Which I think is really what the lacks that we wanna do in education. Right? We want everybody to be moving in the right direction for the right, for the right reasons for all the students who need us most. Right.


Sam Demma (27:45):
You mentioned at the beginning of this interview that you’ve been in education for 20 years. If you could travel back in time, tap step on your shoulder in year one and say, not that you need to change anything about the path that you’re about to go down, but here’s some advice that would’ve been helpful for you to hear when you were just getting into education. What would you have told your younger self,


Steph Pearson (28:09):
Keep listening and keep listening and know that people are giving advice because they mean it from the deepest part of their soul. And even though you may not agree with it now, you may see the value it in the future. Mentorship is exactly that it’s people asking questions, trying to challenge or kind of thought. And sometimes I think, I think this is a issue with all young educators. We think we know everything because we’ve, you know, lived on the planet for 25 years but then when you get to your forties, you’re like, oh, the best thing we can know is that we don’t know anything at all. And the only way to be right is to constantly be willing to change our approach. So I think I was much more stubborn in my early days. And then I was really blessed to have really incredible people guide me not only in, in the classroom, but like spiritually and really kind of give me a different view of say Catholicism in a way that I did not.


Steph Pearson (29:10):
I was not, I didn’t see when I was growing up, but given who I was blessed to work with, I see, oh, this is, this is where the work can come into in Catholic schools where we have some, there’s a lot of political challenges as, as Catholic school boards. And I think there’s lots of room in faith to be inclusive and be amazing. So having that is what I know now when I people tried to tell me what to think earlier, but they were really just trying to guide me. So I think listen more would be a good one. And again, seek out those. I wish I would’ve sought out those different voices earlier in my career from those and people who aren’t necessarily educators, but those different voices back in the early two thousands.


Sam Demma (29:58):
If someone has been inspired by this conversation, enjoyed, it, wants to reach out, ask you a question or have a conversation, what would be the best way for an educator to get in touch with you?


Steph Pearson (30:08):
Easiest way is at on Twitter @TheSPearson. And you could certainly look me up, I’m all over the internet. So Steph Pearson and Ottawa, and you can find me it’s it’s my, my emails all over the internet.


Sam Demma (30:21):
OK, awesome.


Steph Pearson (30:22):
It’s the fastest way to do it.


Sam Demma (30:23):
Sounds good. Steph, thank you so much for coming on the show. Really appreciate it. Keep up the great work and we will talk soon.


Steph Pearson (30:30):
Perfect.


Sam Demma (30:31):
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 Steph Pearson

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.

Jacqueline Newton – Superintendent of Education Innovation & Ingenuity School Operations, VSS & Gary Allan Learning Centres

Jacqueline Newton - Superintendent of Education Innovation & Ingenuity School Operations, VSS & Gary Allan Learning Centres
About Jacqueline Newton

Jacqueline (@Super_Halton) is entering her 35th year as a learner and is on a quest for more! Having taught in three Ontario boards as well as at the Faculty of Education at the University of Toronto, she has also co-authored several textbooks and articles for educational journals.

In Halton, Jacqueline has been a school administrator at Lord Elgin High School (now known as Robert Bateman HS), TA Blakelock, Iroquois Ridge, Nelson and was the founding principal at Dr Frank J. Hayden SS. As Superintendent of Education for the schools in Milton, Continuing Education, and the portfolio of Innovation and Ingenuity, Jacqueline provides the fuel to The Shift team. She believes that no one should have to “play the game of school” and wants to create the conditions that allow students and staff to be more excited for Monday mornings than they are for Friday afternoons.

She provides TOTAL support mixed with the spirit of saying “Yes, and…” to help push the edges of the school sandbox to awesome places. As we are in the depths of solving the wicked challenges of COVID, it is exciting times as we are never going “BACK” to the 150 year old model of schooling … we are moving FORWARD and imagining what school could be….


Are you ready to TRY, FAIL, LEARN & SHIFT?

Connect with Jacqueline: Email | Linkedin | Twitter

Listen Now

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

Resources Mentioned

Ontario Institute for Studies in Education – University of Toronto

Robert Bateman HS

TA Blakelock

Iroquois Ridge

Nelson

Dr Frank J. Hayden SS

The Shift Team

The Shift Blog

Gary Allan Learning Centres

High Tech High

Books by Tony Wagner

What School Could Be by Ted Dintersmith

The Tipping Point by Malcolm Gladwell

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.


Sam Demma (01:00):
This is your host and youth speaker, Sam Demma. Today’s special guest on the podcast is Jacqueline Newton. Jacqueline is entering her 35th year as a learner and is on a quest for more! Having taught in three Ontario boards as well as at the Faculty of Education at the University of Toronto, she has also co-authored several textbooks and articles for educational journals. In Halton, Jacqueline has been a school administrator at Lord Elgin High School (now known as Robert Bateman HS), TA Blakelock, Iroquois Ridge, Nelson and was the founding principal at Dr Frank J. Hayden SS. As Superintendent of Education for the schools in Milton, Continuing Education, and the portfolio of Innovation and Ingenuity, Jacqueline provides the fuel to The Shift team. She believes that no one should have to “play the game of school” and wants to create the conditions that allow students and staff to be more excited for Monday mornings than they are for Friday afternoons.


Sam Demma (01:54):
She provides TOTAL support mixed with the spirit of saying “Yes, and…” to help push the edges of the school sandbox to awesome places. As we are in the depths of solving the wicked challenges of COVID, it is exciting times as we are never going “BACK” to the 150 year old model of schooling … we are moving FORWARD and imagining what school could be. She has a question for you. Are you ready to try fail, learn, and shift? If you are, keep listening to this podcast, you’re gonna enjoy this conversation with Jacqueline and I will see you on the other side. Welcome back to another episode of the High Performing Educator podcast. This is your host and youth speaker, Sam Demma. Today we have a very special guest. Her name is Jacqueline Newton. Jacqueline, please take a moment to introduce yourself.


Jacqueline Newton (02:43):
Hi Sam. I’m Jacqueline Newton, and I currently am a superintendent for the Halton District School Board.


Sam Demma (02:48):
When throughout your own career journey, did you realize you wanted to work in education?


Jacqueline Newton (02:56):
I would say two, two moments for sure. One moment was I was in grade six and the English teacher that was teaching us an English study. He was not very engaging and he didn’t really wanna be there either. And so I was not being very respectful for sure. And so at one point he turned to me and said, do you wanna teach a lesson? And I said, move over and give me the chalk, which was not a good move . So I was removed from the class right away. And my poor parents, I certainly was consequenced at home as well. But I thought, you know what, like I can make, I can make learning fun, like we can do this. But then I went off, you know, and studied other things and, but it was always in the back of my mind.


Jacqueline Newton (03:41):
And the other turning point was I worked in probation as a probation officer assistant before going into teaching. And I remember the clients, there were 77 clients. Mm. Two of two of whom were females. So that was interesting. And when I got to know a lot of the kids cuz you had to visit them every couple weeks, they often would often it was because they weren’t they didn’t enjoy school. Mm. And, and, and they weren’t proficient at playing the game of school either. And so for me, one, you know, a couple of them said like, you should really get into teaching. Like you, you do know how to talk to kids. Like you get, you get us teenagers. And so I guess those were the two points that I did. And then the third point is my mom is my hero and she was a elementary school teacher and phenomenal. So I always had a homeroom teacher. So I always got to go in at the last week of school and help sharpen the pencils for the kids for the desk and do the bulletin boards. And however, I never went into elementary. She said, no, you’re not suited for elementary. You need to, you need to go to secondary. You can’t last on yard duty one minute.


Sam Demma (04:54):
so, oh man,


Jacqueline Newton (04:56):
There. So that’s true. I, I I love playing with teenagers. They were amazing.


Sam Demma (05:03):
What did the journey look like once you figured out yes, this is something I’m really excited about, passionate about, and I wanna do take us along the whole journey.


Jacqueline Newton (05:13):
Right? So in university I studied economics, history and criminology, so that’s been helpful. Nice and and applied to the faculty of ed and I, a number of faculties and I did not get in. So that was devastating for me. I’ve never been rejected before. That was really hard, was a hard, it was a good hard lesson. Later in the summer I was offered U F T offered me acceptance, which was awesome. And and I really enjoyed working working out there. And then of course at the end of the, the class of that year there were no jobs that was 1988, no jobs. And so back in the day, when you applied for a job, you did a nice, you got nice, bought nice two tanks, resume, pretty, you know, all kinds of portfolio things.


Jacqueline Newton (06:04):
And I mailed them to 70, 75 school boards. Oh. And and schools. Right. And all across Ontario. So I was prepared to move anywhere for a job. And a lot of people weren’t like I founded the faculty, they wanted to stay in Toronto. If they’re from Toronto, they want, but anyway, Guelph phoned me up and offered me a job and never been to Guelph before. Okay, we’ll go to Guelph. So so that was, that was exciting then when he landed there it did all kinds of coaching, love, love sports, and loved the program. But at the end of the day, I taught elective areas such as the histories and economics. And so it depends on course enrollment and was, and being a young teacher was declared surplus. So then I moved to the peel board.


Jacqueline Newton (06:52):
They offered me a job there growing board, right in offered job there. And so anyway, I spent 10 years in appeal and in that time I was also offered a job to teach back at U Ft who had rejected me the first time. So I thought full circle to teach at the faculty and loved it. So teach teachers how to teach. And at the same time teaching regular day school teaching, which was great, gives you a real authentic experience. And then thought I’d like to try administration. So in doing that, I decided to change boards again. So this is the third board and moved to I lived in Oakville at the time I was pregnant with my second child and thought I don’t want this commute into Toronto, love Toronto love peel, but I don’t really want that daily commute. And so looked at moving to Halton and came in 1998 three months after my son was born as an administrator and had loved it. So it’s been fantastic.


Sam Demma (07:54):
That’s amazing. It sounds like you’ve done so many different roles in education. Each are so special and unique. They all provide different opportunities to impact students, parents, the community. Tell me a little bit about your role today, what it entails and why you’re passionate about it.


Jacqueline Newton (08:13):
Right. So I, I would say before, before before becoming a superintendent, I was I was a administrator for 10 years a little more in 10 years. And but some of the it’s been interesting going to different schools. So every school I went into, I was only there for three to five years, which I love that restlessness. Right. Mm. And change. And it was always interesting to go into an older school and pick up what the traditions are and then how to honor those traditions and yet move it forward. And but the highlight was opening a new school in Halton, a new high school that we’ve never done this model before, where you partner with the city and you partner with the library and then you partner with your board. And so it’s really a campus.


Jacqueline Newton (08:58):
And so it’s Dr. Frank J. Hayden in Burlington’s phenomenal. And the bonus of it was, it was named after an incredible man who won’t tell you his age, because then you’ll treat him like a nine, three year old . But he comes out to every games. He he’s unbelievable, but he started the special Olympics. So he was a doc doctor studying down syndrome. Children said, these kids can do sports. And so he, he was the founder of the special Olympics for the United States. And and he lives locally right now. And that’s phenomenal. So moving from there, I moved into superintendent was fortunate to apply for super, which gives me basically overseeing schools in Milton from K to 12. Mm. Which is a real wide span. And I thank my lucky stars after six years in this game that my elementary cohorts teach me all about elementary.


Jacqueline Newton (09:54):
Cuz I don’t know. I still say I don’t, I don’t get this nutrition break stuff. Yeah. they’re phenomenal. And then I have high schools as well. And I also have the virtual school, which was interesting two years ago to start up a virtual school as a pandemic response rather than what a virtual school could really be. Cuz that would be amazing. But right now it’s contained. And then I’m also look after our continuing education program for adults. So that’s and very alternative ed for kids that don’t like learning in the box, which is my kind of learner. I love those kids and adults. So really helping them along. And probably the most energizing piece is six years ago the director said I’m gonna create this portfolio. I don’t know. I think I’ll call it innovation and ingenuity and I just want you to do so like pardon.


Jacqueline Newton (10:46):
So basically it was, there’s the title, blanks, slate table, ASO, do whatever you want. And since then it’s grown to be what we now call and Halton the shift. Mm. And it’s a team of three coaches and they go into schools and they lead workshops all over podcasts. They have their own website. But it really is about doing things differently within the box of bumpers. For sure. Like you can’t just really nearly do whatever. Yeah. but they have been they’re they call ’em a shift and we do things like, you know, play on words, share your shift where shift disturbers. And that whole piece has been a great network across Ontario in the United States. So and those cats, they know how to roll it’s they fill my soul. They’re pretty amazing. So it’s been a, it’s been a great ride.


Sam Demma (11:35):
Were you at all overwhelmed when your your director told you, do whatever you want, are you


Jacqueline Newton (11:41):
Like, I’m like, bring it on and by the way, you have no money. Oh, okay. That’s fun. And you’re doing it by yourself, which is not great. And but anyway, it was exciting instead of in, you know, school’s always about you know, here’s the box that we always play in. This is your box this, but so to be given a new sandbox that didn’t have parameters, it was pretty, pretty exciting. And it still is though. I have to say it’s challenging cuz a lot of people don’t understand that. So one of my best friends is a superintendent and she is amazing, but she’s given a portfolio that’s very much in the box, like has to report to the ministry, has money, financial like extreme, extreme responsibility. So she always looks at me and she says, do you get to the fun stuff? When I get to do the fun sucker stuff? I said, I know, I know. And I like it that way.


Sam Demma (12:35):
that’s so cool. So how many years have you been in this role?


Jacqueline Newton (12:42):
Yeah, this is, this is going on seven, which is hard to believe. I’ve never been in a role for more than five. So, but they, but again, it’s different pieces and meeting different people and different portfolio shuffles and our senior team is changing too, which is always good. It’s sad too. Cuz lots of good people who are superintendents but you learn new dynamics and you’re given new opportunities and C’s been awesome. I know a lot of people don’t wanna hear that, but for the first time teaching no longer is a private act. Mm. Like people actually can see your classroom. Even if you’re not in virtual school, we’ve come to that now. So much more inclusive that way. Plus people were forced to change how they teach. Yeah. If it, like you had no choice in the past week, can Jo you, Hey, try this thing, see how it flies.


Jacqueline Newton (13:32):
And now it’s like, ah, new you will learn how to use a computer and I know a camera and a microphone and by the way, we need you to make it engaging and fun and learn. Right. So it was it’s been for sure, it’s been like a plane in the sky, you know, you’re building it as you fly. But the other part of it is, and I dislike the word so much now cuz we’ve used it so much, but we’ve had to pivot and pivot and pivot and pivot and it’s it’s so, you know, I’m a baseball player too. You know, I was a pitch it’s like, okay, now today we’re throwing another curve ball. So like, and we want you to hit it outta the park. So let’s go. So it’s, it’s been great. I have to say though, the ride has been exhausting. There’s no doubt about it. People crave not to go back, but to take the lessons we’ve learned and move forward mm-hmm but pieces that people really value kids really value that, you know, eating together as a fellowship and playing sports and having proms and per in person grads. Like those are all things we did the best we could virtually, but it’s not quite the same dancing by yourself and prom on a camera. Not quite.


Sam Demma (14:37):
I asked my question, dance in person when I was in middle school and she walked into the woman’s change room and never came out. So I didn’t have a dance and I, it wasn’t because of virtual


Jacqueline Newton (14:50):
Totally get it. Yes. Those are the other sides of, in person that as administrators and I have to say my favorite kids, honestly like obviously you, you have to learn to play the game of school a little bit, right? Yeah. Like, and I was a kid that would just say to teachers politely, I learned to be polite respectfully just say, look, you know what? Like I’ll read the textbook, thank goodness. We don’t do that anymore. Write textbook reading and multiple choice exams. Geez. But you know, I’ll show up for the exams, but why don’t we just have that? Cause I liked being around school, but I didn’t like bell to bell kind of thing. And I had some amazing teachers. So it wasn’t that at all. It was just, that just wasn’t my style. So yeah, I probably would’ve really thrived in alternative bed or, or something to that effect.


Jacqueline Newton (15:35):
So I really love those kids that really, they just can’t sit. They just, and, and so they’re out at the Creek or they’re out doing other stuff and you know, we kind of have to learn from doing those mistakes too. And that’s okay. Our, our saying is like, we try try something and if you fail that’s okay. Learn and shift again. So that’s where we’re kind of we’re at that with kids, but we also need to give permission for adults to do that too. So for principals to try some, you know, as a superintendent, that’s what I get to say. I get to say, try it. Like I got your back. I’m giving you permission. Try it. And if it doesn’t go down the way, well we’re used to that now in COVID not, everything goes down the way we think it’s gonna go down. And so I’m hoping that I’m hoping as we come out of this, we see more leaders and more learners that are not the way our grandparents learned in school.


Sam Demma (16:27):
Mm it’s so important. We move with the shift


Jacqueline Newton (16:31):
Yes. We need to shift.


Sam Demma (16:33):
Yes. . Who has mentored you along your journey, maybe people that actually come to mind, but also courses or books or programs or things you’ve been a part of that you think have informed the way that you show up. So yeah. Human resources and maybe even some additional things that have been helpful for you.


Jacqueline Newton (16:53):
I have to say one of the most influential was a public health nurse married to back. So I started at my first principal is at qua Ridge and I was scared like scared. Like I’m all of a sudden like, oh my God, like you’re responsible. Right? Yeah. And and she walked in and she said didn’t know her. She was assigned to the school, not to give needles and stuff, but just to kind of be there as a counselor support. And she said, I think you’ve got the skills to blow this place out of the water. I’m like, what I was just coming into just like, let’s, let’s see how we do school here. Yeah. And she said, let’s start a let’s you and I start a program called Tuesday at 10, and that’s where we invite parents in.


Jacqueline Newton (17:35):
We can talk about whatever they want for an hour and then they can go off and build community themselves. And so that was pretty influential. She always, and she still is. She is a personal life coach. And does her own work now and she’s worked with our kids network, but she always is about building relationships with kids, with parents and community. So she was huge in saying you can think differently. And I remember one time there was a, that was the first thing. There was a grant that was being offered at Washington under a S C D. It’s a, it’s a, an affiliate of their thinking out, down there in Washington. And she said, Hey, I found this on the website. Let’s fly. And I’m like, what? And it was like I said, okay. So I gathered six amazing people together around a table.


Jacqueline Newton (18:22):
I said, we got one hour. We’re gonna write this grant and see if we get it. And they gave it to us. We were shocked $20,000. And it was about building relationships wow. With, with your community, we were blown away. And from that, they just kept throwing money at us coming up and visiting. They flew us to Texas. They flew us to Vancouver. We got to bring the kids with us. So the kids who were instrumental, the youth that were instrument in making this happen and know nowadays we talk about student voice and it’s kind of a joke. It’s like, invite them when you wanna find out what color to paint the wall. Right. But this was no, this is how you own your school. They own the school. So that was pretty, pretty wild. I’d never thought I would be that out there. And yet other people say, oh yeah, you’re so out there, like, you know, you do those personality continuum.


Jacqueline Newton (19:07):
yeah. Like I’m on the far side. Right. and I need to be pulled back, which is good to have a partner. I think the other moving piece for me was was an opportunity. I got to fly out to see high tech high and it was Ted dither Smith and Tony Wagner. And again, another consultant for the board said, you need to read this book and you, you will, you will change how you look at school. Cindy Constantino. Fabulous. And Tony writes about, it’s not about marks. It’s about how you learn. And it’s about finding your passion for kids. So, you know, give every Wednesday, give it up and say, calculus can stand on its own today. Let’s do something you’re passionate about and getting teachers to be passionate. So the one school I was at Wednesdays were a, I, I don’t think people wanna hear that, but it was a throwaway day.


Jacqueline Newton (19:55):
It was, here’s a group of teachers that do things really cool in their private life. And they’re willing to share that experience with you. So if you wanna learn to ballroom dance or you wanna learn to skateboard, I had teachers out in the skateboard park, like with the dudes who know how to do that, the kids teaching the teachers, like it was talk about community, right. So I think high tech, high Tony Wagner’s book on what school could be. And then the follow up to that was Ted dither Smith’s partner. And seeing what schools should look like. And we’ve built one that looks like high tech, high SIE MCIL we just opened it phenomenal. It’s all about pod learning in class and movement. And mark Dooley up there is the principal’s amazing. But Ted di Smith, interesting. He wrote a book called what schools could be.


Jacqueline Newton (20:44):
So again, I’m promoting his book too. But what he did is he took a year and he toured every state in the United States to find a good school. And he ranked them pretty scary. Some of the rankings . And in the end of the day, he, he, he decided to do a side trip when he was in Seattle and he went up to Vancouver and he went, oh my God, this is what a school should be. So of course I follow ’em on Twitter cause I’m on Twitter or not. So I follow ’em. I say, Hey, you wanna really see how things rock in Canada. You come to Ontario and I’ll show you what we’ve gotten. we’ve got amazing, amazing things happen. We don’t have these. We’re not regimented like the states with these exams every year. Yes. I know we have E Q a O, but they’re so regimented in the hours they spend, I said, you need to come to Ontario, happy to tour you around all kinds of boards cuz that’s, what’s nice about this job as a superintendent, you meet so many good people that are doing really good stuff all over.


Jacqueline Newton (21:39):
So so those were the, those I would say are the professional ones. And then I, I would say, I really have been turned on by Daniel Pink’s writing and really like writing. That’s not about education. Yeah. Welcome Gladwell. I’m always a fan of his, but I also love Brene brown. I love that dare to lead, dare to fail finding what people like and, and, and one of my shift coaches, Matt Coleman, who’s amazing reminded me yesterday when I was talking to him. He said, remember that book, we, we wanna do a coffee talk on and with BNE and it’s the, the story was a vignette about an army Sergeant who the whole army, they were coming back from a tour and that they were, they were upset and tired and just, just fatigued. And the morale was so low.


Jacqueline Newton (22:29):
And when bene dug into the story with her, the reason why morale was so low and people were exhausted and just fed up, which is kind of where we are right now in education. Right. Just trying to hang on to June it’s cuz they’re lonely. Mm they’re lonely. And they also feel that they’re not good enough. And so I think of that quite often with Brene brown that I think we as people, whether we’re an education or not, whether you’re a spouse or a sister or an educator or that we, we just don’t feel we’re good enough, no matter what we do. And I think that’s a real thing that we need to get over. But right now I also think getting over being lonely and super tendency can be very lonely. Like you don’t have us big honk in 2000 school kids running.


Jacqueline Newton (23:14):
It can be very lonely and I’ve, I’ve had to really work at not being lonely by being in schools. But you get saturated with reports and things like that. But yeah, I think that’s what we have to work on in education that kids. So we talk a lot about mental health right now. But it’s always been an issue and the issue is not about mental health so much as people not feeling good enough and feeling very lonely and how to tap them in. And then when they are, when we have serious mental health issues, absolutely knowing how to recommend people and support people through that.


Sam Demma (23:51):
I love bene brown, Malcolm Gladwell, his book, the tipping point was something I read when I just got outta high school and was starting to build this, picking up garbage initiative called pick waste with me and my good high school friend, Dylan. Yes. I really loved his ideas of social proof, Daniel pink on his books about sales and how to sell as human, like such, such good


Jacqueline Newton (24:13):
Stuff. I know that’s what it is, right. It’s not about, okay, you gotta have a diploma and graduate, do stuff and grow up right away. It’s like, no, man, you’re selling, you are selling. And I’m thinking it’s so true. You’re selling somebody’s passion. You’re being human about it. And I love the story of apple. They really aren’t selling a product. They’re selling a whole image and feel good about buying lifestyle, this product lifestyle. True. It’s so true. That’s stuck with me too. Yeah.


Sam Demma (24:39):
So if you could travel back in time, tap your younger self on the shoulder when you were just starting your first job in education, what advice would you have given your younger self? Not because you would’ve changed anything about your path, but what do you think would’ve been helpful to hear when you were just beginning in the case that an educator listening right now is just getting into this vocation.


Jacqueline Newton (25:03):
Yeah. I needed more. I needed somebody to tap me to say, just fly mm-hmm. like, I was scared. I, I have to save. So fair enough. I started teaching when I was 24, 25 and and there were 19 year old boys in the class. Right. So I made an effort to really like dress like a prude. look old, like get looking old. Because I didn’t like, I was so afraid about like, here’s my role as a teacher and here’s your role as a student? So the really clear defined rules. Yeah. As opposed to we’re teaching together and we’re collaborative and we’re learning and we’re those pieces. So I think the confidence, like I was scared to really articulate and be edgy. I’ve been told, I have edgy language. I have to tone it down sometimes. so I’m learning to control my edginess and people are like, no, that’s who you are.


Jacqueline Newton (25:54):
But I wa I wasn’t edgy. I, I mean, I was in my head inside as a younger person, but to have the courage to go out there, I really lacked the confidence. And it’s really funny cuz I played tons of sports. And I had all kinds of confidence out there on the court or on the baseball field. But when it came to like finding my voice and really questioning how things are done or how to add value. I yeah, I would’ve said just having more confidence. So telling people I really do believe I, you need to, you need to not. And I was in a hurry to grow up, like hurry and get a career, get set in a career get married buy a house, have kids. And I’m like, oh my goodness, please don’t do any of that till you’re 35 maybe.


Jacqueline Newton (26:43):
But try different things. You don’t have to be loyal to a company. You don’t have to like really find your authentic self. And and in education that’s allowed me to do that, but I think in a lot of other professions it’s not. And, and many of my friends for years have said, and they’re very successful people in the business world and they have turned to me and they said, you know, Jake, cuz they call me Jake, you know, Jacqueline Jake, my son’s name’s Jacob. And he plays baseball in Florida. You know what you need to, you know what, you’re the only one that’s truly happy with what they’re doing and that though you could have gone into business, hands down and sell like nobody’s business and made tons of money. We look at you and we say, you talk passionately about what you do sometimes that nausea what you do.


Jacqueline Newton (27:33):
and, and you have the best stories about what happens in, in in schools. But so they, you know, it’s that it’s finding something, you really find joy and I’m really, I was intrigued by you Sam and looked up of course I’ve lurked you and looked you up after you were reached out. And I, I thought, yeah, like you’re doing what you wanna do. You’re putting you, you know, and you can do whatever, like try it out, see how it flies and who knows the networking and what happens. Right. So now at this age of my life, as I’m, now I’m trying to stay, say, don’t look so old and PR she’s trying to stay looking young for crying out loud and and trying to be confident trying to say, okay, what else is out there right now?


Jacqueline Newton (28:17):
Right? Yeah. So yes, superintendent today, but Hey, like what’s kind of cool and out there and doing something different again. So and I would say my, my daughter Sid’s taught me an awful lot. She’s gone through, gone through her battle and with cancer, she’s a warrior. She would not give up. She just went in that ring 11 rounds and pounded it. And but with grace and poise, and then I watched her speak at a relay for life event with thousand people and grabbed that mic and it was like, wow. So if I could be like her, I would be so I’m so proud of kids my own children too, as well, but so proud of so many kids who find the courage to just be themselves and, but add value to their life by also adding value to our lives. And I think I know lots of book on relationships and stuff like that, but to really give people permission to do that, I think that’s pretty cool.


Sam Demma (29:17):
This has been such a nice conversation. Thank you so much, Jack. for taking Jake.


Jacqueline Newton (29:24):
My dad’s actually, the story was the story was my I was, I was supposed to be a boy, supposedly my dad told my mom always gonna be a boy. It’s gonna be a boy when I, and he bought to bulls or toy bulls are before I was born. And then I came outta girl. He’s like, what? So? And I love my dad and mom, my aunt. So Jacqueline was the name after Jack. My son’s name is Jacob. Right. and we’re Dutch. So we spell it with a gay and but what was very cool. My dad, my dad was the one who made us play like a boy. So this thing, you know, a girl play like a boy. So he was the one he pitched balls with my sister and I like nobody’s business. We played and played and played baseball like nobody’s done. And he was at every game. Like, just so it’s the love of yeah, it’s the love. And I think that’s part of it too. I’ve been always been taught to think in both brains, right. Not to, to do that, but Sam, I thank you very much. It’s been so fun to reflect with you and I really admire your work. And and thank you for this opportunity.


Sam Demma (30:28):
If someone wants to reach out, ask you a question, bounce, some ideas around, open a door, make a connection, what would be the best way for someone to get in touch?


Jacqueline Newton (30:38):
Yeah, probably on Twitter, to be honest. I’m a Twitter nut, love to showcase schools and what they’re doing. So my handle is @Super_Halton or my email, which is newtonj@hdsb.ca. Or probably google, you know, you lurk all over the place. yes, I’m on LinkedIn too. And yes, I know I got old stuff on there. I gotta clean up, but yes, lots of, lots of social media pieces.


Sam Demma (31:09):
Awesome. Jacqueline, thank you so much for taking the time. This has been a pleasure. Keep up the great work you’re doing and we will talk soon.


Jacqueline Newton (31:16):
Thank you so much.


Sam Demma (31:18):
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 Jacqueline Newton

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.

Josh Windsor – Principal at Grand River Collegiate in the Waterloo Region District School Board

Josh Windsor - Principal at Grand River Collegiate in the Waterloo Region District School Board
About Josh Windsor

Josh Windosr is the Principal at Grand River Collegiate in Kitchener, Ontario. He has worked in numerous sectors including social services, business and marketing, and for the past 22 years as an Educator. Josh began his teaching careers in Health and Physical Education and Special Education but has taught Math, History, Geography, Science, was a Department Head of Special Education and a consultant responsible for professional development and a district elearning program.

Josh was a Vice-Principal at 3 high schools in the Waterloo Region before becoming the Principal at Grand River. In addition, Josh has been a long time coach in various sports in the community, at secondary schools and at the University level where he has been the head Men’s rugby coach at both Wilfrid Laurier University and the University of Waterloo.

As a leader, Josh believes that growth mindset and self determination theory are the key components to school improvement and fostering innovative teaching practices that support student learning.

Connect with Josh: Email | Linkedin

Listen Now

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

Resources Mentioned

University of Waterloo

Wilfrid Laurier University

Grand River Collegiate

What is an EA?

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.


Sam Demma (01:00):
This is your host and youth speaker, Sam Demma. Today’s special guest on the podcast is Josh Windsor. Josh Windosr is the Principal at Grand River Collegiate in Kitchener, Ontario. He has worked in numerous sectors including social services, business and marketing and for the past 22 years as an Educator. Josh began his teaching careers in Health and Physical Education and Special Education but has taught Math, History, Geography, Science, was a Department Head of Special Education and a consultant responsible for professional development and a district elearning program. Josh was a Vice-Principal at 3 high schools in the Waterloo Region before becoming the Principal at Grand River. In addition, Josh has been a long time coach in various sports in the community, at secondary schools and at the University level where he has been the head Men’s rugby coach at both Wilfrid Laurier University and the University of Waterloo. As a leader, Josh believes that growth mindset and self determination theory are the key components to school improvement and fostering innovative teaching practices that support student learning. I hope you enjoy this conversation with Josh. I surely did, and I will see you on the other side. Josh, welcome to the High Performing Educator podcast. Pleasure to have you on the show this morning, please start by introducing yourself.


Josh Windsor (02:19):
My name’s Josh Windsor. I’m a high school Principal at Grand River Collegiate in Kitchener, Waterloo in the Waterloo Region District School Board.


Sam Demma (02:27):
And you’re sitting in the seventh house that you will be flipping . Tell me about your unique journey into education. And when you realized that education was a thing that you wanted to work in.


Josh Windsor (02:42):
Yeah. So when I was young Sam, I had I, my father died very young and I kind of lived on my own right around 17 because my, my stepfather and my mother moved away from town and the relationship I had with my stepfather. Wasn’t great. So I just decided I didn’t wanna leave my friends. I stayed here and I had worked pretty much full time from the time I was 14. Like I, well, full time summers part-time jobs. And I started delivering newspapers. I had two newspaper routes, one in the morning, one in the afternoon when I was in grade six. Right. So I banked a lot of money. So I had some money that I could sit on rent. I rented a room from one of my parents’ friends and, and stayed here. And at about 19, I started working in group homes.


Josh Windsor (03:30):
So with kids and and that kind of led me into some positions where I was in a school. So kind of being a bit of an EA with kids that needed extra support. So one to one support for kids that kind of struggled with behavior and things like that. So I did a few of those stints through university and then 22, I started working for the children’s aid society and I did that offer around eight years. So one of my jobs well, most my, the job I did the longest was a night job while I finished university. It was 10 at night till nine in the morning. And part of that job was crisis support for foster parents. So I would go into foster homes when there was crisis issues and, and try to calm kids down, support the parents, you know do some mediation, those kind of things.


Josh Windsor (04:19):
And and kind of finishing school. I then really like, I liked working with kids, but I started I stayed with that night job. Then I did some business stuff during the day, and I ended up leaving, leaving that night job because I was eventually the director of sales and marketing for a very small software company. Nice. I decided I wanted to go to teachers college because it wasn’t really that fulfilling. So at 30 I went to teachers college. I continued to work in that business while I went to teachers college. And then I had my employers, they were, they were great. And they allowed me to do that because I could continue to do my job. And then when, when the Mike Harris government kind cut a lot of funding to municipalities, our software business started to decline quite a bit. And you know, the owners had said they, they probably can’t keep staff on. So they said, you know, if you have job prospects go, go around. And I was, I was done teachers college for about six months and I went in and saw a few principals and I had a job starting in January.


Sam Demma (05:21):
Wow. How did your upbringing inform the way you work with kids today?


Josh Windsor (05:30):
It, I think I have a, I have a unique perspective just around kids that live in situations and poverty. I would say, you know, I’ve, I I’ve learned through education, so I, I did my master’s bit. I I’m about three years finished my master’s and I learned quite a bit about equity work at that time, I dunno if you’ve ever heard of Laura Malindo, she’s a M P P for province of Ontario. She was actually one of my professors in


Sam Demma (06:01):
Wow.


Josh Windsor (06:08):
And she was shoe section with poverty and things like that. So I started to recognize kind of my privilege and thought I was a self-made person, my whole life. Right. I kind of


Sam Demma (06:17):
One


Josh Windsor (06:18):
Sec, Josh, that ceiling


Sam Demma (06:19):
You, you cut out after you said the word professor, you don’t mind just going back and say she was my professor and continue.


Josh Windsor (06:25):
Sure. Yeah. So Laura, me, Linda was my professor and


Sam Demma (06:32):
Oh, can you hear me?


Josh Windsor (06:35):
And I learned quite a bit about equity as cutting out.


Sam Demma (06:38):
Yeah. It’s chopping in and out just a little bit. Well try one more time. If it, if it cuts out, there’s also a call by phone option and you could just add a, a call. You could just call into this. I could give you a phone number. Okay. And we’ll get the video on, but then the, like, there’s very little chance that it’ll cut out on the phone, but it’s funny every time you say professor, it cuts ,


Josh Windsor (06:58):
But okay. Let’s I can probably go to a different computer and see if I can hard wire in might you think is my wifi.


Sam Demma (07:05):
It could be shouldn’t


Josh Windsor (07:06):
Be, but,


Sam Demma (07:07):
Well, it was fine. The whole, like first section, so kinda odd. Let’s let’s try it one more time. If it cuts out again, I’ll I’ll, I’ll pause you and we could try something else, but okay. Yeah. Start again at professor.


Josh Windsor (07:20):
So, okay. So Laura Malindo was one of my professors and a lot of the coursework was around equity and she taught me a lot about intersection between poverty and, and race and, and other types of situations where people have to deal with deal with being disenfranchised right in our society. And so thinking that I was a self-made person for a long time, I started to recognize the privilege that did have just basically white individual, right. White male. And so understanding kind how to work with kids that kind of live on those margins recognizing difficult situations. I’ve, I’ve been able to, I think build really strong relationships with students and staff. And and that helps me, I think, as we, you know, think about, especially with pandemic learning that trauma informed lens that we need around everything we do. And, and my, you know, my values are students first. And so, you know, we work to try to support students and, and we make decisions that are based on what’s in the best interest of the student at any given time. So that’s really how I, how I see things and, and how I work with students.


Sam Demma (08:41):
How do you build strong relationships with students, whether on the margins, you know, marginalized youth or not? I think there’s they definitely need different things, but I think all young people also need some standard things to build relationships with adults and teachers and educators. How do you think you go about building relationships with students?


Josh Windsor (09:05):
Well, I think, I think the first thing that we need in a school setting is, is we need good structures in place to support students as they understand what their responsibilities are and, and what their opportunities are. And so making sure that you know, students understand kind line around, around behavior and what’s acceptable, but then also recognizing that each day is a new day. So making mistakes is what we do when we’re young and, and that shouldn’t penalize you for an extended period of time, right. There’s consequences for our actions. But you know, if, if a student kind of does something that’s inappropriate in the school that, that warrants some kind of a consequence, then that next day, you know, I welcome. I, I welcome that student. You know, I make sure that my, my staff are treating that student respectfully all the time and, and try to kind build those relationships from the perspective of recognizing that, that we do make errors in our life.


Josh Windsor (10:09):
And I’m not perfect. I made a lot of errors when I was a kid, right. So I know what that can be like. And when you get those multiple chances and when you have those people that care about you in your life, especially you know, your parents, but also your teachers, when those, when those people that are a little bit different from your, from your family situation can invest in time in you and, and make you realize what’s out there and what your potential is. Then, then you feel way more confident in being able to move forward. Right.


Sam Demma (10:37):
Tell us about one of those caring adults you had in your life that made a significant impact on you when you were going through a difficult time or just trying to get by.


Josh Windsor (10:50):
Well, I would say like from the perspective of, you know, family, my mother always, you know, provided those moral values that I still hold today. And and, and then as, as kind of, I went through school, I, I would say there’s a few teachers that, that really supported me. So one of them, his name’s Jeff Sage I, I started to play rugby. So I was a varsity rugby player at university. And when I started to play in high school, I was, I was 18 years old, never played the sport, didn’t know much about it. And he just really encouraged me. And then he, he had said to me, at one point, you know, you could play rugby at university. And I said, really, I’d never thought about going to university. I’ve got three extended families with, I probably have 150 cousins.


Josh Windsor (11:38):
And I would be the only one out of that whole group that’s ever gone to university. Right. And so that was that to me was kind of inspirational where I, I, would’ve never thought about that pathway but I began to love this sport. And then I, and then I thought, well, Hey, maybe I can do that. Right. So that, and that’s where I say, when you have a, a teacher that just says to you, Hey, you could do, you could do this, or you could be this, or you’re good at this, right. That, that makes a kid feel so good. And, and, and they’re encouraged, right. And that confidence and that you know, capacity to think about themselves in a different light is, is really how, how we change lives and how we make sure that, that students can move forward and be good citizens.


Sam Demma (12:26):
Tell us more. I couldn’t agree more. I think back to the educators in my life who made a big difference and it’s people who listened people who got to know me on a personal level and built a relationship regardless of the curriculum or topic or subject they were teaching. Tell us a little more about what your journey looked like after you got your, you know, your degree in teachers college to where you are today. So the various roles you worked in education, what they looked like. And yeah, the whole journey in essence.


Josh Windsor (12:59):
So I, I started out teaching at Waterloo collegiate and I was a, I was a phys ed teacher, and I also worked in the special education department. So I was a coach as well. So I, I coached a lot of different sports. And so you got to see, you know, through, through that coaching and through PHZ, you gotta see lots of different kids, but lots of, kind of really motivated students. And then through my work in the special education department, I got to see students with learning disabilities and other needs that, you know, were needed, needed much more support weren’t as confident, right. So I had kind of, you know, those, those two real different experiences. And I worked there at WCI for about five years just different contracts, you know, never really having a full, never really having a, a tenured position at that point in time.


Josh Windsor (13:48):
And then I got a phone call from a principal Preston high school. And he was an interesting guy, like, I would, you would think like cowboy, right? Like in education and, and back then a lot of the principals were like that right there, wasn’t, there wasn’t a whole lot of rules about what they could or couldn’t do as far as hiring and, and those kind of things. So he said he said, Hey my name’s my name’s Murray baker. I hear you’re pretty good. I need a special education department head. You gotta tell me by noon. And that was, that was kind of the end of the conversation. So I, I went upstairs and talked to my principal who, who was a bit of a different character too. And he was, he laid out kind of, well, you kind of need to have more experience.


Josh Windsor (14:32):
And, you know, I had this seven year plan where I did each position for seven years and he says, you know, I don’t think you should take it. And you know, I thought about that a little bit. And then I, then I realized that, you know, opportunity doesn’t always knock. So I called him back and said, sure. So I, I did that for three or four years as a special education department had at Preston high school. And then an opportunity came up I was a gentleman by the name of Mark Harper, who was a superintendent at the time. He’s done a ton of work now. He worked at the ministry of bed and then he was a consultant for a while and he was going, he’s been going around the world to different ministries of education for different countries and supporting them.


Josh Windsor (15:15):
Wow. You know, he’s a incredibly intelligent guy. He’s, he’s super smart, but he was a superintendent on our board of did tell me, he called me and he said, I need someone to spearhead and run this new eLearning program, and then you’ll have some other duties. Would you come and be a consultant? And so I did. So I, I ran our eLearning program for a few years there. And then I went I, I went back to a school for a little while and, and after teaching for a little bit longer as a student success teacher and, and special education, and then some PHED I decided I might want to get into administration. So I became a vice principal at Huron Heights collegiate. And then I’ve been at I was at three schools as a vice principal and grand river. Now I, this is I’m into my fourth year and as a principal there, and it’s my first school. So that’s kind of my journey through different things in education anyway. So it’s been about 20 years.


Sam Demma (16:13):
That’s awesome. When you’re at here on heist, did, did you cross paths with Bob Klein?


Josh Windsor (16:18):
I know Bob Klein very well. Yes. So I actually taught leadership as I was a half vice principal, and I was the leadership teacher. Yeah. At Huron Heights before Bob Klein came to do leadership. Cool. so he, he kind of, he was doing a little bit of work with me initially, and then I got, I got moved school, so I went to kitchen and collegiate. And then Bob kind of took over leadership there. So yeah, he’s a, he’s a great guy. He’s full of energy.


Sam Demma (16:48):
Now you have a reason to call him and say, Hey, I was just to this young guy, Sam mentioned your name. such a cool journey through education. I love that. You mentioned that idea, that opportunity doesn’t always knock often. So when it does, you know, pounce on it, if it’s something that fires you up, say yes, try it out. At the beginning of this conversation, you told me that along with your career throughout education, you kind of self taught yourself to flip and renovate and sell houses. Like at what point did, did you start getting to that as well? And do you think it’s important that people in education also pursue things outside of the classroom to keep their fire lit?


Josh Windsor (17:35):
Yeah. So to probably Sam, I, cause when I started teaching, I was still working at the children’s eight society on nights and weekends. Got it. Mostly that was because I had a, had a, I just had a child. So my son was born, we kind of needed money. My wife was off. And I, I had bought a house a few years earlier with my brother that we had to sell cause he was moving. And so a lot of learning those things was just because I didn’t have enough money to, to pay anybody to do it. Right. And then and then I just started to like it and, and got into a few other things. I had a couple student houses at one point in time. The other thing that I’ve done and partway, you know, through that career in education, I’ve been a varsity rugby coach at two universities.


Josh Windsor (18:22):
So I coached at Wilford Laurie for seven years and I was I left L Wilford, Laurie. And I went back to my Alma mater, which was Waterloo. And I was there for five years as, as the head coach. So I’m not doing that now. I stopped doing that kind of the year before I became a principal, just because I didn’t feel like I was able to do everything well. And that was what I decided to give up. I also knew my son is now at university of Waterloo. So that son that was born when I first started teaching is now 20 and he’s playing varsity rugby at Waterloo. And I knew he was kinda going down that path and I likely didn’t wanna coach him. I stopped coaching him at the 13 because he, we, we wouldn’t get along very well when I was his coach. So


Sam Demma (19:07):
Awesome. I love, I love it. It’s funny. My dad was in a similar role coaching or helping very heavily with soccer programs. I was on up until about 11, 12, 13, and that’s when he took on the spectator role of quietly sitting on the stands and, you know, analyzing the game and we’d have those conversations in the car after the game ended, when it was a phenomenal performance, we had great conversations and when it was a terrible performance, we had great conversations. sometimes here in the harsh truth or feedback is difficult. Although it’s, it’s shared with you from a place of love and support in the hope that you’ll take it and improve your performance, how do you think you break sometimes hard criticism to young people, not only in a sports sense, but also, you know, in classrooms.


Josh Windsor (20:02):
Yeah. I, I think it’s really important to be honest with people. And so having those difficult conversations is something that as a, as a school administrator you really have to work at. I mean, as a principal, I spend more time with staff than I do with students now. Yeah. I really push myself to get out and, and talk to students and work with students. And because I’ve got a I’ve got a love for leadership. I try to do a lot of work with those kids still. So men in our school board, we still have kind of quasi activities directors that kind of run leadership classes. And then we have an administrator that oversees budget for those things. And so I always take on that role, despite the fact that in almost in most of our schools, it’s a, it’s a vice principal that does.


Josh Windsor (20:47):
But I, I just enjoy it. It’s an opportunity for me to, you know, be with great kids and, and support them and help them. But also then be a presence in this school. So when I have those, when I have those difficult conversations with some of those kids, it’s usually around kinda, you know, here’s the reason why we can’t run this event, right? Here’s the procedure, here’s the, you know, here are the worries that I have from a safety perspective. And so you’re gonna have to go back to the drawing board. And so, you know, students that have spent a lot of time on something have to kind of hear that, take that feedback and then go back and, and try to work. So you, you talk about positive things as you give them the, the advice or the, or the, you know, the negative feedback that they can’t do.


Josh Windsor (21:35):
Something I like to use one of the techniques that I, that I use is like a it’s inanimate third object. So if we’re, so if we’re talking about your, your planning process, for example, so when a kid tries to run an event, when our students run an event, they, they go through this planning process. There’s a template that they have to use. So when I give the, when I give the criticism or the feedback I’m talking about the template, not about them. Ah, and so using re using language like, so, so this plan is, needs some work because as opposed to, you need to work on this plan, right? So the language that, that we use is really important when I, when I use the term, you you’re, you are going to inherently take that as a personal comment. Right. And so you’re gonna internalize that when I talk about your plan though you’re not internalizing that as much. So that’s one of the techniques that I would use to kind of provide feedback to people that they maybe don’t want to hear. It usually makes things go a little smoother, right. Also use a lot of eye language. So I believe, I feel and, and that, you know, makes them recognize that I’m a part of that process. So you take on kind of that responsibility on their behalf.


Sam Demma (22:57):
I, I love that idea. I’m gonna steal it. when I have to break some bad news to people. I think when you said, I language, my mind also went to like, people’s physical eyes. I think it’s so important that when you not break bad news, but share a truth or an honest feeling with somebody that they can hear the tone of your voice and see you because you can tell if someone’s sincere in their remark or, you know, if they’re just brushing you off, whereas if you were to write it as an email, there’s so much left for guessing. Right. And people could assume one thing when you meant something totally different.


Josh Windsor (23:41):
Yeah. Agreed. I mean, there are some other techniques that I use, especially with students because body language and stance is really important. So a lot of the research out there would let you would tell you that males, for example, when you, when you are face to face with an individual, with a, with a male your shoulders are square, that, that really, to us signifies conflict or, or you know, challenge. So a lot of times when I talk to students like boys when they’re upset or angry, I go sit beside them. And so you’ll, you’ll maybe hear this, like there’ll Bey, there’s psychological kind of research and books around it. So when you wanna talk to your, to your son, you talk to him in the car. Cause you’re side by side. Right. And because, because you know, the, your tone and of that face to face stance really, really triggers kind of their, their fight or flight.


Josh Windsor (24:40):
Got it. Response rate. So, so when you sit beside them, then they don’t have to look you in the eye, which is, which is, if you think about kind of things from the animal kingdom. Right. And you know, you, look, you look at cat in the eye, for example, that’s con that’s like a challenge, right? Yeah. So there’s, so that works with humans quite a bit too. Whereas if you’re having a conversation with a, with a young lady, then they want that face to face contact, right. That, so you do square up and then you make sure your body, your body language is open. So you would never sit with your arms crossed, for example, cause that’s a closed stance and that means I’m not willing to listen. Right. So those body language things that you, you have to really think about as you have those conversations.


Josh Windsor (25:21):
And I use those quite a bit with students, but also with parents, because you can have parents that come in that are hop and mad about something, right. And then, you know, you have to try to calm them down and, and work to a solution. And that’s that’s one of the things that I find really interesting about education. And when you talk to you often talk to people in the business world who you know, think teachers get paid too much or, you know, there’s, there’s too much money spent on education and things like that. And, and I always explain it to them this way. I say, when you’re, when you’re managing a situation in your business, whatever that business is, you, you really have two points of view. You’ve got your customer and you’ve got your employee. Right. And so you’re trying to manage those two points of view when I’m trying to manage a situation in a school.


Josh Windsor (26:05):
So let’s say it’s a conflict of some kind between two students. I have four parents, if I’m lucky, cuz lots of times I have eight parents. Right. I could have outside agencies like the children’s aid and other things. I have to think about any of the adults that staff, that work with those individuals that may be involved in this. I have to think about the, the public perspective of what education should look like. And then I have to think about the policies and procedures of the school board and the school. And so I’m taking, you know, 6, 7, 8 different perspectives as I try to make a decision, which normally isn’t gonna make anybody happy. Right. Mm-Hmm, in those, in those conflicts. And so you know, you navigate those waters and, and really have to, you have to be able to build relationships and, and be able to kind of adhere to your moral compass as you, as you work through those things,


Sam Demma (27:05):
What resources have you found helpful in your professional development that has given you greater awareness at work, but also personally in your own life, you mentioned the NPP that taught you during your master’s degree. It sounds like she was a massive resource, but I’m wondering if anything else has been an inspiration or like a north star and guiding compass for, for your belief system and who you are today.


Josh Windsor (27:33):
I, I would, I would say recognizing that the public education system needs to be good for all students. Yep. Is one of the things that really drives me to continue you know, trying to do, trying to make those good decisions on a daily basis, trying to build a school culture that is welcoming to everybody and, and trying to help our young, you know, our, our young people recognize that they need to be engaged in the world to be good citizens. So you know, diff reading different, reading, different things all the time. So I’m always interested in, in research education. I’ve got a keen interest in science and physics cause that’s kind of a new area and I don’t know much about it. I was never science or physics trained, but when you hear kind of some things that are, that are happening out there, like around vision or, or other things where it’s like magic, these, these things that are going on.


Josh Windsor (28:31):
So, you know, I, I, I read different articles on a regular basis. I think about those things. And then learning from other people I think is where I, I truly get most of my kind of passion is just, just listening and talking to people, being engaged in professional development opportunities where you’re working in a group. So I think those are the, those are the places where I gain my efficacy at around, you know, what I believe. And then you know, trying to, trying to move barriers over the way a school board is school boarded, administrative of education is a significant bureaucracy. So I really work at trying to navigate through some of those things to make, make sure that things can happen. It’s really easy to say, no. You know, especially from a leadership perspective, which is where you do a lot of your work, right?


Josh Windsor (29:24):
So, you know, a student comes with an idea like we wanna have a hot dog eating contest. Right. you know, that would be one that we would say no to, but how do we then navigate through, what is the purpose of that activity? What is it that you, what is the end goal of that activity and how do we modify it to make it safe, to make it inclusive, to make it, you know, good for all of our students and to bring people together as opposed to do something that a couple of you, your friends wanna do. Right. so where where’s the greater good in what we’re doing? Where is the service leadership in what we’re doing? And, and I think, you know, from that perspective, it’s part of the reason why we’ve moved our school is a, an SDG school. And I dunno if you know what that is, the UN global system, the goals.


Josh Windsor (30:12):
Yeah. So I’ve got those goals posted up in our hallways, around our schools now. So the 17 goals are in each of our hallways. I’ve got teachers really working to try to do some real world things in their classrooms. So one example of that is we had a, a civics and history class. So two classes with one of our teachers last year start to engage some of the politicians in our community because my school is on Indian road. Mm. And the iconography, the original iconography of the school was a was a caricature of an indigenous person. And so that went away about 12 years ago. But our school nickname was the renegades and there’s still some of that residual feeling kinda around those things. And so some of our students didn’t think it was appropriate that the school was on Indian road.


Josh Windsor (31:04):
That’s our address. So we have started a process of, of engaging politicians around that with, with student support our students were at delegation at a city council committee meeting where they passed the, they, they they passed the motion to change the name of Indian road. And then that went to the, the larger council. So city council has passed that and we’re beginning a consultation process with people in the neighborhood beginning in may with our students being involved and, and teachers and things like that to, to try to move forward around, around making that change. So engaging our students in real world issues at the municipal and, and maybe provincial level, but also globally is I think how we have them recognize the change that they can make in the world, but also you know, understand that, that we all have a role as citizens to, to do the right thing.


Sam Demma (32:10):
I couldn’t agree more. It’s so cool to hear that the SDGs are on the walls in the hallways throughout your school. And teachers are actively trying to integrate those holistic outcomes and challenge based learning into the classroom. If you could take all your experience in education, bundle it all up, travel back in time, tap your younger self on the shoulder and say, Josh, this is the advice I wanted you to hear when you were just getting into education. Not that you would change anything about your path, but think about how you felt when you first got into this work and some advice or ideas that would’ve been helpful when you were just starting.


Josh Windsor (32:52):
I, I think what I would’ve told myself is just to be a little more confident in situations where, where you were working with other people mm-hmm I would say colleagues where you felt the decisions or the things that they were doing were not okay. Not in the best interest of kids. So I think as a young, as a young educator you have, you have your Federation and you hear things like, well, you don’t wanna say that to another teacher because that would be a member to member issue. And so you stay quiet on some things. And that’s one of the things I’m trying to do with some of our young teachers is encourage them to use their voice. Our, our young teachers coming out of teachers college, truly understand education. They’ve, they’ve been taught all of the right things that are research based.


Josh Windsor (33:40):
And I would say for the most part, the people that we’re hiring there’s, there’s still others there. But they’re still not confident. And they feel like they can’t say what they need to say. Right? So a lot of, a lot of the really good work gets hidden. So I think it’s, it, it’s such a, it’s such an issue with public education that we, we hire somebody at whatever 24 years old, you know, give or take a year or two. Then we put ’em into a classroom with 30 students and we have them close the door and we really don’t talk to them support them, or do much with them for a period of time. Those processes are getting a little better, but it it’s, you know, it, the professional development time that’s needed to build a, a quality teacher is extensive.


Josh Windsor (34:31):
And I, and I think, you know, I would go back and tell myself to have those conversations with those older staff that you don’t believe are doing the right things for kids. Cause it’s, it is easy to get jaded in, in this, in this business or, or industry because you will never, ever get paid anymore for working harder. And lots of times things occur that are negative in your, in your professional life that you feel like are causing you more stress, more issues. And so then you start to pull back on the things you do, right. And, and you’ve seen that clawback of time provincially over the last number of years. So things like planning time and prep time for teachers is, has continuously been clogged back while real wages have, have been reduced. And so people just don’t feel valued, right? And, and when people don’t feel valued, their efficacy drops and their capacity to be optimistic goes down and then their willingness to work hard really kind of starts to fade. Right. And and I think that can be, that can be combated just by bringing in young people that, that, you know, can energize you right. When you have those conversations.


Sam Demma (35:45):
Got it. Love the advice, not only applicable for education, but for any industry. If someone had a question about anything you shared on the podcast, wanted to reach out, chat with you, what would be the best way for them to get in touch?


Josh Windsor (36:01):
Well, they could reach me via email. So, you probably have my email. So do you want, do you want me to say it out loud?


Sam Demma (36:08):
Yeah. You can share it out loud, but I’ll put it in the show notes as well.


Josh Windsor (36:11):
Okay. Yeah. It’s josh_windsor@wrdsb.ca.


Sam Demma (36:21):
Awesome. Josh, thank you so much for taking the time to do this. I appreciate it. Keep up the amazing work and we’ll talk soon.


Josh Windsor (36:28):
Thanks Sam. It was really good to talk to you.


Sam Demma (36:31):
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 Josh Windsor

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.

Laura Briscoe – Learning Coordinator of Innovation at the Thames Valley District School Board

Laura Briscoe - Learning Coordinator of Innovation at the Thames Valley District School Board
About Laura Briscoe

Innovation, experiential learning, and global citizenship are at the heart of Laura Briscoe’s teaching philosophy. Laura is a forward-thinking educator who collaborates with teachers and community to build learning environments that exude energy, ignite critical thinking, and embrace risk taking to create spaces that are inclusive, relevant, and innovative. Laura is currently the Coordinator of Innovation for Thames Valley District School Board.

Previously, Laura was a Global Competencies Facilitator for the board, and Visual Arts Department Head of Oakridge Secondary School in London, Ontario.  Laura has been recognized as a leader in education locally, provincially, and nationally. In 2015 Briscoe was awarded the Prime Minister Certificate of Achievement Award, 2016 the Leading Women, Leading Girls, Building Communities Government Award, the national Classroom of the Future Spirit Award, 2014 the Innovative Teacher of the Year Award by the Ontario Business Educators’ Association, and 2016 Bishop Townshend Thames Valley Award. 

Laura Briscoe stimulates imagination and empowers people to make relevant connections through building relationships, interdisciplinary approaches, and community partnerships.

Connect with Laura: Email | Instagram | Linkedin | Twitter

Listen Now

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

Resources Mentioned

Thames Valley District School Board

Oakridge Secondary School

Prime Minister Certificate of Achievement Award

Ontario Business Educators’ Association

XR Studios

Art of Math Education by Laura Briscoe and Jeni Van Kesteren

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 (01:00):
This is your host and youth speaker, Sam Demma. Today’s special guest is Laura Briscoe. Innovation, experiential learning, and global citizenship are at the heart of Laura Briscoe’s teaching philosophy. Laura is a forward thinking educator who collaborates with teachers and community to build learning environments that exude energy, ignite critical thinking, and embrace risk taking to create spaces that are inclusive, relevant, and innovative. Laura is currently the coordinator of innovation for Thanes Valley District School Board. Previously, Laura was a global competencies facilitator for the board and visual arts department head for Oak Ridge secondary school in London, Ontario. Laura has been recognized as a leader in education locally, provincially, and nationally. In 2015 Briscoe was awarded the Prime Minister Certificate of Achievement Award, 2016 the Leading Women, Leading Girls, Building Communities Government Award, the national Classroom of the Future Spirit Award, 2014 the Innovative Teacher of the Year Award by the Ontario Business Educators’ Association, and 2016 Bishop Townshend Thames Valley Award. Laura Briscoe stimulates imagination and empowers people to make relevant connections through building relationships, interdisciplinary approaches, and community partnerships. I hope you enjoy this conversation with Laura, and I will see you on the other side. Laura, welcome to the High Performing Educator podcast. Pleasure to have you on the show this morning. Please start by introducing yourself.


Laura Briscoe (02:25):
Thank you for having me. I’m really excited for this conversation. Yes, so I’m Laura Briscoe. I’m currently working in Thames Valley District School Board as a innovation coordinator; Kindergarten-Grade 12. So it’s a big loaded title to me what innovation is, but yes, that is kind of who I am and the role I’m currently in.


Sam Demma (02:45):
What the heck is innovation?


Laura Briscoe (02:49):
So I’m, I’m starting to feel like it’s an incubator, cause I’m, I’m finding lots of connections with all different portfolios for innovation, but specifically interdisciplinary connections. So all subjects, all grades partnerships with community to encourage student engagement and, and make learning relevant and with big connections as the world that we’re living in to technology. And so there’s lots of those aspects of how we can support personalized learning with technology and experiences. So that’s kind of a description of, of what it is, but it changes to me every day, depending on the initiative I’m working with,


Sam Demma (03:25):
growing up in school were always asked, what do you wanna be when you grow up? Did, would you write down innovation coordinator or like when did you realize that working in education was for you and how did you also from that point forward end up in this role?


Laura Briscoe (03:43):
So my, my answer to the innovation question was, no, I wouldn’t know that I feel like we’re always creating in these roles opportunities for students to be prepared parent for jobs that don’t exist yet. And I, I don’t know if this job existed when I was in school. But I did know that I love, I love change and I love ex experimentation and new ideas. So I could see myself going in that direction. But when I was younger my mom was a teacher. And so I, I appreciated how she really connected with interest students. I like, I, I looked up to her as a role model. But for my own personal experience as a teacher, I was in high school and I was teaching gymnastics and I had a student who was deaf and, and trying to find ways to create an equitable approach in, in the gymnastics experience was so rewarding with where that relationship went.


Laura Briscoe (04:38):
And it, it really touched my heart and inspired me to wanna go into education. But then as many youth will say, you never really know what you wanna do when you grow up. I feel like that that’s a question that’s always changing because when I went to university, I did not go in for education. I was interested in experiential marketing and, and that had to do with creating memorable experiences. And, and that kind of led me into, if we can do this for marketing, what does this look like for school? And so it kind of, I went through this roller coaster of pathways before I got here, but I I’m so excited to be in the role that I am.


Sam Demma (05:17):
What does a, what does a project in experiential marketing look like? that sounds so cool.


Laura Briscoe (05:23):
Well, well, you know, when we think of our traditional, like marketing old I don’t wanna traditional marketing would be like a commercial or an ad, and it’s kind of like a sit and get experience where as, when you look at experiential you’re, you’re, you’re involved and you’re an active participant in engaging with something. And, and that experience triggers something that becomes memorable, that you associate it with maybe a product mm-hmm . And so if we look at something like that for education instead of our students sitting in classes and, and just being like offloaded information from their teacher is how do we get them to learn and, and retain that information because of the experience they associate with it. So that that’s kind of what, what it would be for marketing or in this role for education.


Sam Demma (06:13):
Is innovation coordinator your first role in education or


Laura Briscoe (06:18):
No. Okay. What did the


Sam Demma (06:19):
Journey


Laura Briscoe (06:19):
Look like? Oh my gosh, my journey, I was some teachers might call it a backpack teacher because when you, when I first started jobs were not necessarily readily available, so I was willing to teach anything. I’ve taught in seven different subject areas running from one class to the next and then moved into visual arts department head specifically with connections again, to technology and business as well. And then from that, I was a global competency facilitator. So I was teaching part-time and then going to different schools, supporting educators on how do we integrate the core global competencies? So these are like the skills we want kids to have in the real world beyond just curriculum specifics like critical thinking and problem solving and, and global awareness and creativity, all of those other skills. So I had that role prior to innovation as well.


Laura Briscoe (07:18):
And then the last piece that I just add to that my classroom teaching experience was in high school. So grade nine through 12 in art, as I mentioned, but I was noticing a lot of students with anxiety and struggling in math. And so the, I got to be part of this pilot project where we partnered art and math together. So, so team teaching and students were getting math credits and art to be responsive to that the need for us to kind of de silo and make connections to the real world and different subjects. So that kind of a as, from that own experience, it’s like, how can, we’re doing this at one school and how can we do this bigger and how can we connect more educators? And so this was kind of a system initiative and I’m very passionate about supporting that and the educators who are involved in, in that type of thinking,


Sam Demma (08:11):
When you talk about system level programs or board wide programs, I’m sure how many years have, well help. Let me ask, how many years have you worked in the innovation role?


Laura Briscoe (08:21):
So this is my third year in the innovation role. But it’s been very different because I transitioned into it during COVID in full remote. I had previously just been on Matt leave when the role first started. And then it’s been interesting to, to look at how we create these experiences and collaborative opportunities when many of us are in full remote situations and, and going back between school and it’s been, I know we hear all of the, the challenges and hardships that so many educators have overcome. It was, it’s been really exciting to be in this portfolio during that time for change in ways that we could bring in industry and community experts at the push of a button and everyone has access. So it, it was interesting to be in this role at the timing that I have been in opening, even more opportunities.


Sam Demma (09:16):
What are some of those opportunities? what are some of those programs that you are passionate about that you’ve worked on over the past three years?


Laura Briscoe (09:23):
So I can give you they’re, they’re very, there’s there there’s a lot of different ranges of experiences. One that I’m super pumped about where it’s going right now is aviation school. So students throughout our board can go for a semester and we have an air hanger where they’re getting five credits instead of four, the teachers are team teaching. So interdisciplinary learning, supported by our industry leaders in aviation. And so the, the subject areas have a focus on aviation and it’s out near the airport. So that’s one example of kind of like rethinking how we have a, how we’re doing education. So it’s like a bundled program with industry. And then there’s the ones where the students can’t just leave their homeschool and go to these types of experiences. So, most recently we’ve brought about 22 classes together in a virtual conversation with a panel of community partners.


Laura Briscoe (10:19):
And we talked about how can we form human connections and how do students wanna see themselves represented in the community directly sharing this? And, and we had grades seven to 12 from all different subjects, because what it looks like in construction class versus what it looks like in English or drama might be different. But the idea is that this community project is like the vehicle for connecting everyone together with different entry points. So my job would be to kind of connect with community, facilitate those conversations, and then the edge educators take it with whatever entry points that they each have. So that’s a, like two different examples. One we’re going to an actual changed environment. And the other is where we’re bringing people together towards a common goal. And often it’s a community impact project that I’m doing that with.


Sam Demma (11:14):
Very cool. The team. Yeah. That’s, that’s awesome. That program sounds amazing. Aviation one. when you think about the programs you’ve run, I know you mentioned the first two years, it looked a little different because things were, you know, COVID and pandemic times what did you try and pull together, or what was the focus during the first two years when leaving the classroom or even doing things together in public? Was it, was it challenge?


Laura Briscoe (11:42):
So the one that I just ex shared was an ex a recent example. But it was similar to what we were doing in full remote, because we could bring everybody together. We had classes that were talking about, you know, what is community when we’re all isolated. And we were working with professional artists, for example, and students wanted to have a more inclusive representation of themselves in, in a smaller town. And they weren’t seeing that diversity represented. So we talked about with several different classes, what a mural could look like, and because we couldn’t get together in person, the artists could go and create that mural. But the students from different subject areas were able to contribute and research and give ideas about what that could be. So there’s an example of, we can physically see it in action, but at that time, because we were virtual, we were able to do like digital collaborative boards and planning all online.


Laura Briscoe (12:42):
And then we had a community person that could bring it to life. And so that’s one example. We, we have some exciting events coming up may where schools that we’re doing things virtually were finally starting to open things up, which is amazing. So some stuff with augmented reality where the kids were working with industry virtually again, but now all of the city of London will be able to go to the coven garden market and see what these kids had created with, with our XR studios, industry partner, for example to create the augmented reality experiences. So a lot of it was virtual and we are trying to find ways to make it come to life. And oftentimes that was with community partnerships.


Sam Demma (13:26):
That’s awesome. Very cool. Throughout your journey in education, have you had mentors people who kind of tapped you on the shoulder and said, Hey, Laura, you should explore X or consider looking at this slightly differently. And if so, who are some of those individuals, if they come to mind and what are some of the things you kind of take away from them or learn from them?


Laura Briscoe (13:51):
Yes. So absolutely. I have mentors. I feel like every time you make a new connection, you learn something and take away from it. Like right now, I feel like I’m, I’m just so inspired by what you’re doing. And, and so I, I could speak about so many people because none of this work can happen on your own. Yeah. A first person that comes to mind was my principal, Tracy Langland when I was an art teacher, because she was somebody who was willing to challenge traditional structures in order to allow some exploration opportunities and risk taking to happen. And I feel like sometimes when we hear no, especially in education because of bureaucracy and, and, and just like the, the world that we’re trying to work within and be innovative, can be very challenging. And so when you find people who are willing to take that journey and, and challenge your thinking and help you break down some of the barriers to make it possible that is so that would be what makes me think of when I think of Tracy.


Laura Briscoe (15:04):
And also when I’m thinking of students students are often the ones that are bringing new ideas of what they’d like to see happen. And then all the educators who are wanting to be responsive to those ideas, that’s kind of who I try to align myself with, because I, I feel like when you work together on some of those the students bring the heart and the motivation to make something happen. And, and then the educators who are working with them can make it possible. So, yeah, I have, I have a lot of people I could list. I don’t know how much time we have or how specific you want me to get with name, name dropping, but one more person I’m gonna have to mention sure. Is cause I mentioned team teaching art of math, and that was as an educator when you’re used to kind of running your classroom and you know, how you, how you work basically to team teach was a very eye opening experience for me, especially as an art person teaching with math. And so when I started team teaching with Jenny van Kerin we didn’t really even know each other that well. And I feel like she’s become such a mentor and almost best friend to me for, through the journeys that we’ve taken and our abilities to challenge each other and learn from each other through that whole experience. So that’s another person. Yeah.


Sam Demma (16:31):
That’s amazing. You, you mentioned art a few times. You mentioned that you love change. No one can see this, but there’s like a picture of the globe behind you. are you someone that travels a lot or do you have an itch for travel?


Laura Briscoe (16:45):
I do have an itch for travel and, and you know, when I think of travel of education too, I I used to always take students on March break to, to different trips. So I’ve, I’ve done a bunch of those like Italy and Greece and England and and myself like backpacking type of travel and adventure is definitely my personality to immerse myself in different cultures in a different way. So yes, I would say travel is definitely a passion of mine.


Sam Demma (17:15):
The reason I bring it up is because like travel and even art or artistic expressions, whether it’s making music, art, all these things, some part of society still views it as a hobby and like not a, a, a field or a thing you can pursue. And I totally, this disagree strongly , I think there’s so many benefits to art and also travel and like exposing yourself to new perspectives and ideas. And I’m curious to know what your perspective is on the importance of artistic expression and travel when it comes to like educating a human being.


Laura Briscoe (17:54):
Wow. That’s a big question. OK. So I think, you know what, I, I, I, there’s so many, you’re gonna have to, like, if I miss anything in my answer here, you have to re repeat the question for me. But one thing I do know about like travel and experiences and the arts is there’s not one right answer mm-hmm . And when we look at things like we can go to the world economic forum of what do students need to be successful in the future. And we look at those skill and we think about how do you develop those skill? I would go back, okay. We have math that could have one right answer that you’re working toward. Yeah. Whereas art it’s, it’s very arts in general exploratory and, and, and you develop that innovative creative mindset and, and where we need those types of thinkers.


Laura Briscoe (18:45):
So I feel like when you’re, when you’re traveling or when you’re creating, you’re ending up in places that you don’t expect. Mm. And that is when true innovation can happen. When you, when you take all of these different experiences and come up with something to enhance them, or a new idea or approach to something. So I feel like that exposure is something that is very powerful and, and really important to education. I also think it, it puts people in like a little bit of discomfort, like to get you out of your comfort zone. It’s interesting because when you’re a personality that needs to work towards the right answer and there really isn’t one, it can create a different type of challenge for you. Yeah. And I, and I really do see that when the more we do things in an interdisciplinary way, specifically with the arts, you start to see that little bit of discomfort of uncertainty, but then the best results afterwards. Hmm. So that’s kind of where I would make those connections to education and how valuable it’s.


Sam Demma (19:52):
I love the perspective and I mean, I also love traveling, so


Laura Briscoe (19:57):
Okay. Well, where, where’s your favorite place that you’ve traveled?


Sam Demma (20:00):
Yeah. Good question. Probably Costa Rica. I have this music a few years ago, me and my family, we went this is before COVID and I fell in love with like BHA and salsa and the Latin culture. So yeah, that was a eye opening trip for me. I, I haven’t traveled too, too much outside of that and also just driving places, but I’m super excited to, to continue traveling once COVID is fully gone. I mean, it’s, we’re pretty much there now, but yeah. Yeah. That’s so cool.


Laura Briscoe (20:35):
My connection. Yes, I have spent some time in backpacking in Costa Rica. I, I did surfing lessons there actually. So I feel like trying to learn something new, but I also think when, like going back to travel experiences, what technology has allowed us to do the, the virtual experiences now an augmented reality. Yeah. So when we can’t physically get to certain places, it’s way better than a textbook to actually go through like a virtual guided tour with a real live person and, and looking at how we can create those travel experiences, obviously going to the place is the ideal. Yeah. But looking at different opportunities wherever they are. I think that, that is interesting too, to explore.


Sam Demma (21:21):
You mentioned that when you lean into arts and go on experiences where you’re not sure where they’ll bring you, it exposes you to new things and it, it, I would argue it like, it makes you curious because you come somewhere or you end up somewhere where you didn’t expect, and maybe now you have a new question or a new perspective. Which makes me wonder, like, is the beginning of innovation, like a question, like what starts an innovation cycle, or like, what, what starts changes in education,


Laura Briscoe (21:57):
Like the two things that really stood out to be in that question that you just asked isuriosity and fostering curiosity, and, and you also mentioned questions and asking questions, and there’s a technique called the question formulation technique. Cool. Where when you’re teaching something, you’re, you’re presenting an idea, a challenge or a problem, and just asking questions about it and where those questions might lead. You will be different for every person that might be introduced that problem or challenge. Hmm. And I think that that is really where you get that intrinsic motivation where you’re doing something because you’re you’re passionate and you’re working towards something that you’re curious about. So for innovation, that’s also why I have a really hard time describing what the portfolio is, because every time there’s a new connection, it’s different for each group of educators and students. Ah but one thing is often like a prompt of a community challenge or looking at the UN sustainable goals or looking at something, and then just asking questions about it and figuring out what, like really strikes you personally to pursue.


Sam Demma (23:13):
Yeah. Got it. Yeah. I love it. Cool. this has been an interesting conversation, travel innovation, art experiential marketing. yeah. If you could, actually, before I ask that over the past three years, you, you mentioned some of the programs you’ve run. I think one of the coolest things about education is you get to, you know, organize programs and facilitate learning for students that has an impact on the end user. And most of the time you can see the impact of a student or you, or at least you hear it. And I’m curious to know if any of the programs you’ve run, if there’s any stories of students. And I know you’re at the system level, so it might be harder to name like a specific individual, but if there is a story of a program that really transformed or changed the student’s life or experience, I would love for you to share it. I, I think an educator listening, considering getting into this field or one who’s already in education and burnt out those sorts of stories really reinforce the idea that this work is important. You know,


Laura Briscoe (24:14):
So this is a great question, and I think it’s so important. And I don’t know how well we are at like, tracking where student impacts have gone. And I personally have now so many former students on LinkedIn because I feel like they have lived experiences to advise us back in, in their own educational journeys and where they are now. So I can give you a story of student who wasn’t actually a student that I taught in my class. It, when we talk about like system initiatives. Yeah. So when I was teaching visual arts, we started a video pilot program where every student had a community client, it turned into a film festival. And then I was part of COFA, a co-founder for the forest city youth film festival that has now gone, is going all Ontario for, to basically empower student voices through film.


Laura Briscoe (25:09):
Wow. And, and that could be connected to any different subject area based on the type of film they’re creating, whether it’s documentary or experimental or, or like fiction or nonfiction. But there was a student who had had an interest in film and, but didn’t have experience in it and then ended up winning so many awards at our, our film festival, the, for Southwestern Ontario, and now he’s going off to make larger pictures. And I, I just think about in a very short amount of time from being exposed to industry supports and being part of something beyond the walls of the school, it kind of amplified his own experiences. So that example would be Ethan Hickey. And he was from a school in London. And I just am so excited to see where his career goes, because when, when we have these industry supports championing students early on, it really creates more pathway opportunities. And I find as educators, we can intentionally find out what kids love, connect them with the people that they need to know who are doing that in the real world and, and support them to build those connections. So that’s one example of kind of a huge long winded story of, of how I, I connected with that student, but it was through the film festival and I’m just excited to see his career take off,


Sam Demma (26:38):
Shout out Ethan Hickey


Laura Briscoe (26:40):
yeah. Shout out, Ethan HIE.


Sam Demma (26:42):
Are you still involved in the film festival?


Laura Briscoe (26:45):
I, I do support that, so yes, I am still involved. I’m not technically on the board or anything cuz of my role now. It started as a volunteer bunch of passionate educators, all working together as a committee and it’s because it’s grown so much. I now work with them in support and supporting educators and students to be involved, but I’m not an active director anymore because of too many balls in the air at once. But I, so yes. So yes, I’m still supportive and working with them, but not directly every day.


Sam Demma (27:22):
Awesome. when you’re not working and Mo probably spend like every second of the day thinking about work and innovation, cuz you’re passionate about it, but when you’re not physically working or answering emails or focused on school work, where do you get your own inspiration? What keeps you motivated and inspired to show up with a full cup and attack these challenges and opportunities?


Laura Briscoe (27:49):
Hmm. Friends and family. I love like for a passion. I love the outdoors and being active. But I also look at, you know, needs of friends and their children and, and family and being in this role when I hear of different needs or gaps in those experiences, it’s always like, well and what are we gonna do about it? Like, why don’t we try something if this is something that I’m hearing. So that’s kind of where some of that passion comes from is just in, in local networks and hearing different challenges and trying to be a solutions person of what we can do with that. But yes, like in my free time I have two young children. And just, you mentioned that word earlier. Curiosity. I feel like when you’re two and five years old, you’re asking a lot of questions. Yeah. And that definitely keeps me motivated and on my toes. And then that probably trickles into my role as well.


Sam Demma (28:51):
Cool. that’s awesome.


Laura Briscoe (28:54):
I can give you a question actually. I like my son asked me how come as we all get bigger? How come adults, when you’re big, you don’t get bigger every year. Cuz every time we have a birthday, we’re bigger. Why do we stop growing? And if we kept growing every year, would we be extinct like dinosaurs so there you go. When you ask about questions, like now we need to look up, why do we stop growing and what happens?


Sam Demma (29:21):
Yeah. That’s awesome. Well,


Laura Briscoe (29:23):
Yeah, things like that. How can we keep that and adults, how do we get better at that as adults to, to be asking questions?


Sam Demma (29:30):
It’s so funny. Not only asking questions, but using the imagination to full ability, right? Because he tied your, is it, was it your son or daughter or


Laura Briscoe (29:39):
Son? My son. Yeah,


Sam Demma (29:40):
He’s fine. Like he tied together like five different things. Like the fact that we stopped growing and if we did, we would turn into dinosaurs. Like, you know, there’s like things, so many different things tied together in that question. And it’s funny, I was talking recently with my own friends about this idea that when we were young, we would get back from school, go into our forest and pretend we were fighting some imaginary army and we’d be like kicking the air. And like, you know, there’s no one there and we were having the funnest experience ever. And then my dad would whistle really loud and we’d all know to run back for dinner. And that child like curiosity and imagination at some point, like gets buried. So I think it’s so cool to kind of even get inspiration from that, that experience and, and younger people, you


Laura Briscoe (30:27):
Know? And, and you know what I appreciate about that story too, like not just that you’re outside in nature. But I feel like with this constant over stimulation that we all experience, it’s really hard to be. I wanna, I don’t wanna say bored, but it’s really hard to just pause everything and turn off everything. And what I’ll realize that some of the best ideas happen when you do are able to do that and you need to do that for certain amounts of time for that to happen. Some people will say their best ideas come to them when they’re driving and that’s that, you know, your logic brain is turned on cause you’re focused on the rules of the road, but it allows your mind to get in your head if you turn off the radio and you’re just alone without your phone on or Bluetooth or whatever it is. So try to find moments to pause in order to use your imagination, whether it’s fighting an invisible person or thinking about missed my exit once on the 4 0 1 when I was driving, cuz I was so in my head D which is different. I think it’s really hard to, to force ourselves to do that because it seems like a never end of list of things that you have to do.


Sam Demma (31:41):
Yeah. So I agree. I couldn’t agree more and thanks for sharing that little story and the questions. What if you were just starting your first role in education again, with the experience you have now and the knowledge you have, not that you would change anything about your path, but what advice would you have given your younger self that you think another person getting into education could benefit from hearing?


Laura Briscoe (32:05):
Just because it’s always been done that way doesn’t need to doesn’t mean it needs to continue to be done that way. And I feel like that advice is so empowering because as a new teacher you want to be almost like a people pleaser, cuz you’re trying to prove yourself in a new role and keep up with what everyone else is doing. And, and there’s a lot to be learned from people with experience, but there’s also a lot to be learned from people who are, are new to the system because they’re coming from a whole different experience. So I would tell myself to not be intimidated to share ideas and explore ideas that I felt would have a positive student impact. And the best people to ask those questions to are often the students themselves, about what they’re interested in and then, and then connect with the educators who also are interested in that type of approach.


Sam Demma (33:02):
I love it. Cool. that’s not only great advice for education. I feel like anyone can take that advice, especially if you’re pursuing a path where the entire industry seems dominated by one demographic. , you know, film art. My sister works on film sets and it’s, it seems like, and it’s changing now and thank, thank goodness it’s changing. They seemed like it was a male dominated industry and it’s like, no, it shouldn’t be. And doesn’t, you know, just cuz it was like that in the past doesn’t mean that has to be like that now. So I feel like that advice can be so reassuring, no matter what path you’re choosing to take.


Laura Briscoe (33:43):
I, I, you know, it’s funny I didn’t today when we planned this meeting and I know, I don’t know, it’ll be shared later, but it’s international day of the women. And, and so I didn’t, I didn’t realize that, but I thought, oh, what a great day to, to do our, our podcast. When we talk about different careers and, and different experiences recently it’s funny that you mentioned that I was in a conference on stem and education and all the presenters were women and somebody commented on social media. I see a lot of gender inequity in here because it’s all women. And when we look at the need and the detriment in our society, not as many women in stem, of course we have a conference with women presenting stem because in everything that we do, we want everyone to see themselves in something, if they care about it and something else in innovation that I’ve really championed and worked and collaborated with is supporting newcomers. And when you mention travel, you don’t have to necessarily go somewhere when you have people with lived experiences right. In our own worlds that we have a lot to learn from and to support. So I know I’m going off onto another conversation. I feel like I can keep talking to you, but yeah. Yeah. So I, I just making that connection to looking at opportunities for all students specifically, for me, I’ve worked very closely with newcomers and indigenous students and, and creating opportunities that connect with them personally.


Sam Demma (35:17):
I promise you, this interview is gonna end at 1245 and we’re 10 minutes over


Laura Briscoe (35:21):
I know, sorry.


Sam Demma (35:23):
No, you don’t have to apologize. I’m asking the questions. You did ask a question though that we didn’t have the answer to, and the question is you know, why do we stop growing when we get older? If someone out, out there is listening to this and , they love the conversation and wanna provide you with a brilliant answer, what would be the best way for them to get in touch with you?


Laura Briscoe (35:43):
okay. So if they’re on, the easy way is how we found each other, on social media @Briscoeclass is my Twitter. If people follow me, I always follow them back ’cause I hope for those deeper conversations or my email’s l.briscoe@tvdsb.ca is another way to, to find me. And in my role @tvinnovates is a Twitter account that celebrates what all these amazing passionate educators throughout our system are doing.


Sam Demma (36:14):
Awesome. Laura, thank you so much for taking the time today. It’s been a pleasure. Keep up the amazing work and we’ll talk soon.


Laura Briscoe (36:21):
Thank you. Nice to, nice to meet you in real life.


Sam Demma (36:25):
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 Laura Briscoe

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.

Heather Pierce – Principal at Centennial Collegiate Vocational Institute

Heather Pierce - Principal at Centennial Collegiate Vocational Institute
About Heather Pierce

Heather Pierce is the Principal of Centennial Collegiate Vocational Institute in Guelph. After completing her BA., BEd. in 1998, Heather began teaching at Gateway Dr. Public School. She entered the teaching world during a period of significant change, including the introduction of EQAO testing and the new Ontario report card. After 2.5 years in the elementary panel, Heather moved to the secondary level, teaching English at Guelph Collegiate Vocational Institute.

Throughout her 16 years at GCVI, Heather had the opportunity to teach in 4 departments and took on the role of Head of Student Services. Heather’s passion for working with diverse learners led her to two program positions at the Upper Grand DSB (Student Work Study Teacher and Pathways and Postsecondary Education Lead). In 2018 she was placed at Centennial Collegiate as Vice-Principal and in 2021 she was appointed Principal at the same school. 

Heather’s experience teaching everything from Kindergarten to grade 13 has allowed her to watch students develop through all stages of the education system. She feels strongly that all postsecondary pathways need to be honoured and is focused on supporting students as they navigate the wide variety of opportunities beyond high school. She is committed to supporting students and families to end the stigma that university is the “best” path. 

Heather maintains her sanity by making personal fitness a priority; this comes in handy while she follows her two teens around the competitive sports world.

Connect with Heather: Email

Listen Now

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

Resources Mentioned

Centennial Collegiate Vocational Institute

Gateway Dr. Public School

Upper Grand DSB

EQAO testing

Grading for Equity by Joe Feldman

North American Center for Threat Assessment and Trauma Response

Steal Like An Artist by Austin Kleon

Student Success Programs at Upper Grand DSB

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.


Sam Demma (00:59):
This is your host and youth speaker, Sam Demma. Today’s special guest is Heather Pierce, the principal of Centennial Collegiate Vocational Institute in Guelph. After completing her BA and BED in 1998, Heather began teaching at Gateway Dr. Public school. She entered the teaching world during a period of significant change, including the introduction of EQAO testing and the new Ontario report card. After 2.5 years in the elementary panel, Heather moved to the secondary level teaching English at Guelph Collegiate Vocational Institute. Throughout her 16 years at GCVI, Heather had the opportunity to teach in four departments and took on the role of the head of student services. Heather’s passion for working with diverse learners led her to two program positions at the upper grand district school board; student work study teacher and pathways and post-secondary education lead. In 2018, she was placed at Centennial collegiate as Vice Principal and in 2021, she was appointed Principal at the same school.


Sam Demma (01:55):
Heather’s experience, teaching everything from kindergarten to grade 13 has allowed her to watch students develop through all stages of the education system. She feels strongly that all post-secondary pathways need to be honored and is focused on supporting students as they navigate the wide variety of opportunities beyond high school. She is committed to supporting students and families to end the stigma that University is the best path. Heather maintains her sanity by making personal fitness a priority. This comes in handy while she follows her two teens around the competitive sports world. I hope you enjoy today’s insightful conversation with Heather and I will see you on the other side. Heather, welcome to the high performing educator podcast. Pleasure to have you on the show here today. Please start by introducing yourself.


Heather Pierce (02:45):
I am Heather Pierce and I am the Principal at Centennial Collegiate in Guelph, Ontario.


Sam Demma (02:52):
When did you realize that you wanted to get into education?


Heather Pierce (02:57):
I think that I am, am kind of genetically predisposed to work in institutions. I come from a long line of teachers. My grandmother was a teacher in rural Quebec. My mom, I refer to her as the super teacher. She actually has won teaching awards at the provincial and board levels. Wow. And she, she was just growing up. I watched her you know, jump out of bed at five in the morning, so excited to go to school every day and stay up late, you know, working on, on projects for her kids and, and, and working through lessons and assessment. And she definitely didn’t make the job look easy, but she made it look so rewarding. And I think as long as I can remember, I wanted to be a teacher. So I created a little school in my basement when I was little and I forced my brother.


Heather Pierce (03:49):
very meanly, forced my brother to be my student. And, and I followed her footsteps into the elementary panel and did start at that level. And then after about two and a half years, decided that I really enjoyed the working with the older kids. So I made the switch to secondary and and then I gravitated towards students that struggled. Once I was in the secondary panel, not just academically, but socially and emotionally as well. I taught a lot of alternative education which was so rewarding. And so I had zero intentions of ever getting into administration. I loved being a teacher. And when my principal at the time in 2001 said, I think you should think about administration. I said, you’re crazy. It’s not gonna happen. And by 2018, I just got the itch and I decided to give it a try.


Sam Demma (04:41):
You mentioned growing up your, you know, your mom didn’t make it look easy, but she definitely made it look rewarding. What, what did that look like? So how did you know, growing up that from watching her education was such a rewarding career path?


Heather Pierce (04:58):
Yeah, I think the enthusiasm and the energy that the, the job brought for her like I said, she was super mom on top of being super teacher, but she would bake cookies at 10 o’clock at night for her students. And we would always, my brother and I would always ask, are those for us or your school kids? So she just, he gained so much energy from the job. And my mom is tough as nails, but I saw her cry at times as well. Cry with happiness, but then also cry with frustration and just the for anybody that really likes a challenge and who really believes like I do that, the best things are the most difficult things to achieve. It’s, it’s the perfect job for that because that’s, I saw that through her and she would go and visit. She would actually go and watch her, her students play hockey at night. They, I have a game tonight and she’d find a way to pop by and watch a period or something. So I just saw the joy that it brought and the frustration, but then the triumph when she would tell a story about how she got through to a student who was struggling with a learning disability or some behavior issues, and just to see the accomplishment, that kind, that came out of that. That’s what really drew me in.


Sam Demma (06:16):
What about your role now and your own journey in education? Have you found extremely rewarding about working in education?


Heather Pierce (06:24):
I, I love the fact that working in education has very measured successes and they come in such interesting ways because a success for one student may be that they came to school for two days in a row. For another, it may be achieving honor roll and for another, it may be just that they actually advocated and asked a teacher for help on an assignment instead of sitting there silently for 75 minutes, you know, being confused. So I love that those, I like to I’m a little bit of a type, a personality, like a lot of teachers, but I like to have goals and cross those off and, and really see and measure success. And so those small wins that happen all the time are, are just what, what keeps me going and what I love about it. I love problem solving mm-hmm and bringing people together to communicate.


Heather Pierce (07:16):
And as an administrator, I find 99% of the time that we are dealing with issues it’s because of miscommunication. Mm. So I love being that person that mediates all parties and kind of brings everyone together. And it’s amazing when a student finally says, you know what, this is the reason I’m not coming to class. And it’s like, like, it just kinda blows your mind. Oh my gosh, we could have figured this out much sooner if we just all sat at the table together. And I love watching young people try to navigate through being trapped into minds. So there’s the child mind and then the adult mind. And and I love trying to figuring out, figure out what they need and, and what they want. And I am the parent of two teenagers. So that has been invaluable just to understand what’s relevant for teens. And you know, I, I don’t feel so uncool sometimes because I actually know some of the things that are going on in hip, so to speak.

Heather Pierce (08:15):
Very uncool way of saying it.


Sam Demma (08:18):
That’s awesome. You definitely have the pulse being that you are the parent of two teenagers, which is awesome. If you didn’t have kids, I would say, go on TikTok and spend a couple hours on there. Yeah. You know, you, you exude positivity and enthusiasm. It’s clear you’re doing the work that you love doing. What are the various roles that you’ve worked in within schools? You mentioned something about not wanting to leave the classroom. And I had a pass guest mention, you know, the perfect candidates for administration are people who love teaching and don’t wanna leave the classroom. Mm-Hmm, mm-hmm, what are some of the kind of pros and cons or pros and challenges of each of the different roles that you’ve worked?


Heather Pierce (09:02):
Yeah. I, I did love teaching in the classroom and I I’ve had the opportunity to teach kindergarten to grade 13 through my career, which is incredible. And so what I loved about the classroom was you know, the instructional piece, the instructional leadership of bringing things that I learned in PD into the classroom and trying them out and really trying to reach each student and through assessment, really trying to move everybody forward wherever they were. But I was also able to extend my classroom experience into some leadership roles as the head of student services in my last school. And that was essentially the head of spec ed but also alternative education and ESL education. So through that, I started working with small groups of students because generally that’s in spec ed. Yes. Or AltEd, that’s what you do.


Heather Pierce (09:57):
And I loved being able to really have deep conversations with small groups or one to one. And then as I was doing that job, my administrators started asking me if I wanted to be designated. So if there’s ever a meeting offsite or, you know, a principal has to be outta the building, they’ll ask, designate to come in and fill in. And I started doing that work here and there. And I absolutely loved it because it was again, an extension of that work that I was doing in spec ed and Ted, and trying to, to deal with difficult situations. And so what the role of administrator you do lose that whole, you know, experience of being in front of 30 kids and bringing a program to that room, but you gain so much in those really, really small conversations that then you can be an advocate and a mediator for you know, that student between the teachers or the parents or social workers or whatever it is.


Heather Pierce (10:55):
So there’s definitely a level of responsibility that comes with administration that you you have a little bit more control or you feel that you’re a little bit more in control when you have 30 kids in front of you and you kind of know where everybody’s at, but when you get to a school where there’s 1700 students, but you’re ultimately responsible for in families it gets a little bit overwhelming at times. But but again, I, because I get to have those small conversations and intensive conversations I, I find that to be the most rewarding piece of my current role


Sam Demma (11:31):
For an educator listening, who loves teaching in the classroom, but maybe has been tapped on the shoulder before, by others to say, Hey, you should consider administration. And they’re unclear, like, how the heck do you make a decision for 1700 students? Like, can you give us some insight into how in an administrative role you’ve like, decide to do things or how decisions like the process of decision making?


Heather Pierce (11:59):
Yeah. The the key to making decisions that are going to work effectively for everybody is forming the relationships the minute that you get into the building. And of course, you’re going to have to make big decisions before you really get to know everybody. Yeah. But the faster that you can get into all of the department, offices and classrooms and meet with the teachers you, you get an idea of where the priorities are, where the passions are. What’s been done in the past and maybe where some of the, the issues are. And I think when administrators first get to schools, they kind of sit back on committees and just watch what’s going on to get a pulse on where, where some of the issues may be. I’m very, I wear my heart on my sleeve and I’m very open with people and say, look, I have the, you know, the big job of making this decision.


Heather Pierce (12:52):
And there are people that are not gonna be happy. My goal is to make the decisions that are the best for our students and the student success and their families. I obviously care a lot, a great deal about my teachers. So I consider those you know, that perspective as well. But I think when you’re really honest with people and you have a process and you clearly lay that out, it’s really effective. So for example, we just had a huge, a tech refresh order that had to go in. And of course we are relying on technology more than ever before. And we’ve lost a lot of devices because we’ve had shutdowns and students have borrowed devices from the school and ended up, you know, a lot didn’t come back where they were broken. So everybody wants their department to be, you know refreshed or whatever.


Heather Pierce (13:39):
So it’s, as long as you have a process and say, look, I looked into what we did last year. And the year before this department got this, this department got this, these students are, you know, in the most need of technology at this point, or this is how much we’ve lost. So really doing your homework getting some data. And I, I always tell my staff, I’m a data nerd, whether it’s quantitative or qualitative, I gather as much anecdotal information or just crunch numbers as I can. And I rationalize my decisions that way. And I find it also works with parents. If I’ve made a tough decision, you know, if there’s a mark appeal or if there’s, you know, something that’s very serious something that’s related to an I E P development or something like that, you need to have the data and the evidence to back it up. And then if you, if you make it clear that you have the student’s best interest at heart then it, it works.


Sam Demma (14:32):
What resources throughout your career have been helpful in developing yourself professionally and also just giving you more ideas or resources. And that could be books, you’ve read courses you’ve been through and even humans, like human resources as well.


Heather Pierce (14:50):
Yeah. Our board, the upper grand district school board has really put a lot of people, power and money into particularly the topic of equity and C R P, which is culturally responsive and relevant pedagogy. So there have, there are books that like for, for example, right now, it’s I’m reading a book called grading for equity and just kind of opening your mind on, it’s not a one size fits all. You don’t just write one test and that kind of measures everybody’s success within a classroom. So that’s an example of a, a book, but it, it comes from the board. And I find my board in particular has been really good about providing those paper resources. But I also think that the biggest resources, just talking to people talking to my colleagues and, and getting out into the school, I do not tie myself to my office.


Heather Pierce (15:48):
I am out in the halls as much as possible I’m in and out of department offices in and out of classrooms. And so you get an idea of what’s going on and you ask questions and you find out, you know, which, which websites, or, you know, teacher resources have been effective. I love doing TPAs teacher performance appraisals for new teachers, because they’re coming out of, out of teachers college with incredible information yeah. And experience. And some of them are doing master’s degrees in equity topics. So they, they’re a huge source of information for me. And then one most recent one that really hit me is a man named Kevin Cameron. And he’s actually the director of the north American center for threat assessment and trauma response, which sounds like a very complicated position. And he’s been called into he’s a social worker by training.


Heather Pierce (16:45):
But he is been called in to respond to tragedies, like the Humboldt bus crash the shootings in Nova Scotia, Columbine and also with COVID because there’s trauma associated with COVID and that’s carried over into our classrooms. And so our board brought him in for a couple speaking engagements, and I found it fascinating because he is presenting this idea of a connection gap. So there’s, you know, you’ll hear teachers say, there’s an academic gap. We just, how are we gonna close that gap? They’re missing. The kids are missing so many skills, but Kevin Cameron’s idea is that we need to go right back to the connection gap. And until we make those connections again with the students that have been behind an avatar on a screen for a while we need, we need to deal with that piece first. And then the academic gap will close. So he’s been a huge source of professional development for me recently.


Sam Demma (17:42):
That’s amazing that that sounds like a phenomenal person to learn from and steal, steal some ideas. There’s a book called steal, like an artist. And it’s like this idea that you don’t need to reinvent the wheel that the ideas are out there. Sometimes it’s just a matter of, of finding them and, and implementing them in your own unique way. I’m curious to know throughout your career you’ve definitely had programs implemented in the school. And one thing that I think really inspires educators to remember the importance of their role is hearing a story about a student transformation. And I’m wondering of all the programs you’ve run. If there’s any stories that come to mind about a student, you remember who was transformed or changed, or very impacted positively by a program. And if it’s a serious story, you could definitely change the name just for the sake of privacy.


Heather Pierce (18:37):
Yeah. some teachers at my school about 10 years ago created a program called cadence, and it’s an offsite alternative education program. That’s available to all the students in our board, in the program grant board. And the motto of the program is a leader looks at the world and says, it doesn’t have to be this way. Mm. And then does something about it. So the kids are programmed from day one when they go in there. And this is a collection of students that have struggled from probably about eight different schools. And they are programmed to think if you don’t like what to see, then you can be the, be that agent of change. And of course you can imagine that kids that are coming out of those situations don’t have a lot of confidence and don’t see themselves as leaders or having the potential to, to make any change.


Heather Pierce (19:29):
So this, this one student named Jordan she, I didn’t actually ever hear her speak back at, at our homeschool. She was her attendance was spotty. She had no confidence at all, a lot of family issues going on had some learning issues in an IEP and was credit poor, like, I mean, S years old with five credits. And she went to this program cadence, and at the end of the program, they do a lot of experiential things. They go to camp Muskoka they volunteer and get their volunteer hours at yeah, food bank in town hope host and just, they’re given a lot of leadership opportunities to build skills. And I talk about measurement. I mean, this is the biggest example of measuring success at the end of the course, every student in the program stands up in front of a huge room of people. Most of them strangers, some of them have supports. Like I went to support, you know, my students to watch, but in general, they don’t know all of the people that are in front of them. And each student does a speech. And it is, they lay it all out there of how they’ve grown. And she stood up and at the microphone and looked out at this room and she gave a five minute speech. That was unreal. You would think she was the professional speaker.


Sam Demma (20:53):
Wow.


Heather Pierce (20:54):
And so like, I just about fell off my chair because to see the change that she went through and it was just chipping away slowly and building that confidence and building those skills. And I, and saying, building skills can live very up in the air and it’s very abstract, but they give specific, like, these are things that you need to do when you are creating a speech or communicating with someone or standing up to, to, to pass on what you’ve learned. And so she returned after doing that program she returned to school and she is in a position to graduate now, which I mean, awesome. There’s if you had have asked people at that point, they would’ve said no way. So it is definitely a success story. And I, I look forward to every semester I look forward to going and hearing those final speeches cuz it’s, it’s amazing.


Sam Demma (21:46):
That’s so cool. So the program is still running now. Like it still goes on yeah.


Heather Pierce (21:50):
Currently running right now. Yeah. Yeah.


Sam Demma (21:52):
Very cool. That’s amazing. Do you know how the idea came to life or what originated it?


Heather Pierce (21:59):
I, I know the teachers quite well that that created it and I think they just saw the need for an alternative for students that were not comfortable in the building, in a traditional building, sitting in a desk, looking at a chalkboard. And, and they really, I think took time to identify what was it that was missing. And it’s that sense of belonging and the sense of community. And that drives so much of that program. So I think it was a to get it offsite and get it out of a school building so that students could feel at ease and really feel like they were part of something special too. I think that was really important. And then for that, for thet two teachers to identify the motto of making change and doing that through community and collaboration, it was just amazing. So I think it was just from regular they’re, both PHED teachers. And they, they saw a need and they just jumped in and, and got, they got you know financial contributions from different groups in the community to make this happen. They did presentations to the board, they did their homework and and they pitched the idea and, and people absolutely loved it.


Sam Demma (23:12):
It sounds like they, they were a living example of the motto, see something in the world. You don’t like, you can do something about it.


Heather Pierce (23:20):
That’s exactly right. Yeah. Yeah.


Sam Demma (23:22):
That’s awesome. If you could travel back in time, but take with you the experience and the wisdom you’ve gained teaching in education and working all these various roles go and speak to Heather in her first year of education. What advice would you have given your younger self? Not that you want to change anything about your path, but things you think would’ve been helpful to hear earlier in your career.


Heather Pierce (23:47):
Yes. I look back on 1998, Heather, and I, it, it, I’m a totally different person and I often wish I could go back. And actually I taught grade six that year. And it was a very challenging class with six kids receiving self-contained spec ed support. And I went into that as a brand new teacher with a lot of theory in my head. And it was a very difficult time in education because it was very beginning of EQAO testing. Ah, it was the first year of EQAO testing and it was the, the first year for the new report card. And so people were spinning and I was so focused on the curriculum and the 125, you know, science expectations that you need to get to and preparing the students for the next stage and the big move to grade seven.


Heather Pierce (24:41):
And so I was buried in curriculum and paperwork and making sure that I was crossing everyt and doting every eye. And so my advice to that, Heather would be just to look at the big picture, not that I’m encouraging people to not teach curriculum, cuz obviously we do, but really looking at the big picture and sitting down with those expectations and saying really what do they need to know? What’s the bottom line. And learning about the kids first I would spend, like I encourage my teachers now not to give out a course outline on the first day of school. That’s always what we do in high school. We, we give them a Chris outline. We say, okay, 30% of your mark is this. And 20% of your mark is this. And then I, why not just spend the first few days or even the first week or in elementary you could spend a big chunk of time just getting to know who plays hockey in their spare time and who plays the trumpet. And you know, just getting to know the kids as individuals, because that will get you so far with the curriculum. Because then you can make it relevant and tailor it and responsive and, and just have the big picture. So I was buried, I was overwhelmed and when I was young and I was just so attached to that curriculum document and I, I would say focus on the kids in front of you first and you’ll be fine.


Sam Demma (25:58):
Yeah, that’s such a good piece of advice. One of the teachers that had a big impact on my life knew us all on such a personal level that he could teach a lesson and then apply it to every single one of our personal interests. Like he would stop and say, Sam, for this for you, this means X. And Kavon, for you in the fashion industry this means X, and I’ve stayed in touch with him. He knows how much of an impact he had on me. I’m actually going to his farm this, this summer to help him. Yeah. And, and I think it’s because he got to know us on a really personal level that I invested was invested much more in the things he wanted to teach us. That’s a great piece of advice. If, if, if someone wants to reach out to you after listening to this conversation, maybe they have a question about a program or something you shared or said, what would be the best way for them to get in touch with you?


Heather Pierce (26:50):
Unfortunately, I’m a really private person, so I’m not active on social media, which I love to follow other people on social media, what we’re doing, but I’m not really that person. So email would be the best and I can, I can have that in my bio. Email would probably be the best way to reach me and I’d love to connect with, with other administrators or teachers.


Sam Demma (27:11):
Perfect. I will make sure to also include it on the show notes of the podcast episode, if anyone wants to reach out. But Heather, this was amazing. Thank you so much for taking the time to do this. I appreciate it a lot. I know it’ll be helpful for educators all over the globe, whoever chooses to tune in. So thank you for doing this. Keep up with the great work and we’ll talk soon.


Heather Pierce (27:31):
Thanks Sam.


Sam Demma (27:33):
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 Heather Pierce

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.

Kathleen Moro – Principal at Corpus Christi Catholic Secondary School

Kathleen Moro - Principal at Corpus Christi Catholic Secondary School
About Kathleen Moro

Kathleen Moro (@MrsKathleenMoro), is the Principal at Corpus Christi Catholic Secondary School in Burlington, Ontario. She has worked with the Halton Catholic District School Board for over 30 years in both elementary and secondary roles, including Special Education. 

Kathleen believes in student-centred decision-making and working with a collaborative team to ensure that students are supported throughout their academic journey.  With an inquiry mindset, Kathleen pushes her school communities to value dialogue, persevere through tough questions, and embrace mistakes as much as success! 

Kathleen is an avid supporter of the arts and athletics, recognizing that these are vehicles for student engagement, community building, and empowering young people to realize that they can make a difference in the world.

Connect with Kathleen: Email | Linkedin | Twitter

Listen Now

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

Resources Mentioned

Corpus Christi Catholic Secondary School

Halton Catholic District School Board

University of Waterloo

Butterflies in the Trenches by Curtis Carmichael

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.


Sam Demma (01:00):
This is your host and youth speaker, Sam Demma. Today’s special guest is Kathleen Moro. Kathleen is the Principal of Corpus Christi Catholic Secondary School in Burlington, Ontario. She has worked with the Halton Catholic District School Board for over 30 years in both elementary and secondary roles, including special education. Kathleen believes in student center decision making, and working with a collaborative team to ensure that students are supported throughout their academic journey. With an inquiry mindset, Kathleen pushes her school communities to value dialogue, persevere through tough questions and embrace mistakes as much as we embrace success. Kathleen is an avid supporter of the arts and athletics, recognizing that these are vehicles for student engagement, community building, and empowering young people to realize that they can make a difference in the world. I hope you enjoy this conversation with Kathleen and I will see you on the other side. Kathleen, welcome to the High Performing Educator. Huge pleasure to have you on the podcast today. Please start by introducing yourself.


Kathleen Moro (02:01):
Thanks Sam. I’m Kathleen Moro. I work for the Halton Catholic District School Board and I’m a Principal at Corpus Christi Catholic Secondary School in Burlington.


Sam Demma (02:11):
When in your own career journey, did you realize you wanted to be working in education?


Kathleen Moro (02:19):
Well, that’s a great question. And I think that it’s something that, you know, I was born into a family of educators, so I think it’s just something that’s always been in my blood. And like, it’s kind of funny when you go back and look at your, your own report cards from kindergarten grade one, it, it seems to be something that I’ve just always, you know, I’ve been kind of a leader I guess. And I liked playing school when I was a little kid, so I would set up all this stuff to animals. My mom was a teacher when I was growing up and my dad was a professor of engineering. So just been in the, in the family, in the genes, I guess.


Sam Demma (02:59):
Did they tap you on the shoulder saying this would be a meaningful career or did you discover that on your own throughout school and growing up?


Kathleen Moro (03:10):
I’d say a little bit of both. I think my dad always left the door open for anything that we wanted to do. And because he was in engineering, he was really interested in ensuring that his, he, I have a sister and a brother ensuring that all of us were being exposed to sciences and those kinds of things. But my mom, I think really, really saw a lot of herself in me. And she had been a teacher for her entire career and that was, you know, she was definitely guiding me towards that.


Sam Demma (03:41):
Take us back to the start of the journey, deciding to go to teachers college or whatever pathway you took, like bring, bring us through the, the journey.


Kathleen Moro (03:52):
Okay. So I can clearly remember having a couple of conversations about not being sure what I wanted to do even going from high school into university. I, I, I mean, I guess to my father’s chagrin, I was not the engineer daughter that he had hoped for. I wasn’t particularly strong in the sciences. I’ve always been a little bit more of a communicator language based dramatic that’s like type of a person, the arts play the guitar, you know, that’s kind of my forte. So when I was trying to figure out what to do with my life, and I knew that teaching was kind of a passion. I liked working with kids and I liked being in relationship with other people. I went to my mom and dad both and they had already kind of steered my brother and sister before me and, and my mom said to me, why don’t you go and talk to a teacher at your school who you really feel has had an impact on you and see what they say.


Kathleen Moro (04:59):
So I remember that conversation. I went to see Mr. Steve keen, who was my grade 13, cuz it was grade 13 back then he was my English teacher and I went to him and I said, I love English. I’m not really sure how to make a career out of that. And he sat down with me and he helped me pick out the right university. And you know, he knew my personality well enough to say, I think the university of Waterloo would be a good fit for you, which isn’t normally a school that people go to for for English and drama, but that’s where I went. So, and it was a great choice. I loved my four years there.


Sam Demma (05:41):
So you finished your four years? Yeah. And then what


Kathleen Moro (05:46):
Yeah. Sorry. I should kept going. No that’s OK. so then in that fourth year, you’re, you know, you’re starting to think about what you’re gonna do next at the time teachers college was only a year program. So I applied to various different teachers’ colleges because it was still something I, I wanted to do. And received a couple of offers. I ended up going with Brock university, partly because I was engaged by that time. So you’re making kind of life decisions about, you know, proximity to my fiance at the time and also wanting to be close enough to home that I could commute to the school, save a little bit of money that way. So did teachers college there for a year and had all of my placements were with I think they were all, no, I had actually two placements with my current school board that I’m working for now. And one that was amazing. It was with Waterloo and it was in an outdoor education facility where I was like teaching. I, I didn’t even know how to do this, but I was taught how to crunch trees, milk cows tent, farm animals, and then kids would come in on field trips and I would be teaching them. And that was such a cool experience. I love that.


Sam Demma (07:06):
That’s so awesome. Did, did you have a background working on a farm or anything or it was totally new experience.


Kathleen Moro (07:13):
that was just a complete, like, it was just amazing. It was just something that was kind of proposed to me as, Hey, here’s a cool potential option for a, a placement in outdoor education and no, I hadn’t ever experienced anything like that. I did a couple other outdoor education courses after that though. Cause I liked it so much.


Sam Demma (07:34):
And after the placements I’m assuming you, have you worked your whole career in this board or have you bounced around like tell me a little bit about the different roles. You’ve worked in within the school board.


Kathleen Moro (07:47):
Okay. So though I haven’t bounced around at all from, I’ve been with this school board the entire time. The thing that I think is one of the things that makes a career in education, such a good option is that there are so many different opportunities within education. So I started out teaching grade eight at an elementary school and then I moved to grade a five, six split. And then I moved to grade seven where I team taught with somebody. And then I moved to secondary school and I taught English for eight or nine years. Then I moved into special education and then I became a special education department, head vice principal, and now principal and over over my career, I think I have taught now in eight of our 10 secondary school, maybe seven, seven of the time, a lot of, lot of movement and opportunities to be a part of the staff that opened a brand new school. It’s just been such a rewarding experience to be able to be a part of so many different communities and see the, the diversity there too.


Sam Demma (08:59):
Tell me more about the rewarding aspect of the work you do. I, I think teaching is one of the most honorable jobs. You have the opportunity to influence young minds that one day could change the world and one day will. And you know, not only that is in your position, you also influenced the staff. But tell me a little bit about what you believe some of the rewarding aspects of the, the work you do are.


Kathleen Moro (09:25):
Yeah, so interestingly enough, I was just right before I, I got on this call with you. I was just on a call, I’ve got four kids of my own and I was just having that, you know, life chat with one of mine about what are they gonna do with their lives. And I said, you know, teaching is a great opportunity because you, you have your, you know, what you teach during the day, but then teaching also presents you with opportunities to do all of those other things that you love. So one of the rewarding things for me was I could teach English, which I loved doing in my classroom. But then after that I could help coach cross country or I could run a choir or I could have kids involved in a play. I did the Christmas float for years, and then you get to see kids partake in building a community together.


Kathleen Moro (10:15):
And that is very rewarding. So some of the, like of the things I have a bulletin board in my office that has pictures of me and a lot of the students that I would have considered gave me gifts like their, my time with them was maybe I gave them something, but what they gave me was, was like lasting memories of joy and of that. You know, a lot of them are kids who struggle and then became successful. So that’s what I find the most rewarding is when I can look back on the times that I spent with those kids who were struggling through high school, who now still stay in touch and they’re you know, they’re, they’re successful. They’ve just graduated from business school or they’re working as a dentist or whatever the case is, but they’re having a really tough time when you were 15 or 16.


Sam Demma (11:13):
If it isn’t too much to ask, can you share one of those stories, if you feel comfortable and you could even change the name of a student, if it’s a very personal one. I think the stories of transformation are one of the common trends that inspire other people to remember why the work in education is important and motivate people outside the vocation and job to consider actually getting into it.


Kathleen Moro (11:38):
Sure. I can think of one student. I think he’d be okay with me using his name, but I’m gonna leave it out just in case. Okay. So this this man now recently reached out to me and we’ve been in touch since he graduated from, from high school. But he reached out to me to ask if I would be a reference for him because he was applying to the O PPP as a police officer. And I said, I cannot believe how far you have come. Because when he was with, when we, when I was teaching, he wasn’t in my class, but we kind of got to know each other because he volunteered in a program that we had this school called best buddies and best buddies were students who helped. They were neurotypical students who helped students with developmental disabilities. And this kid was happened to be the friend of another boy who had a brother who had developmental disabilities.


Kathleen Moro (12:32):
So that whole group of kids was just an awesome group of kids. They all came together and wanted to be part of best buddies, kid struggled school with some behavior issues. He wasn’t like of the top of the, the class by any means in terms of academics. And he got into some trouble. And when he asked me for this reference letter, he said, you know what, when they call you, you can be completely honest because I already told him that I was suspended and I said, I said, okay, I was gonna ask me about that because they generally do ask questions of teachers. And and in his case, he, he had just, he was advocating for something, got really passionate about it, got into a bit of a conversation or a, I guess, a, a conflict with the vice principal at the time.


Kathleen Moro (13:22):
And, you know, used some language towards the VP that a VP couldn’t tolerate or, or accept. And he ended up suspended for a day or two. And he came to my office just fuming, cuz he knew he was gonna be going home. And you know, he said to me, I’m just so I, I don’t know if I even said this at the beginning of the conversation, but this is a black student. And at the, when he came into my office, he said, I’m so sick and tired of seeing only white teachers in this school. And I don’t have anybody that I feel like I can talk to who understands me. And, and I said to him, if you wanna see black teachers in this school, you need to be the black teacher so that other kids can feel, don’t have to feel the way that you’re feeling that they can, you know, they have somebody to relate to. And he said to me, when he was asking for the application, you know, or for the reference, he said yeah, I, I, I remember that. And I also wanna see black police officers and I want to represent and you know, those kind of transformational conversations. It, that, that really stuck with me because it made me, you know, as a person, white, cisgender woman of privilege, it really brought to me the, that feeling of reality for the students that I was dealing with in that community at the time too.


Sam Demma (14:46):
That’s so awesome. D do you know if he got the job or is it still he, so he is working for the O PPG.


Kathleen Moro (14:53):
He’s working for the O P I think he just finished his training. He is such a great I can say kid, he’s such a great kid. He’s such a great man. He’s he’s just like, that’s the type, he’s the type of kid who can walk into a room and light it up with his smile and just a decent human being who, you know, cares about everyone. So it’s absolutely the right profession for him, I think. And I’m happy for him that he’s met with success there,


Sam Demma (15:22):
Hopefully since then the school has become a little more diverse. Yeah. What are some of the challenges that are going on in education right now? And also because of them, maybe some of the opportunities that you think will come up as a result.


Kathleen Moro (15:42):
So actually not a bad segue because I think that, you know, just like everywhere else in the world, there’s a big focus on equity and inclusion and diversity and culturally responsive and relevant pedagogy. So one of the challenges that we have in education is to ensure that we are delivering curriculum from I guess from a place of recognizing our own bias when we’re doing that. So for instance, I can, I can think about when I taught English, even the material that we are now seeing in our English classrooms is changing significantly. So you know, we’re now looking at having material that’s written by indigenous authors. That’s written by black authors by Chinese Canadian authors. We have so much more available to students now that would reflect their own lived experience. So I think that, you know, in terms of it being a challenge, I think we do still have a lot of education to do. And I think our human resources departments still have a long way to go in terms of ensuring that the you know, that the makeup of staff, teaching staff and administrative staff is representative of the student groups that are at the school as well.


Sam Demma (17:02):
Got you. Yeah, it sounds like one of the opportunities is diversity, like really making sure that moving forward things are done with a lens of diversity in mind. One of my really close friends, his name’s Curtis Carmichael, he wrote an amazing book called butterflies in the trenches, and it’s about his story growing up as a drug dealer. And then turning his life around basically te teaching himself how to code starting an academy, like an accelerator for kids and his book is becoming like recommended reading and universities at U O I T. And it’s just like such a cool story. And when you talked about the changing of material in English, English class, he kind of came to mind that’s


Kathleen Moro (17:49):
Yeah. I, I will hand that recommendation on for sure. That’s fantastic.


Sam Demma (17:53):
Yeah, yeah, yeah. Curtis Carmichael, butterflies and the trenches. When you think about your journey throughout education, who comes to mind as mentors, people who have shown you the ropes, or you think you you’ve learned lots from maybe it’s other educators, maybe it’s even books you’ve read or programs you’ve been a part of, I’m just curious to know where you think your philosophies came from or teaching style.


Kathleen Moro (18:20):
So very early on in my career, I, I was, I struggled with classroom management because you know, I, I’m kind of a energetic type of person. And I think kind of what you bring with you into a classroom kind of gets mirrored a little bit by your students. So I, my classes were always a little bit more energetic and there were kids standing up and sitting down and in groups, and sometimes that’s hard to manage until you really learn how to. And so the first, I’d say first four years when I was in elementary, I really looked to a few people who could command a room just by merely walking into it. And I ended up doing my my project for my master’s in education, on classroom management, because for some people it just comes so naturally. And for other people, you really have to learn it and practice it.


Kathleen Moro (19:18):
So I had to go to to people who were really good at that. And so some of the mentors I went to there was one who was an educational assistant, who was in my classroom at the time, who was excellent with like conflict resolution. So Steve MCLA, who was one of my mentors early on my mother was always a mentor to me because she did have that ability to just walk into any room and command a presence. She’s like, she’s got that enviable gift of being able to work a room really well, too. So she can talk to anybody at any time and make them feel comfortable. I would say as I moved on, there were a couple of really strong administrators who, who I look to as my mentors and now probably two of my greatest mentors are people who are in senior administration, in our board as well.


Kathleen Moro (20:12):
So, you know, you look for those people who may just a little bit in the next role that you’re not, you haven’t yet reached because they’ve been where you’ve been and, you know, you can learn from those people. And I, you know, the first thing that popped into my head when you asked me who my mentors were, I thought about like my, my high school teachers that I really respected, but I also thought about the students that I’ve taught, because I think it’s really important to recognize that when I’m working with students, I learn probably as much from them as they learn from me. And I, I really like that, that that’s, that’s part of my educational philosophy really is. And you know that when you, you know, you respect a student, then they’re going to show you that same respect when you teach somebody something there’s so many things they can teach you. And it doesn’t matter that they’re only 14 or 15 years old, they’re living through a different time period at a different than you experienced. So yeah, lots, lots of different people I think had journey.


Sam Demma (21:24):
That’s awesome. It sounds like the philosophy is that mentorship is not really linear. It’s not about, you know, being side by side with people, your age, it’s also vertical, you know, on an age kind of graph, like you could be mentored by someone older or younger. I guess it’s that idea, that experience isn’t really solely dependent on age, right? Like someone who is 75 years old may have never spent a minute of their life picking up a camera, taking photos, but a 14 year old kid might have already taken 3000. And so experience is more about experience, like experience comes from experience. And the beautiful thing about life is that we all have very different experiences. And if you approach every, I guess, conversation like that, it, it sounds like everyone can be your mentor in some way. which is like a really beautiful perspective to take. You mentioned English being one of your favorite subjects. Has reading been a, a way for you to learn or also a hobby on your downtime? Growing up English was my toughest subject. although I developed a reading I a passion for reading after high school ended. I’m curious to know how that’s, how also played a role in your life.


Kathleen Moro (22:39):
I actually think that happens to a lot of people because you know, what you’re saying is that you eventually, because you were able to then choose the material, it was something that nobody was telling you, you had to. Right. I think I’ve always been, I’m not, I wouldn’t call myself an avid reader. I have more more recently, I, I listen a lot to audiobooks podcasts, that kind of thing. But as growing up, I was like almost solely dedicated to fiction. So I would read stories and kind of escape into that world. And like, I like movies, I like music. I like, I like all of those entertaining types of, of things, but also I’m about those character driven movies, character driven books. So anything that had a really strong character development story and I thought was always gonna grab me, I think more recently what I’ve been reading is a lot of autobiography I’m at, I guess I’m at a point in my life where you become reflective about what you’ve done. And so you know, I started looking at some celebrity biographies, autobiographies, that kinda thing, and, and you know, just seeing what their journey has been and how they got to where they got and what they’re gonna do.


Sam Demma (24:05):
Very cool. If someone was, I didn’t , this is on the small question. If someone was writing your, your biography and they asked you the question, if you could travel back in time to the first day you started teaching, but with the wisdom and knowledge you have now, like, what advice would you give to your, your younger self? Not that you would change anything about your journey or change anything about the way it’s unfolded, but just some words of wisdom that you thought may have been helpful to hear at the beginning of your career.


Kathleen Moro (24:39):
I think I would say don’t be so hard on yourself. Like I was just, I was, you know, slugging it out and I kept wondering why, you know, what am I doing wrong? Why isn’t everybody learning everything? And this was a grade eight class in portable with 32 kids. I remember some of their names still. And you know, they were, you have that many people in that smallest space and, and 14 year old boys and girls who need to move a lot. I think I was expecting more from them and too much from myself. So, you know, if I could go back and give that person some advice, it would be, you get to, you know, don’t worry less about what you’re teaching, worry more about who and how you are teaching, because all of it comes down to relationships. They will learn from you.


Kathleen Moro (25:35):
If you care about them, that’s basically it. And, and you know, it didn’t take me long to realize that I, I developed, you know, those those good parent or teacher pupil relationship with my kids. And I, I think it’s so funny too, that teachers generally will call that the people in front of them, their kids, they don’t call them their students. So I, I was with my kids today. And because it, it almost feels like that because you get to know them, especially when they’re in elementary school and you’re with them all day, every day, they become a really important part of your life for about a year. And, and in, in some cases that stays over time, you do develop that relationship with some of them where they come back and check in with you. But yeah, I think I would probably give myself the same, the same advice now. Just don’t be so hard on yourself. It’ll work out. Just, you just need to relax a little bit.


Sam Demma (26:36):
I have one of those security questions on my banking. That’s like, what’s the name of your favorite elementary teacher? it always makes you think about that individual. And when I was in high school or, sorry, when I was in elementary school as well, one of the teaching assistants in our classroom developed a really deep relationship with me and my good friends, Nick, Angela, and Raquel, and every once in a while will take her out to dinner and like catch up and back then she obviously couldn’t tell us too much or explain things. And now she’s like telling us all these cool things that were happening in the school that we knew nothing about when we were little kids and it’s really cool experience like full circle. And she obviously feels like she’s definitely made a big impact, right? I’m sure it’s a really cool experience for her. And it is for us as well. Don’t be too hard on yourself. I think that’s amazing advice. I’m going down a rabbit hole here.

Sam Demma (27:32):
Thank you so much for taking the time, Kathleen, to come on the podcast. Talk a little bit about your experiences, some of your philosophies around education. If someone wants to reach out, ask you a question, get in touch, what would be the best way for them to send you a message?


Kathleen Moro (27:49):
Probably through email. So that would be moroaa@hcdsb.org.


Sam Demma (27:59):
Awesome. Thank you so much for coming on the podcast. Keep up the great work and I look forward to talking to you again soon.


Kathleen Moro (28:04):
All right. Thanks Sam.


Sam Demma (28:06):
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 Kathleen Moro

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.

Shane Beckett – Principal at Donald Young School/Sturgeon Creek Alternative Program

Shane Beckett - Principal at Donald Young School/Sturgeon Creek Alternative Program
About Shane Beckett

Shane Beckett (@MrShaneBeckett), is the Principal at Donald Young School in Emo, ON. He started his career as a teacher at Onigaming School at Onigaming FN and then moved to Fort Frances High School where he was a Physical Education teacher and a Guidance Counsellor. Six years ago he became a Vice Principal at Robert Moore School before moving to Donald Young School where he has been the Principal for the past four years.

He enjoys working with students of all ages and has really learned to enjoy leading an elementary school. Shane still coaches high school athletics (football and soccer).

Connect with Shane: Email | Twitter

Listen Now

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

Resources Mentioned

Donald Young School

Onigaming School

Fort Frances High School

Robert Moore School

Natural Helpers Program

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.


Sam Demma (00:59):
This is your host and youth speaker, Sam Demma. Today’s special guest is Shane Beckett. Shane is the Principal at Donald Young school in Emo, Ontario. He started his career as a teacher at, Onagaming school, in Onagaming FN, and then moved to Fort Francis high school where he was a physical education teacher and a guidance counselor. Six years ago, he became a Vice Principal at Robert Moore school before moving to Donald Young school where he has been the principal for the past four years. Shane enjoys working with students of all ages and has really learned to enjoy leading an elementary school. Shane still coaches high school athletics, along with his teaching career, coaching football and soccer. I hope you enjoyed this conversation with Shane, and I will see you on the other side, Shane, welcome to the High Performing Educator podcast. Huge pleasure to have you on the show. Please start by introducing yourself.


Shane Beckett (01:54):
Yeah, sure. You bet. Thanks for having me on. My name’s Shane Beckett. I’m a Principal at Donald Young school in the small town of Emo Ontario, which is about halfway between Winnipeg and Thunder Bay. We’re a little rural school, K to 8 and I’m excited to be on the show.


Sam Demma (02:11):
When did you realize throughout your own journey as a student looking for careers, that education was the field for you?


Shane Beckett (02:19):
Well, I mean, for me, I guess it started, I had some you know, traumatic stuff happen as, as a kid and school was a safe place for me and teachers were kind of that inspiration. And so always growing up, those were the, those were the people I looked up to. Those were the people that made me feel safe. And so I guess it would, you know, in, in a, in a way when I was little thought about that, I wanted to aspire to be those people. And now it’s more me thinking about wanting to give that back to to kids and help motivate kids to move forward to


Sam Demma (02:48):
When you say it was your safe space, what do you think made it a safe space and those educators that contributed to you feeling that way? What did they do that helped you feel that way?


Shane Beckett (02:57):
Well, you know, what was interesting as a kid, I didn’t really know any better that things weren’t going well for me as a kid. Cause I just thought that all kids were going through the same thing as me, but now when I, when I look back at it, you know, these these teachers accepted me for who I was and for some of the behaviors I might have had at that time, didn’t single me out. Didn’t make me feel like I was any different than any of the other kids. And, you know, sometimes when I was getting into situations as a, as a young kid rebelling a bit, they you know, they’d sit and they’d listen to me. They’d they’d I guess, relate to where I was coming from. And sometimes, you know, maybe gimme the benefit of the doubt or gimme that motivational talk you know, some of that nice sports chatter. And I think some of those things really helped me to feel safe in that Mo in that moment. And then being able to have some of those teachers be involved in sports for me too, really was a, was a, was a key thing for me. I got to be around the right group of people and got to get some of that aggression and behavior out on the sports field rather than having it own in the playground.


Sam Demma (04:04):
I love it. We definitely need educators who accept human beings for who they are and hear them out and listen. And it sounds like the ones you had in your life did an amazing job at what point. So growing up, you know, you aspired to be like, like, like the educators you had, at what point did you formalize it and start making the decision to pursue the path. And from that moment forward, what did the journey look like?


Shane Beckett (04:29):
Well, so high school being an athlete and, and probably doing fairly well in, in athletics, the goal was to be a PHED teacher. That’s what I was gonna do to grow up nice. And a BU my buddy, and I mean, my best friend and I were both, that’s what we were gonna do. We were gonna grow up to be, you know, the, the high school PhysEd teachers in a way we go what was great was that we had an opportunity to do co-op placements when we were in grade 12 and I got to do the first semester and he hit the second semester doing the co-op placement in, at an elementary school with seven. And eights really helped me to realize, yeah, this is exactly what I want to do. And then my buddy, when he went into it, he’s like, man, I, I don’t like kids, like, and it was an opportunity for him to realize that rather than going through, you know, four or five years of university, and then realizing that he doesn’t like kids.


Shane Beckett (05:16):
So I’ve always kind of thought that I wanted to get into education in particular into the Fette into things and be able to coach and give back in that regards too. And co-op gave me that opportunity to really solidify. Yeah, that’s what I want to do. And then the process was really a roundabout way. I was a football player and had some looks in the states and blew up my knee and, and then bounced around a couple of schools in, in Canada and ended up at the university of Manitoba. And from there got some pretty cool exposure got to volunteer with a Paralympic sport called gold ball and took my coaching career kind of in that regards became the national coach of the, of the Paralympic team and got to travel the world. So I got some cool experiences there that helped me as a PHED teacher to learn how to adapt programs and specialized programs in that regards.


Shane Beckett (06:07):
And then PHED naturally leads it to guidance, I guess, is kind of a natural thing when you’re doing all of that coaching and you get those connections with kids and got into, got into guidance and really felt that I was making a difference in that regards, not just so much on the sports field, but now making those connections that educators had with me as a as a student. And so I never thought I’d get into being a principal. It was never something E ever, ever wanted to do. My wife gave me a little nudge and cause it was something she was aspiring to do and I thought, well, I’ll go for it and, and, and see what happens. And just as the wheels kind of kept moving it it seemed to work one of the real cool, cool moments.


Shane Beckett (06:52):
And as I said, we’re going through the show notes. I was kind of saving the story for later, but I’ll jump into it now. Yeah, please. Yeah. So I’m a, I’m a guidance counselor and I went into went to a workshop about some local resources and not resources. I’m looking you know different programs and you know, government programs, those types of things that can help kids. And I saw they did a presentation on a program called natural helpers and it’s a big program in the states and there’s some school in CA schools in Canada that run it. And this there, the mom was from thunder bay and she mentioned that there was a double suicide at the high school and this natural helpers program really helped to support the kids and get, and kind of keep school normal and, and, and rolling.


Shane Beckett (07:42):
And so I went back to my administration and said, so like, what would happen at our school if we had a double suicide? And, you know, we talked me through some of these processes. And so I started to think, you know, what would we do at the school? Then I got to go to a, an anti-bullying workshop. And it was really based on the attachment theory. And I started to see myself in a lot of the discussion that they were having, cuz as a young kid, I was I was a bully and I could see that, that connection between having a caring adult and you know, and, and that student that needs it. So I went to my vice principal at the time and I said, Hey, do I got a deal for you? You give me one section per semester and I’ll be a caring adult for for kids that are coming into the schools in particular, we were thinking grade nines at the time they’re transitioned from elementary and you know what, you go to your administrator, that’s never really gonna happen.


Shane Beckett (08:39):
And he came back to me a couple weeks later and he goes, you got it. And I said, what do you mean? I got it goes, you got it. I says, what do I do now? He goes, I don’t know, you’re the one who wanted the time . So from there we, so from there we developed, we developed this it was kind of like a, a coach for kids and then moved into natural helpers program. But as I got to talk to this vice principal a little bit more, who’s now a superintendent in our board. It, he said he never wanted to get into administration either and it, but he realized that the higher he went, the more impact he could have on kids, not necessarily that direct impact, but through programming through these types of opportunities. And I thought, you know what? I’d like to be that guy that provides that spark for a teacher who comes in and has a crazy idea and then try to fight to get that, that idea rolling. And the program, when I ran, I mean, we, we saved lives through, through those years 110%, and we can get into those stories too, if you want. But it was that, that idea of being able to give people that opportunity, like he gave to me that really did spark my move into administration.


Sam Demma (09:48):
I had a pass guest and I mentioned this a few times now who told me the best candidate for principals are teachers who don’t wanna leave the classroom. And the best candidate for superintendents are principals who don’t wanna leave administration. You know, when you love the work you’re doing so much it, it means you’re in a good position, but it, you know, if you love it and you truly enjoy it, you could probably make a bigger impact. Like you’re saying in a, in a, in a much larger way at a higher level where you’re seeing, you know, this Eagle view or bird’s eye view, as opposed to on the ground, which is still very important. They’re both extremely important jobs. You mentioned saving lives and I would love to hear maybe one of the stories that comes to mind. I think something that really inspires educators who are considering this vocation and people who are in it, who need a little reminder is a story about how a program changed the student’s life. And if it’s a serious one, absolutely changed their name just for the privacy.


Shane Beckett (10:46):
Oh yeah. I’ll leave I’ll I’ll yeah, I’ll definitely do that. So this natural helpers, program’s pretty, it is a pretty cool program because it, it basically takes kids who are naturally helping their, their peer group and it teaches them to be better helpers. So we would, we made a little tagline in our group, you helping helpers be better helpers. And so what we did is we used our school climate survey. And again, this administrator that I worked with, he moved into being the principal of the school and I said, Hey, can I get on the school climate survey? Like, I just want, I need names of kids. I, I need to know you know, it, you know, Johnny goes to Sally for all, for all of her his problems, right? Like that’s the go-to person in this group. And I need to find those 20 kids from all walks of life around the school so that we can pull them and help them be better at helping their friends, being able to see the red flags, know the resources and people to go to, and also having a contact point, like someone like myself, that they can come to and say, Hey, you know what, like this is what’s going on.


Shane Beckett (11:46):
And I need a hand on trying to fix it. So we, we got on the school climate survey and for we, we started this program where you do a, at the beginning of the school year, you do a retreat with these kids, no cell phones, no whatever. And we, we learn how to be better helpers. And some of the best moments in that retreat is around the campfire at night when these kids don’t really know each other, cuz they’re coming from all the different corners of the school, they start to share and start to become this cohesive group, which is a really cool thing. Like, you know, after two nights kids are crying cause they don’t wanna go back to school because it feels so safe to be in that group. And then we do monthly check-ins and, and training. And so one of the, one of the training pieces that we did was around teen suicide and we did kind of a modified version of safe talk and talked about the process that this is, you know, too much of a load for kids to carry.


Shane Beckett (12:44):
They need to be able to, you know be okay with their friend being upset with them, for going to an adult and saying, this is, this is too much for me. And then we worked on that process. And so where you see where it really worked was one night I got a I got a phone call from one of my students and he’s like Mr. Beckett, can I can I come see you in the morning? I said, sure. What’s going on? Oh, not, no, no big deal. We got this figured out. I, I just want to come and touch base with you. I said, sure. So the way the story went was we had two grade 12 students, overachieving kids. They weren’t necessarily friends, but they would Skype together and, and do homework together in like, you know, for you physics.


Shane Beckett (13:26):
And one of the big things we talked about with these kids is lots of times when you’re talking to your friend and they say, you know, something’s going hard. We like to come back to them with, oh yeah, we understand. Cause it’s hard for me too. And we don’t ask that, that why question. So this kid they were studying away and, and you know, one of the kids says, oh man, I’m so tired. And so rather than, you know, the student is part of my program saying, oh, I know me too. I was up late last night. He said, oh really? Why? And just like that, this kid said, well, last night I tried to end my own life. And so, wow. So now my students freaking out that he doesn’t know what to do for me. So he caught, he texts his buddy and says, Hey, what are we gonna do?


Shane Beckett (14:11):
He goes, we’re gonna go talk to Beckett in the morning. That’s what we’re gonna do. And we’ll get this all figured out. So they came in, they spoke to me, I spoke to the guidance department and the the school counselor. And without me ever talking to that student who said that they were talking about ending their own life. We got help for that student. And and got him the counseling that he needed and everything worked out a few weeks later, I ran into that student. I know he knew, I knew. And I knew that he knew that I knew and right. And so we were at I think it was an elementary Christmas concert or something. And I ran into him and I just said, Hey, you have a really good friend in Johnny. And he just smiled. And he said, yeah, I know.


Shane Beckett (14:53):
I said, are you doing okay? He goes, I’m doing great. And that’s it. I never had to talk to the student. I didn’t, but the process was in place. And we established that as part of this program. And we saved that kid’s life without me ever having to be directly involved in it. And so it just spoke so, so loudly about the importance of the program and what it was doing for kids and the awareness that these high school kids were having around those situations. So that’s the story. One, one particular story of saving a kid’s life without me directly doing it.


Sam Demma (15:22):
Tell me a little bit more about the program itself. It sounds really impactful. What does it look like? Is it something you still do in schools today? Like tell me more about


Shane Beckett (15:30):
It. Okay. Well, Matt, it’s, it’s a can program. Like I Googled it and it’s these two binders you buy for a thousand dollars, right? And then you kind of morph it into your own. It’s pretty big in the states. If you Google natural helpers, you’ll see that there’s a lot of school districts in the states that have these natural pro helpers, you know, websites and programs and whatever else, but we hadn’t seen it in our school district. Now the unfortunate part is I guess, twofold. About four years into the program, we had to work rural situation where we weren’t allowed to do extracurriculars. And so this was deemed an extracurricular. And so, because we went on retreats and we did those things. And so I wasn’t able to continue the program that one year. And the following year I switched positions and moved to as a technology coach out of the board office, cuz now I’m in the principal’s pool and all of these things and no one picked up the slack behind me.


Shane Beckett (16:26):
And so after that story, basically the program kind of died, but one of the cool things too, that it did for our high school getting on that school climate survey and let that administrator allowing me to get onto that survey. One of the questions was named two teachers that you go to. And at that point in time, I mean, sure, I had lots of hits. Okay. But that was my role. Our principal had more hits than our entire guidance department at that time. Wow. Cause our guidance department was really geared towards the academia, the post-secondary, the paperwork side of things, but not the, you know, heartfelt touchy, feely part of it. And that was an issue. But because we got that data, it, it started to morph how our guidance department looked. And so they brought in new counselors that did the academia part of it, but also then provided more of a counseling part of it on that end. And so now I feel even though at our local high school, we don’t have that program in place. We have changed the way that that pro the, the actual department runs. And so it is still a safe place and it’s a, and, and a secure place for kids to go a supportive place for kids to go. And maybe there’s not as much of a need for that natural helpers program anymore because we help change the face of that department in general. So if


Sam Demma (17:49):
That that’s awesome it makes total sense. What keeps you personally inspired and motivated with a full cup to show up and try and make a positive difference on so many young people’s lives?


Shane Beckett (18:01):
Well I have on my whiteboard at work there’s two, two quotes that, that I have on there. So that’s the first thing I see every time that I, that I walk in. And so the, the the first one is the good is the enemy of great and the sports kind of quotes that I’ve used when coaching, but it works for school as well. And it’s that idea of if things are going well and things are good, we’re afraid to make changes because we don’t wanna wreck good. Right. But we’ll never get to great unless we make those changes. So being able to just kind of see that and remember that when staff is coming in and saying, Hey, I’ve got this idea or when students are coming in and, and having ideas for clubs or those types of things, like being willing to be flexible enough to make some changes, because things are going well at our school, but we’ll never get to great unless we make some changes.


Shane Beckett (18:52):
And then the other quote that I have up there that we developed as part of my coaching is the ABCs of win. And so ABC is anything but chance and win is what’s important now. So what’s important now is anything but chance. So there was one thing that I used a lot in my counseling with kids too, is like, let’s not leave it to a coin flip and say like, am I gonna have a good day heads or tails? Let’s let’s do all we can right now, so that we’re not leaving it to chance that, you know, so it’s that kind of proactive approach and that, that empowering approach too, that I, it, it’s not just chance that life doesn’t happen to me. I happen to life. And so those are two things that every day I see up on my boards, that help to inspire me when working with kids or working with teachers.


Sam Demma (19:34):
I love that being a sport, having a sport background, my myself also blowing out my knees and my senior year of high school and having three surgeries losing out on a full ride scholarship to Memphis, Tennessee, like, oh, awesome. We have some similarities. That proactive mindset I think is so important. What resources have you found helpful in terms of your own professional development and learning? That’s helped you in education that you kind of proactively Seeked out and maybe it’s well, you shared one, which is a natural helpers course, which is amazing. Yeah. And people can definitely check that out, but I’m wondering if there’s any other philosophies, people, you follow books, courses, things that you’ve been exposed to throughout your career that you really resonated with or found helpful.


Shane Beckett (20:22):
Well, you know, it’s that’s a tough question as far as resources. Yeah. But not much of a reader. Like that’s just not my jam. And I think that if I was to write the literacy test right now that I’d have a difficult time passing a literacy test, just cuz it’s not, not my thing, but it, I mean, I’d use that as an inspiration too, because I have other skills that allow me to get to where I am. Like I don’t have to have that skill. I can use, you know, Grammarly to help me do my writing and, and that type of thing. So not much of a reader, but it’s I mean, learning from the kids really has been a big resource for me and actually sitting and, and listening to them. And then what’s been really empowering for me too, is when you’re in the high school and you’re teaching and now we’re in a small town and I see those kids that I didn’t know, I made an impact with that now, you know they’re running the local gym and my kid’s now going to that gym.


Shane Beckett (21:14):
I know you can sit back and say, Hey, you know, Mr. Beckett, like it was a really big deal when, when this happened and, and learning, learning in some of those decision points that, that I made, whether I went the right way or the wrong way, it’s been a real valuable, valuable lesson for me. So it’s that, that reflection part. And then my brother-in-law, who’s younger than me and wise, beyond his years has really got me thinking into those, you know, Shiism and some of those types of things and, and the, the power of being in the now, you know, and being the master of your own destiny. And those are some really big things for me. And then, geez, now you’re gonna put me on the spot. I don’t know the name of this newsletter. I, I, I subscribed to one newsletter, man. No worries, but it’s, but it’s a leadership, it’s a leadership newsletter that has a sports reflection on it. Nice. So it talks about, you know, bill Belichick and, and how he does this with his players to motivate them. And it’s a quick little snippet, you know, once a week kind of a hit. And so that resonates with me because it’s sports leaders and then being able to learn from their leader leadership abilities and bring that back into the school.


Sam Demma (22:21):
Love it. I love it. And it sounds like you’ve had some great experiences learning from the students themselves. I’m sure you’ve probably also had great experiences learning from colleagues, whether it’s other principals you’ve worked with even teachers you’ve worked with. I think if you approach every situation with an open mind, knowing that you can learn something from every person you meet, you grab a lesson from anything you experience, which is really empowering.


Shane Beckett (22:50):
Yeah, absolutely. Like, like talk about this superintendent that we have now. Like I’ve just learned so much from him in where he inspired me by giving me that opportunity to then talking to me about being able to be a, a bigger impact, the higher you go, the less direct and the less of those like interactions, but then at the same time, being able to provide those opportunities. It’s, it’s people like that. And it’s nice to be able to, again, in a small town, be able to have that opportunity to go back to him and say, Hey, I want you to know the impact that you had on me. And the reason I am where I am today is because of some of the things you did for me, whether you knew you were doing it for me or not.


Sam Demma (23:29):
I love it. What if you could go back to your first year in education, what advice or feedback would you have given to your younger self that you think would’ve been helpful to hear when you were just starting and not that you would tell yourself anything to change your path, but advice you think that would be helpful for someone who’s just considering getting into education or that you would’ve liked to have heard more of when you were just starting?


Shane Beckett (23:56):
Well, I mean, I think some of the, some of the mistakes I made in my first year was trying to be friends with the students rather than friendly with the students. Mm. And it, and it’s tricky when you’re, when you’re coaching and you’re teaching PHED it’s that different environment. Right. But I think sometimes being young and being new and teaching 18 year olds, it’s it, it’s hard to differentiate, differentiate that. And I made the mistake, I think a few times of thinking that you know, being friends and then we’d do the right thing and then it wouldn’t come back to bite me did come back to bite me. Like I had some early times in my career where I got written up by administration because of the decisions that I made that I, you know, and maybe being a little bit too open and honest with, with my students where, because I’m thinking more of the friend line than I am, you know, that, that separation between teacher and whatever.


Shane Beckett (24:52):
So learning some of those things. And the, the other thing too, was really that the face to face communication, some, you know, earlier in my career as a athletic director, you know, sending the email rather than talking to the person, you know, and the way that you text on a page can be misread or misunderstood or tone can be misunderstood. And not having that face to face or even the phone call where the tone of voice can, can come in. And one thing I learned from teaching career studies as part of my high school career was that seven per 7% of your message comes from the words that are said, and the other 93% comes from your tone of voice in your body language. And so the words on the page just don’t do enough. So that was one thing I really learned too, is sometimes you need to have that face to face, even if it’s not the diff the, you know, the challenging conversation, it may end up being a challenging conversation because of the way that people read, read the words on the screen.


Sam Demma (25:52):
Something one of my mentors always tells me is people will interpret your written words, whether email or text based on the emotional state that they’re currently in. Yeah. If someone is really upset and it has nothing to do with you, they’ll open your email and read it from a more upset lens or a frustrated lens. And yeah, you’re absolutely right. I even think about a recent situation where I had to break bad news to somebody in my life. And I was thinking about writing an email and then I thought to myself, no way, cuz this could be interpreted in so many different ways. And you know, you take that time and that at first, what feels like an uncomfortable situation to have the phone call and have the real time conversation. How did you get over those situations where you knew making the phone call was the right decision? Although it was uncomfortable, you know, you do it anyway.


Shane Beckett (26:43):
Well, I, one, there was something that I read somewhere. I think my quote unquote online boyfriend is Tim Ferris back in the day. And some of the things that he would talk about in his podcast or some of the readings that I would do was challenge himself to be an INCOM uncomfortable situations every day. You know, if it’s walking in the mall and making eye contacts with someone and playing chicken with eye contact, who’s the first person to look away. It’s not gonna be any sort of conflict with that person, but it’s challenging you to feel uncomfortable and be okay with that. And so having some of those moments where you it’s okay to feel uncomfortable, it helps you then to make that move. And then ultimately it’s experience like you, you just gotta bite the bullet and do the first one, then the second one’s easier.


Shane Beckett (27:29):
Right. And then the third one’s easier. And then I guess finally being prepared sometimes for those difficult and challenging conversations. The little piece of advice we, we did a, when I first got into the leadership pool, we did a a workshop on challenging conversations. And I can’t remember who the author was. I’ve got the book at the school, but I’ve opened it one time and it was for a challenging conversation and it was to look at it. But in there it really did lay out how to set up yourself for that challenging conversation. And then the piece of advice that she gave. And I’m a softie, I’m an emotional guy and very quick to like even move the tears when I’m feeling challenged. Her suggestion was to spin her up when you’re in that situation. And so what, and so we asked what that meant and she said like, if you literally, and like spanked her up, like puck her up the bottom end there it’ll actually make it biologically almost impossible to cry. And so by like squeezing your cheeks, like that’ll take that opportunity that, that, you know, it removes that from you. And so I’ve actually tried that a couple times and it works. So hopefully I don’t make a face when I do it so that the other person on the other end knows that I’m doing that. But some of the, you know, you need some little, little tips and tricks to be ready to have those things. And so being prepared for the challenging conversation is, is definitely a big one too.


Sam Demma (28:54):
I love that. That’s a cool, it sounds like an awesome book. I definitely want you to email it over when you go back to school. I’d love to include it in the show notes. This has been a, a great conversation. I appreciate you taking the time this evening to hop on here and chat. If someone wants to have a conversation with you, reach out, ask a question, bounce some ideas around, what would be the best way for them to get in touch.


Shane Beckett (29:14):
Well, I’m, I am on Twitter. So it’s @MrShaneBeckett, just as it is with two ts at the end. Sometimes people make that mistake and I mean, I’ll fire up my email. That’s fine too. So it’s basically my name, shane.beckett.rrdsb.com. Yeah. And I’m, I’m always available to chat, to try to figure things out to bounce ideas off one another. It only makes us better in the long run.


Sam Demma (29:42):
Awesome. Shane, thank you again for doing this. I appreciate you. Keep up the great work you’re doing in education and we’ll talk soon.


Shane Beckett (29:49):
Yeah, absolutely. Thanks so much, Sam. It’s been a, it’s been a lot of fun. Thanks.


Sam Demma (29:52):
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 Shane Beckett

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.

Robyn Hollohan RMSS B.Sc, B.Ed, M.Ed – Junior High Science Teacher at Roland Michener Secondary School

Robyn Hollohan RMSS B.Sc, B.Ed, M.Ed – Junior High Science Teacher at Roland Michener Secondary School
About Robyn Hollohan

Robyn Hollohan (@kathholl99), is a junior high science teacher at Roland Michener Secondary School in Slave Lake, Alberta. She recently finished her masters of Education in Leadership and Inclusion. Her thesis on the “Impacts of Restorative Practices on a Northern Secondary School” is currently on the waitlist to be published by the Alberta Journal of Education.

While finishing her masters of Education she welcomed her son Bryce into the world during the chaotic pandemic of 2020. She has been teaching in Alberta for 9 years and has also taught in Nova Scotia and in Kenya. While in Kenya she worked under Canadian International Development Agency to work with students with disabilities in the low-income areas of Nairobi. She enjoys coaching basketball, volleyball and is the teacher liaison for her school’s student council.

This year her student council had the 2nd most money raised for the Terry Fox Foundation in Alberta (4,100$) and they have also raised over $5,000 for Movember, and other local charities this year.

Robyn’s focus on education has been from a restorative practice pedagogy where she believes that every student is a valued member of our community and we need to support their growth by providing safe, meaningful and impactful relationships in their learning journeys. She hopes to one day soon be a vice-principal in a school and build capacity within schools to increase student success. 

Connect with Robyn: Email | Instagram | Linkedin

Listen Now

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

Resources Mentioned

Roland Michener Secondary School

Alberta Journal of Education

Canadian International Development Agency

Terry Fox Foundation

Teachers These Days by Jody Clarington

Careers at the Royal Canadian Mounted Police (RCMP)

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.


Sam Demma (00:59):
This is your host and youth speaker, Sam Demma. Today’s special guest is Robin Hollohan. Robin is a junior high science teacher at Roland Missioner Secondary School in Slave Lake, Alberta. She recently finished her masters of education in leadership and inclusion. Her thesis on the impacts of restorative practices on a Northern secondary school is currently on the wait list to be published by the Alberta Journal of Education. While finishing her master’s of education, she welcomed her son Bryce into the world during the chaotic pandemic of 2020. She has been teaching in Alberta for nine years and has also taught in Nova Scotia, and in Kenya. While in Kenya, she worked under Canadian International Development Agency to work with students with disabilities in low income areas in Nairobi. She enjoys coaching basketball, volleyball, and is the teacher liaison for her school’s student council. This year, her student council had the second most money raised for the Terry Fox foundation in all of Alberta; $4,100.


Sam Demma (01:57):
And they have also raised over 5,000 for November and other local charities this year. Robyn’s focus on education has been from a restorative practice pedagogy, where she believes that every student is a valued member of our community, and we need to support their growth by providing safe, meaningful, and impactful relationships in their learning journeys. She hopes to one day soon, be a Vice Principal in a school and build capacity within schools to increase student success. I hope you enjoy this conversation with Robin, and I will see you on the other side. Robyn, welcome to the High Performing Educator podcast. Huge pleasure to have you on the show this afternoon. Please start by introducing yourself.


Robyn Hollohan (02:38):
I’m Robyn Hollohan. I’m a junior high teacher in Slave Lake, Alberta. I teach science and I’ve just recently, I guess, finished my masters of leadership in inclusion education.


Sam Demma (02:50):
When did you realize throughout your own student journey and career journey that education was the calling and vocation for you?


Robyn Hollohan (02:59):
I think that was a tough one. Originally in school. I wanted to be a police officer and cause I always just valued how much they give back to the community. And then through my biology degree in university, it just struck me that kids were the way the future. And I think during that time I was reflecting back on the, the passing of an a relative and then how much they had changed everyone’s life. And I really wanted to do the same that she did.


Sam Demma (03:21):
Was she in education by any chance?


Robyn Hollohan (03:24):
Yeah, she was, she was my grade 8, 9, 10 teacher for home economics. And then when I was in grade 10, fortunately my auntie passed away very suddenly. And then at her funeral there was a lot of people there. So at the time I was just kind of like, wow, she had really, you know, made a difference, but now farther as an adult, it was like, yeah, she definitely made a difference. Cuz even when I’m now as a teacher in slave lake, I actually have a, a group of kids who I taught their parents and I’m not from Alberta. I’m actually from


Sam Demma (03:51):
That’s awesome. That’s so cool. And I mean, it sounds like your made a really significant impact among your own, amongst your own school journey as a student. Did you have any other teachers that had a significant impact on you personally? Yeah. That you could think of. Definitely.


Robyn Hollohan (04:09):
Yeah. I had this grade four teacher, Mrs. Weam. She was super, super stickler and she had helped me significantly. Remember my multiplication tables. I remember getting frustrated and not wanting to do it, but so many times she was like, Nope, Robin, you are going to do this, sit down and stop crying.

Robyn Hollohan (04:27):
She was just stern. And then I remember like hard work makes it, makes it happen and you know, yeah. At the time I definitely didn’t like her, but as an adult, I was very thankful.


Sam Demma (04:36):
So the, the sternness sounds like it helped, it sounds like sh as much as she was stern, she was probably also patient like willing to sit by you and help you kind of figure it out. Like, what are some of the things you think that she did and other educators you had that made an impact on you in terms of like the, I think it was


Robyn Hollohan (04:53):
The way that she cared about us and it wasn’t just that we were students in our class, but we were her own kids. Like she, I think had three or four kids of her own, her sons, but she also every day came in and just say, Hey, you know, Robin, I have a twin also, Rebecca, how are you doing guys? Like how’s everything at home. And she just genuinely cared, even though there was a lot of sternness and like I remembered the finger, she would point at you . But it was just that you tell, you could tell from her heart that she really wanted you to be successful.


Sam Demma (05:20):
Mm. So you got the glimpse in biology when you were going through your biology experience in university what did the journey look like once you kind of made the decision? I want to pursue this from that moment to where you are now?


Robyn Hollohan (05:36):
Well, the journey was a little different, cuz at first I was pursuing an RCMP occupation and I got all the way to the end of almost a depo posting. And I realized at that point it was just, my uncle had sat me down and said, well, Robin, I really don’t think this is for you. Are you sure you wanna go? I said, well, you know what? It’s, it’s a great career. They get back to the community. I said, yeah, but in the long run, do you ever wanna have to harm another human? If that’s what you have to do? And I just broke down and cried and I was like, no, I can’t do it. I honestly don’t think if I had to weight, raise my weapon, I’d be able to do it. He’s like, all right, you better call them back and figure out what you’re doing.


Robyn Hollohan (06:09):
And then I had more conversations with him and he was like, why did you never, ever want teaching? I said, well, I’ve always thought about it. I just didn’t think it was for me. I was like, yeah, well you’re patient, you care. You wanna give back? So why not teaching? So I had talked to some friends who were teachers and then I started to apply to a couple universities. And then I guess I just started to realize how much teachers make a difference and it’s not, you don’t have to be the author, you know, the, the dictator or the, the leader in every classroom. But it’s just how much that I remember teachers cared about me and it helped me be successful.


Sam Demma (06:42):
So you transitioned from the RCMP job. And did you have to go back to school to get more like education? Like what exactly was the path?


Robyn Hollohan (06:54):
Yeah, so I was in my last year of my biology degree. Would’ve been my fifth year and when I applied for all that stuff for the RCMP, and then during that time I had just had said, all right, I need to, I wanna be a teacher. I need to figure it out. So I had to go back to teaching school for two years and Halifax, Nova Scotia. And that was an interesting path. Cause I ended up playing university volleyball for the two years I was there just because I was tall and I could play. And the coach was like, you better be trying out girl


Sam Demma (07:22):
that’s. That’s amazing. And then, so you finished you finished school, you finished volleyball. Did you start applying and landed in the position you’re in now?


Robyn Hollohan (07:33):
It was an odd journey. So where I was in Halifax, they do like a teaching job fair from everywhere at west. Basically Northern communities come into Halifax and do a job fair for teachers. Okay. And I had done a couple interviews and then I got offered a position for a school division in here in Alberta, but in the Northern parts, it’s called the for Vermillion school division. Nice. It’s quite remote. It’s about an hour and a half from the Northwest territories. And within hours of doing the interview, they offered me a contract, asked when I could come. And I was like, well, September. And it was pretty exciting and that, I didn’t know where up there I was going, but ended up in a beautiful little town called high level Alberta and made some incredible, incredible context. And then two days later I actually was on a flight to Kenya where I didn’t the rest of my teacher practicum in Nairobi in Africa.


Sam Demma (08:24):
No way. Tell me about that experience. You, you kind of just, that was a, that’s a big, that’s a big journey. Tell me what brought you out there and what that experience was like. My, my sister in her fourth year of film and media production did a documentary just outside of Nairobi. I can’t remember the name of the city, but they were there for three weeks and she said that the interactions with the people and the, the kindness and the generosity and the humanity like changed her life and perspective. I’m curious to know what brought you out there to finish it and what the experience was like.


Robyn Hollohan (08:57):
Well, just before Christmas, that year I went, we applied for a grant with the Canadian international development agency and myself and three other, my colleagues my Stu I guess my classmates at the time had gotten the position to go. So we left, I think the beginning of February to go for eight weeks, no, nine weeks. And then we got over there and we were working with mostly with students with disabilities. So we started off, like, we lived on campus at university, which is quite different because it’s, it’s not like a campus life that everyone pictures everywhere else. Cause I I’ve lived on that. It’s, you know, it’s very rough and different environments. And then we had taken like little either motorbikes or taxis or these little tutus. They’re like little tiny minivans with like a driver to different schools, different like cuz they don’t have like inclusion there.


Robyn Hollohan (09:48):
Any of the kids with disabilities are either unfortunately not treated very well or if they are in education, they’re in a separate building in like a completely separate school than anyone else, which is quite different and it was quite shocking. And then we visit a lot of the slums and we did get to visit like a private school, but we didn’t stay there long. We really didn’t enjoy the atmosphere. It wasn’t what we were there for. And then we worked with a non-for-profit called start small and helped them with children who were victims of abuse.


Sam Demma (10:17):
Wow. what was the duration of your entire trip and how do you think those experiences kind of shaped and informed the way that you look at teaching and education to today?


Robyn Hollohan (10:27):
So I ended up staying there for almost 12 weeks. I stayed for a couple weeks after and traveled around. But it completely changed my outlook. I didn’t, you know, we didn’t have a lot when I was a kid, but I, we, we had enough and it, it was so different to see children, either being treated differently because they had disabilities or not having the things we’d had, you know, like we brought crayons and all the kids stood up and cried. They haven’t seen full crayons. Like just, I don’t know. We take for granted at the little things or even pencils. They were like writing with the tiniest little nub of a pencil and just tell the absolute end. And I remember kids in my first practicum in Halifax just snapping them. Wow. So that was super hard. But then the way students also responded to authority was much different.


Robyn Hollohan (11:09):
You know, they, they stood when you entered the room, they wouldn’t sit down until you said you could sit, which I found hard in one day. I actually didn’t believe it. So I just waited a second and I was like, oh, oh my God. They’ll stand until until I tell them to sit. I was like, okay, sit. And they’re like, thank you, miss. Yes, miss no miss. And it was just, it’s different, so different, but they love not that all kids don’t love school, but they genuinely loved being there cuz not everyone could get to go to school. A lot of the kids walk a really long distance or they’re at a boarding school and they don’t see their families for months on end.


Sam Demma (11:45):
Wow. Yeah. That’s a, a unique experience and I think a really helpful one before you get into education in north America, you know? And do you think traveling, if you can, when you’re just getting into education is a worthwhile thing to do or an opportunity to take for someone who’s just considering getting into teaching.


Robyn Hollohan (12:06):
Yeah. And even just get outside of where you’re from and where you would wanna teach, you see different parts of our country. Like I grew up in Newfoundland, so I was fortunate to be in their school system. And then I did my teaching degree training in Nova Scotia and then my then Africa and Kenya. Yeah. And then I taught in high level in Northern Alberta. So seeing the other settings kind of made me understand that not every system is the same, but all of our kids really in some way are the same. They wanna learn. You just have to find someone who cares about them.


Sam Demma (12:33):
I love it. So you, so you went to Nairobi and you spent 12 weeks there, you came back, you applied you got a fulltime position. Not in the school board journey now. So what was the journey from that to today?


Robyn Hollohan (12:49):
I actually met my spouse when I was in high level. Nice. we’ve been together nine years now. So then his son actually lived here enslaved lake Alberta with his mom. Okay. So after we were up north for a couple years, we wanted to be closer down here to him. So we moved down to slave lake, which was also hard. Cause you go from like, there was nothing in high level. They got a Tim Hortons my second year there. And that was huge because there’s no Walmart, there’s no Costco. There’s nothing like it’s dark by two o’clock in the afternoon. The sun might come up at 10 in the morning for some days in the winter. So it was really isolating. And then coming here, we have Walmart, the school is massive. The school is 700 kids from seven to 12, which I was used to maybe 300. So it like doubled.


Sam Demma (13:33):
Wow. Wow. Cool. And have you been in different roles in the different schools you’ve worked in or what is your yeah. What is the role you’re in now and what various roles have you been in? Pretty easily.


Robyn Hollohan (13:46):
Okay. So when I was up north, I was still like, it’s hard up there cuz a lot of the younger teachers tend to take on leadership very fast because the turnover’s really high. Not a lot of people stay in Northern communities very long and even my four years there I think most years on staff, we had at least six or seven brand new teachers, like just out of university where that’s quite rare in most teaching practices. So even in my second year I was mentoring a first year teacher. Wow. And which was different. Cause I still felt, I wasn’t really, you know, I didn’t have the ground underneath me yet. But then since I moved here, I have been mentoring other teachers. I was active administrator before I went on maternity leave last year. I’m a 20, 20 pandemic mom.


Sam Demma (14:27):
Woohoo. yeah.


Robyn Hollohan (14:29):
That’s and then now being back this year, I have a student teacher she’s actually in my class today. I’m off for some medical appointments. So I’m mentoring a student teacher.


Sam Demma (14:37):
That’s awesome. Very cool. This, yeah, that’s great. It’s cool that you hear that you’ve done some different positions and also mentored some educators. I know mentorship is a huge part in no matter what career you choose to get into, but especially in education, it’s a big part of the journey. Do you have some people that have mentored you? I know we talked about teachers earlier that have had an impact. I’m curious when you started going down this path what other educators have been impactful on your professional development or mentorship?


Robyn Hollohan (15:08):
I guess like when I was up north, one of the vice principals, her name was Anna, she just had a harder gold. And I remember telling her, I don’t know how long I could live in the darkness. And it was just hard. Like, you know, the, the cold it’s minus 40, most of the winter, your eyelashes freeze, the kids and the culture was so different. There’d be times where like most the class would be absent because they’re gone hunting wow. A large indigenous population or some kids just hated school and they just didn’t come. And so she just said, talk to me and asked me what were my long term goals? And I said, well, my spouse and I, we do wanna be near his son eventually. And I do wanna be a leader eventually. So she had like gave me the ins and outs of leadership and evenness like just a person and just, you know, she was always there to listen to. And when you had a bad day, she’d, you know, pull up a chair, get a coffee and like cry, which is great. And sometimes people to do that for you and helps you just see it’s okay to be upset. And that we’re human too.


Sam Demma (16:02):
Yeah. A hundred percent. I love that. When you think about that, that idea of it’s okay to not know the answers and it’s, it’s also okay to, to be human. What other pieces of advice kind of come to mind that you have? Cause that’s obviously a great learning. What other things kind of come to mind that you think have been helpful for yourself throughout your journey in education and maybe the way you can think about this is if you could speak to yourself when you were just starting knowing what you know now with the experience you have, like what would you have told your younger self or someone else who’s just getting into this work


Robyn Hollohan (16:39):
Say no more often.


Sam Demma (16:41):
I love it.


Robyn Hollohan (16:43):
I think a lot of new teachers like are always looking to impress and they’re always looking to take on, you know, how many teams can I coach? How many clubs can I run? Yeah. And it’s great to like give back, but you also to take care of yourself and that like statistically one in five teachers in their first five years burnout and stop teaching. So there’s a reason, right? And the system is hard to get in to get your permanent certification. So I mean, it’s pick a couple good things and stay good at them. Don’t overwhelm yourself and take the time for yourself. Like your mental health is so important. It is so tough now, especially with, you know, the pandemic slowly, slowly trickling away. But a lot of teachers and staff are just exhausted and you’re taking care of your mental health and yourself is the best thing you can do.


Sam Demma (17:26):
Such a good piece of advice, just don’t say no to Sam demo’s podcast interviews. That’s the only thing


Robyn Hollohan (17:31):
Yes. Do those


Sam Demma (17:34):
But I love that advice. I think I struggle with that. Some part of us feels guilty when we, you know, turn someone else down or turn down an opportunity for our own mental health reasons. We might feel like we’re letting somebody down, but really I think it’s beneficial for everyone involved you benefit because your mental health is, is better and you’re not biting off too much than you can chew. And there’s probably someone else who has the capacity to fill the role. If you say no, that could even potentially give it more energy time and do a better job. So I think no is important for everyone. Not just not just the person saying it or the person receiving it.


Robyn Hollohan (18:11):
Yeah. And it’s, I’m not perfect at it yet. It’s still hard, but like my, my sons will be two in July, but I start to think about, you know, like there’s only so much of me I can give and I wanna make sure my son gets enough. My spouse gets enough and my students and you know, you only have so much on your plate and that you gotta take care of yourself is really important


Sam Demma (18:29):
And you get enough of yourself. yes.


Robyn Hollohan (18:31):
And yes. And you know, and you gotta your own, your own self, your own body and your mind and your soul.


Sam Demma (18:36):
Yeah. Speaking of taking care of yourself what keeps you motivated and inspired and you know, showing up with a full cup when you’re not working or in school virtually or in person, what do you spend time doing to kind of refuel and take care of yourself?


Robyn Hollohan (18:51):
I read a lot, like I’ve been reading a lot of Dr. Jody Carrington. She’s like a psychologist who tells like teachers basically to like with a lot of cost words, to relax and to think about why they become teaching. She’s great. I won’t mention any of the things she talks about, but


Sam Demma (19:05):
What are some of the books? Do you remember any of the titles of the books or


Robyn Hollohan (19:07):
One of them is called teachers these days. I just


Sam Demma (19:12):
Read after Jody Carrington. Cool teachers.


Robyn Hollohan (19:14):
Yeah. Kids. It keeps Kesy stays and teachers, these days is the new one and it’s great. Cuz it just, it kind of make, have you have, have a good laugh about your job, cuz sometimes even in the hardest moment you do need to unwind and relax and think about everything and I don’t know what else do I do? I love craft beer. We have a local brewery here in slave like dog island brewer is really good. So we go there and just try to relax. Try not to think about life too much and prepare for our next travel or my next goal on my massive checklist, whatever it may be.


Sam Demma (19:44):
That’s awesome. Very cool. And if someone is listening to this right now, thinking to themselves, they would love to chat with you, ask a question, have a conversation. What would be the best way for them to reach out and, and get in touch?


Robyn Hollohan (19:59):
I’m on Facebook, Robin Hallahan they can message me Instagram. I think it’s @kathholl99. I tried to avoid students searching me and just email on my emails too; RobynKHollohan@gmail.com. Cool. But I’m always easy to chat. I always like to talk to other educators just to see what they’re doing and to, you know, figure out the balance. And that’s the most important thing, you know, like I think I mentioned to you before my interview, I also finished my masters during the pandemic when my baby was at home. So trying not to overwhelm yourself, but you know, pick the goals that are achievable, but you know, within a certain, you know, stretch, you don’t wanna make yourself too burnt out.


Sam Demma (20:35):
Yeah. How, you know, before we wrap up here, how do you balance all the different, you know, containers you’re juggling master mom, teacher, like what has been helpful in managing time and energy organization?


Robyn Hollohan (20:49):
I have like a massive checklist in our kitchen of like things that are coming up and then sticky notes. I think I need to invest in the sticking out stocks I just honest to God use probably hundreds a day and my students think it’s hilarious, but that’s you just, you know, you think of something that you’re not sure when you’re gonna remember it. So it’s a sticky note and it’s bad. Cause it’s, I don’t even go into the note section on my phone. I put the sticky note on my phone or it goes on my computer screen or it goes on my mousepad or wherever it may end up there’s it’s just reminders and organization. And then I think the biggest thing is to just make sure whatever you choose to do is making you happy. And at the end of the day, you’re not like, why did I decide to do this? Why what’s the reason so that you’re not completely upset with your choices.


Sam Demma (21:36):
I love it. One final question before we wrap up here. You mentioned reading a lot, you mentioned Dr. Jody Carrington. Have you found any other resources helpful among your, your journey in education, whether it’s courses, books, people, things you’ve watched, things you’ve read, that you think would be worthwhile to share?


Robyn Hollohan (21:56):
I guess it’s a lot of stuff. Depends on where you are in your life and stuff. I’ve been doing some like just self searching to try to figure out I have like a, really A type personality overachieving. So I try to find some stuff to dial that back. I’ve always been a fan of Bill Nye the science guy. I don’t know why. I just find no matter how old or young you are, you can listen to him and have a laugh so any podcast that he’s been posting out oh my goodness. My brain’s not quite sure.


Sam Demma (22:23):
No, those are good.


Robyn Hollohan (22:23):
There’s a lot out there. Or even just like, not necessarily the stuff online, but your colleagues or people around you. Sometimes they have the wealth of information and the capacity building that you may never ever ask any. They can be there one day for you that you might, you know, they take the chance to take the offer or be there for them.


Sam Demma (22:40):
Love it. Love it. If anyone has any questions, I’m sure they’ll reach out. I’ll include your email in the show notes of this episode and also on the article we post on the High Performing Educator website. Robyn, thank you so much for taking the time to do this. I appreciate you. Good luck with the rest of your endeavors in education and the family. Keep up the great work and we’ll talk soon.


Robyn Hollohan (23:00):
Thank you.


Sam Demma (23:02):
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.

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