fbpx

Student Success

Lori Wagner – Coordinator of Student Support at Myrnam Outreach and Homeschool Centre

Lori Wagner – Coordinator of Student Supports
About Lori Wagner

Lori Wagner is the Myrnam Outreach and Homeschool Centre (MOHC) Coordinator. She was born feeling the need to make connections and to help others. The passion to teach was in her blood.  She has always looked at learners from an individualized lens; a perspective that was different from how others looked at the teaching profession over twenty years ago.

Her path through life has been filled with twists and turns, which has deepened her compassion for others, and has allowed her to approach times of change and struggle with a perspective that has helped her live every day to the fullest. 

Connect with Lori: Email

Listen Now

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

Resources Mentioned

Myrnam Outreach and Homeschool Centre (MOHC)

Camp Widow

The Transcript

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

Sam Demma (00:00):
Welcome back to another episode of the High Performing Educator podcast. This is your host and youth speaker Sam Demma. Today’s guest is Lori Wagner. Lori actually saw me speak at a teacher convention about two and a half months ago, and we connected right afterwards and it was obvious that she would be a great fit for a podcast interview; so we brought her on. Lori was born with the feeling that she needed to make connections and to help others.


Sam Demma (01:03):
The passion to teach was in her blood. She always looked at learners from the individualized lenses; a perspective that was different from how others looked at the teaching profession over 20 years ago. Her path through life has been filled with twist and turns, which has deepened her compassion for others and allowed her to approach times of change and struggle with the perspective which has helped her live every day to the fullest. And she vulnerably shares some of those challenges during this interview today and it’s actually an anniversary of a huge challenge that she went through years ago. But that’s what really has boughten out her light and her compassion and I think you’ll get so much out of today’s interview. So I’ll hear you. I’ll hear from you on the other side; enjoy today’s episode. Lori, thank you so much for coming on the High Performing Educator podcast. Huge pleasure to have you on the show after meeting at the teachers convention briefly. Why don’t you start by introducing yourself and sharing a little bit about what led you to working with young people?


Lori Wagner (02:02):
Well, it was, well only the thing that I ever wanted to do. My dad was a teacher for 40 years, probably at the same school. He was a junior high science, which did not interest me at all. I, no offense to those teenagers. I love coaching them. I love teasing them, in the hallways and walking down, getting like blown away by their acts, the body after street. But I do not like teaching them and the reason is I am kind of a five year old at heart. So where can you be goofy and like sing in front of a class and do weird accents and just make kids like super engaged? Elementary! So that was my route. And then I chose special ed because I just have a passion for finding the, like that student who is struggling. You see them so frustrated and when you get to that point that you can see you’ve like figured out how they learn and that spark goes in their eye,


Lori Wagner (02:56):
It’s like the best thing ever. Mm. So that’s why I went this special ed route. And it’s still a passion of mine to figure out kids with learning disabilities, ’cause you really see them kind of get lost in the regular classroom. And if you don’t have that sped eye that I feel like I do have and really know how to get to them and do those diagnostic testings and make a difference, like in my first practicum there was a boy and he was like a non-reader non-writer by the end of my practicum, he wrote a creative writing story that was two pages long. ‘Cause I made this cool project. It was like create a creature and the news came and it was just like that. So that was not even teaching. That was my practicum. It impacted me to then carry that on to the next years ahead.


Sam Demma (03:40):
I love that something interesting is you mentioned, you know, when you, you really feel for them when you see the struggle and you know, you’ve been through an instrumentable amount of struggle and I’m curious to know what your perspective on struggle is. Like how do you view struggle?


Lori Wagner (03:57):
Sometimes you have to view a sense of humor. Yep. Sometimes you have, you have to view it with the silver lining. Sometimes you have to view it that we are all struggling in some way. So it was really interesting to me. So the backstory about what Sam is talking about, the struggle is today it’s a 12th anniversary. My husband’s death. It was a sudden death in the avalanche. I was, was pregnant at the time, six months pregnant with my second child. And that was really one of the, well, that was the hardest thing that I had to do in the months ahead and deliver by myself and crazy two little babies, but the connections and the compassion that I felt from the people of BC and also of Alberta who supported me, like it filled my heart. It made me feel like I wanted to do that for other people in any way. So on this day, like if my voice shakes a little bit, you’re just gonna have to ignore it.


Sam Demma (04:54):
But no it’s just feels


Lori Wagner (04:55):
Passionate about it. Like it’s my, it makes me smile. When I think back to that feeling because he had died on a, in a mountain called McBride in the Rocky mountains, which funny and left, I ended up moving there and changing my life and new perspectives were, were changed there. But I just remember going to view his body, which my parents thought I was pretty. He is either like, you’re gonna you’re pregnant. This is gonna be bad for the baby. And I was like, no, this is what I have to do. And the whole town of 500 people just rallied around us, the victim service worker, which is now one of my best friends. She stayed us with us the whole time. The corner was like, if you need to see him at two in the morning, again, you just call me, I’ll come pick you up.


Lori Wagner (05:41):
We’ll take you to the hospital. The hotel put us up, everyone at the, the hospital and restaurants were just feeding us and taking care of us. And I was just like, wow, these people don’t even know me or my family. And they’re crying for me. Like this is made me feel like this connection to strangers that I now like, especially on this day, I love connecting to people. I don’t know because everyone has a story. And if I can make them smile sometimes like that taxi driver that I’m like reaching out, not treating ’em my keys, a second class per, or that Pelman that I’m like, how’s your day going? And like, what’s new with you. And those people that don’t get talked to in my travels, which I usually somewhere amazing on March 24th. Cause I’m determined to make this day the complete opposite of what it was.


Lori Wagner (06:33):
So I’ve always like gotta go to Vancouver. We’ve gone to the states a couple times last year, we’re supposed to go to Texas. And so the pandemic hit last year and it, it gutted me because March back to the perspective of how people are feeling right now, I really feel like now people all understand what March brings me because there is, we’ve been getting emails about that unresolved trauma that many people feel from last year that their world was falling apart. And how now they’re reacting, not by like a cognitive way, but it’s hitting them like with anxiety or just this feeling of unsettling and, or just they’re crying for no reason, nobody because of what happened last year. So every month I go through this process and I never know when it’s gonna hit me. I’m usually a little bit anxious, but last year it felt like our world was falling apart.


Lori Wagner (07:28):
So that’s how it brought me back to a PTSD feeling of 11 years ago from last year, my world fell apart. So it tanked and it put a, and not a great place, which I’m now with the help of some therapists and getting back on meds and being pro mental health, no stigma talking about it. But people now understand that that is not something you think about the whole world feels this trauma right now. And so it was hard for me to talk about this to other people. Well, cuz they would say, oh, March 24th is, that’s gotta be such a hard day. I’ve got all these text that are saying big hugs to you. And, but they don’t know that I actually broke down last weekend for no reason. I don’t know because I just felt like I got hit with a truck. Mm.


Lori Wagner (08:14):
I dug my husband’s ashes out and like feeling them. I don’t know if you know anything about ashes, but there’s bone bin in there. There’s teeth and crying. And my present partner who he’s been with me for six years is super supportive about me crying over my dead husband, which is like not really that common. So I’ve gone on now, a mini tangent from the con connecting with compassion and then kind of back how trauma has made me feel. But I’ve had hard days, but I’ve also had a lot of times that I really just had to laugh at what was going on. So I can give you an example of that time


Sam Demma (08:53):
Please. And before you continue, before you continue, I just wanna say thank you so much for being so vulnerable and sharing this part of yourself. It will relate to some people listening and, and they’ll find some strength in your sharing. So thank you so much.


Lori Wagner (09:08):
Yeah, no, Sam, I really think that being young widow, I was 32 at the time. So I went out to, because I, I don’t know how to be a widow. I’ve got two little kids and a section on grief in chapters had like seven books in it. And the one that I picked up and looked at was about finding a new golf partner one year 65. And it was so unrelatable that I’ve like since reached out, there’s a camp down the states called camp widow, which now they operate them Ontario. There’s an amazing camp called camp care, which is a grief family trauma camp. Oh wow.


Sam Demma (09:40):
It’s,


Lori Wagner (09:41):
It’s just that connecting with other widows that know what’s happening and how it feels to have two little kids that feel like you wanna crawl up in or how many kids crawl up in a corner and cry, but you can’t because you have to keep goings. So anyhow, there was one time, couple, it was probably, I don’t know, six years in and I kind gone through some ups and downs with my in-law family because death brings out hard feelings in people. And sometimes there’s times that we weren’t talking and we got back on track and my mother-in-law and father-in-law were always amazing. So I decided to do something important for them and take some, I’ve always offered the ashes to them and they said, no, no, no, that’s fine. You don’t have to. So I looked into it and there was this place in the states that you could get ashes like blown, like glass into this orb.


Lori Wagner (10:33):
And then it made like a beautiful little ornament. So I contacted them down there and they said, this is what you have to do. You need so much ashes and we’re gonna, you can ship it down and then we’ll send you the ornaments back. So I’m at the kitchen table having a beer with my, my dead husband’s ashes and kind of looking at it like, this is the most ridiculous thing. Like this is ridiculous. So I’m, I’m scooping it out and I’m like, I wonder what, part’s going down the state SCO be your arm, proving your, I don’t know, but you’re going, this is a man who never went on a flight to the states. I was like your first vacation. Hey congratulations. So I go to the post office and funny enough, the lady at the counter was also a bit of, and she was, but she not a looking at the dark side of humor kind of person than I am, like kind of laughing about the crazy stuff.


Lori Wagner (11:25):
So yeah, she goes, what’s in the package. And I said, and I was like, it’s ashes, my, my dead husband’s ashes. She was like, well, how much would you think this, this would be worth? Cuz you have to put that a on there when you have the item that you’re shipping down. And I was like, what do I say? Priceless? Like nothing like it’s ashes in the metal container. Like I don’t know what to tell you. And my friend was there and she kind of understands my sense of humor and we’re trying not to laugh because this is so crazy. I’m shipping my husband off and trying to put a price tag on his, his, his worth. But that there’s no sense in that to me. So anyhow, it was just one of the stories I had shared with my widow group because they got it and thought it was very humorous and yeah, it was just one of times, like my kids had asked many times actually when they’re little, can we pull out daddy? And I was like, okay, here we go. Like bring up, open the box up. And I have to remind my two year old, like daddy’s not a sandbox. Let’s get the cars out of there and yeah, shut ’em up and put them to bed. And then I have a little moment of like, wow, that was hard, but also crazy. And this life is so weird, but also amazing.


Sam Demma (12:41):
Hmm. And you said when you, you moved to where the accident happened in your life, you know, changed, like what changed for you? How did you approach life differently? Like, I’m curious to know what minds said shifts happened after the experience


Lori Wagner (12:56):
That life is too short and we can, and there’s really bad things that happen that we shouldn’t worry about the little things. So especially during this pandemic time in teaching, there’s been a lot of people worrying about what I call the small stuff like and worrying about. I’m not talking about getting sick, but just worry about those little details. And my perspective now is like, whoa, I don’t care. Like pretty pandemic or whatever about chewing gumming class. Or if you have a hat on let’s, I’m not arguing about those details. I cannot do it or worrying about. So my social online kids that I have in grade eight that are also struggling with theirs, some health problems going on, there’s some family stuff, Hey, guess what? Grade eight, you’re gonna still be a good person. If you don’t remember 18, whatever, whatever. So what we’re gonna do is just do the review. I’ll help you through the test and we’re getting you through grade eight social cause this will not matter in five years. Like I cannot deal with the silly details when there’s bigger things in life. So what had happened was I was starting to go visit my, the victim service lady that we got to be connected with. She was about my age and I would use it kind of as mistakes. So my perspective also was I’m just a swearing podcast or not,


Sam Demma (14:14):
It’s just fellow educators. So it’s okay.


Lori Wagner (14:17):
I’m gonna make this life the same way I would’ve done with my husband. So that means I’m gonna learn how to drive a fifth wheel. I’m gonna get myself a big one ton to pull it around. And I’m fricking doing it with a eight month old and a two almost three year old and it’s happening. So I learned how to pull a fifth wheel all that thing to through the mountain passes all the way up. It’s like, I don’t know if you know where prince George is, but anyhow, you go through Jasper and then you go, instead of going down Camelot and Vancouver, you take it up to like halfway to it’s 45 minutes from Mount Watson. Okay. If that gives you some sort perspective on perspective again, on where I’m at. So I’m parked in our backyard and I’m thinking, okay, instead of parking in our backyard, maybe I should look for some investment land.


Lori Wagner (15:02):
There’s another backstory about why I had some money for investment land because I had these bring me back to this, but I had some thoughts three months before he died about him dying. And I kept, it was a gut intuition that I could not fight and we just had sign life insurance. So, oh wow. Bring me that if you’d like. Okay. So anyhow, I’m connected with this real estate lady who we had got to be good friends, cause everyone in this town is like a personal connection. It’s such a cute little small town. And she said to me, so too bad, you weren’t like looking at buying a business because you’d be so good. You’re really sociable. And I, and I said, what kind of business? She said, it’s a trading company, kind of those like small town, bulk health food jars on the wall, little cafe that, that, so I said, well, I love baking that that would be like, take me to see it.


Lori Wagner (15:52):
And it was just this place. You ever walk into a place and you feel like it’s home. Like, wow, this feels amazing. So I said, well, what’s the catch on this? She goes, well, there’s a couple there that would like to go in with a partner. They don’t wanna do it on their own. So I asked my friend if she knew them. And of course she does cuz you know, everyone in this town. And so I cold called this guy. He was a retired banker and just had a conversation. We went to go see the building again. And he goes, okay, well think about it. I’m in, if you’re in. And I was sitting outside, looking at the mountains and put my kids to bed in the trailer and I thought, this is crazy if I walked away for like, I was on math leave.


Lori Wagner (16:33):
But if I left my teaching career, which I do love, but would I regret not trying when I’m 85? And my answer in my heart was like, this would be something I would regret, not throwing all, just all caution to the wind and taking this huge leap by myself and just doing it. And my thought was always like, what’s the worst that could happen. Mm. The worst that could happen, it would go south. And I could move back to Alberta. What’s the best that could happen. I can change up my life a little bit. Get myself out of that. Like whenever I’d go to the local grocery store or see someone in town, I’d get that pity widow look like, how’s it going? Worry. Yeah. And then you’d have to kind of like console other people, even though they’re trying to be very compassionate, but it was a hard space to be.


Lori Wagner (17:23):
And it was also a small town that people knew me. I’d taught in for 10 years. So I made the decision like within minutes, I’m gonna buy this business and we’re moving. I had three apartments above this to go building. Like we can live up there. So I call my parents from, from the backyard. I was like, so, and they were worried about me living on an acreage Alberta by myself. Mm. Like they were that concerned like Lori, you’re gonna have to sell your house just after Luke was born. That’s my son. You can’t handle it all acreage by yourself. You’re a single mom. Now you’ve got two little kids and they made me move into town to be closer to them right after he died. So anyway, I called about, I was like, mom, dad, I have something to tell you. He might wanna sit down.


Lori Wagner (18:04):
I bought a business to McBride and I’m moving there next month. And what are you like, are you actually insane? And I was like, it’s happening? So anyhow, I move up there. We had a couple years we lived in and then I ended up finding the most amazing soul healing place up on the mountain road, just by chance through my friend up there. That was in the same en road that my husband died at the top of that mountain. And that house was, I’ll send you pictures after like you, people from out where you live will not believe that some people are that lucky to live in such a magical mountainous valley. Like it was just gorgeous. And I lived there for about eight years and then circumstances kind of, I don’t know if you believe in the universe and like putting things out there, but I always wanted to live in the mountain.


Lori Wagner (18:55):
I always wanted to own a bakery. And this is like, when I’m a teenager, I did that. I did that. I wanted to get back to teaching and I kind of felt a little bit stuck in that mountain town. The schools, people were moving out, the schools were like 50 kids. There was a, and any opportunity for me after I’d worked in a few different places. So I thought I love this place, but I’ve also dated the men in this town. So I’m not gonna find any new ones. I also do want a partner that is going to be like my chapter two partner, which I did meet up there who coincidentally his birthday’s today. So now always celebrate.


Sam Demma (19:31):
Wow.


Lori Wagner (19:32):
Yeah, it was the universe saying to me, here you go, Laurie, like my, my best friend. And I looked at each other when we were talking about this and I met him up on a, a Memorial ride for their friend. And I said, so how old are you? And he said, 40. And last month, when’s your birthday? March 24th. And my girlfriend and I looked at each other like, is this, is this a screen Still around years later? And, and it’s brought me back to, Alberta’s the most amazing school my kids are doing well, and we’re all doing well. And we just appreciate what we have.


Sam Demma (20:08):
Wow. It’s such a good reminder to cherish the small and big things in life, you know? Your story’s amazing. And if you had advice for young teachers or, you know, teachers that are just getting into the profession, what would you share with them?


Lori Wagner (20:23):
Well, I do have a new teacher in here that I apparently I’m mentoring. Nice. So I, yeah, I, I did see her come in and get, she kinda get overwhelmed, which is normal. But I, so the new position I came into was a position that kind of fell into my lap last year. And it was the facilitator of the home learning outreach program. And it had no structure. It was like a, just a program. They thought they would get up and running to increase enrollment. And when I got hired or offered the position, they said, I said to them, so what does this look like? And they said, whatever, you’d like it to be. So every day was a learning process last year. And every day was scary until I learned something and could apply it the next time. And so I, in that, by from it, and then by the end of the year, I could see how far I’d come.


Lori Wagner (21:12):
So this new teacher came in and then also we revamped the program twice this year and the other teacher’s like, oh my goodness, what are we doing? I’m like, everyone just stop. Let’s take it day by day. This will all work out. I’ve been through this before we will learn. We will grow. We will tweak. And that’s part of even teaching, right. Or being a human, like we’re supposed to make mistakes. We’re supposed to be scared. We’re supposed to be uncomfortable or else we wouldn’t be growing. So when I was, had no idea what I was doing last year, I learned even more like when I moved to BC, scary, uncomfortable, but worth all those magical years I had with the people that lived in that town and what memories we collected. So we’ll, we’ll collect memories by being stressed out and anxious and taking that step.


Lori Wagner (22:01):
I know, I feel like a lot of the teaching community, I’m not type a, but I feel like there’s a lot of type a out there and that’s hard to deal with change, but I think we need to force ourselves to deal with change. And I could not live with not changing because I would get more quickly. Yeah. Frankly. And before, before Cory died, I was thinking, oh, this life’s kind of boring. And then it got really boring, but you know what? My daughter, when she was eight said to me, dad didn’t die. We would never have met all these people and had these experiences. She’s kind of an old soul. And I was like, you’re right. Like, good for you seeing this over lining in this. Cuz we, we lived in an amazing life in the mountains. Like we quad to the top of the mountains and a, you go up for snowmobile to the cabin to have a hot dog grow river boating on the river.


Lori Wagner (22:53):
Whenever we’d want to like doing all these crazy things that people who live in Alberta or who live in the city. My kids experience so much because of the steps that we went through. And so now, okay. Back to the teacher, the first year teacher thing. Yeah. Change and being scared is good. I just do just do it. Put, take your steps forward, build the plane as you’re flying it. And that’s fine because that’s how even I’m 44, this little young thing is 22 coming in and I can tell her it’s okay. I still sometimes don’t know what I’m doing, which is what I tell of kids. Cause kids, since we’ve got like, oh, you’re an adult, you’ve got it all together. I’m like, guess what? No, we don’t. And that’s okay. Cause we’re, if we figured it all out, we might as well be dead, be honest.


Lori Wagner (23:43):
So I also look at kids and young people that are just coming into their own well, I’m thinking like teenagers and kids too. I think we have too much, too many high expectations for kids and how they behave in their emotions and what they’re dealing with because I kids live in like the red or green zone and we kind of operate the yellow zone. And when we like, we can be okay, but when we get mad, we’re mad or sad. We get sad where kids just go from one extreme to the other and I can have a crying fit, but it could be in my own space cause I can regulate myself. But when kids are overwhelmed or their parents are overwhelmed because of what’s going, how they’re feeling. I really think that we need to take the behaviors as something behind it and recognize that adults have temper tantrums. So how can we expect our kids to walk into the door? Having good days all the time. Yeah. So I guess that comes like from a first year teacher, how we’re feel about things to how you’re recognizing the emotions in our fellow staff members and just trying to be compassionate about where everyone’s at and sharing that with them. Cause then you don’t feel like you’re alone. Same with like the sharing with the widows. You don’t feel like you’re alone anymore.


Sam Demma (25:01):
I love it and thank you so much for taking the time again today to chat about all this. I really appreciate it. If another educator is, is tuning in right now and wants to reach out to you and have a conversation about anything we just shared, like what would be the best way for them to reach out to you and have a conversation?


Lori Wagner (25:22):
My email would be fine. I would, could would share out to them if anyone reached out to you. I don’t know any other technology.


Sam Demma (25:30):
Email is perfect. Yeah. Just spell it out.


Lori Wagner (25:36):
Oh, it’s loriwagner44@gmail.com. Perfect.


Lori Wagner (25:45):
So what was I to say with oh, sharing with people? I, yeah, I’ve also like cold reached out. Like when people, the avalanche victims really get me those news stories. If you Google my name, Lori Wagner, avalanche McBride, that story went national because it was at the end of the very bad avalanche here. Wow. So now when I hear about these like credit mess, I will reach out to those widows or widowers, or whether I know them or not. And just say, Hey, I’ve been through what you’ve been through. If you’d like to reach out, I totally help walk you through how you’re feeling and it’s okay to feel that and validate that for you because, and some of them have come back to me and we’ve had that kind of conversation. And on those that also were a little bit lost, like I was lost. So I’ve often thought about a podcast about widows ’cause I don’t know if there’s a lot out there, but it might be an interesting topic.


Sam Demma (26:40):
I think that’s a great idea. An amazing idea. And if you do start it, let me know. But again, thank you so much for taking the time to chat today and honoring the, you know, the Memorial, today’s 12 years. I really appreciate it. Keep doing awesome work and stay in touch. I would love to stay in touch, whether it’s over email or whatever and keep doing great stuff and, and I’ll talk to you soon.


Lori Wagner (27:07):
Okay. Thanks a lot, Sam.


Sam Demma (27:09):
And there you have it. Another amazing guest, an amazing interview on the High Performing Educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review so other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show; f you want meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network, you’ll have access to networking events throughout 2021 and other special opportunities. And I promise, I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Lori Wagner

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.

Jackie Groat – Student Leadership Advisor, Teacher & Basketball Coach

Jackie Groat – Student Leadership Advisor, Teacher & Basketball Coach
About Jackie Groat

Jackie (@JackieGroat) is a Teacher, Coach, Sports Fan, and Outdoor Enthusiast who loves inspiring Leadership through action.  Jackie is also involved in the Alberta Association of Students’ Councils and Advisors as the Social Media Director. 

Connect with Jackie: Email | Instagram | Twitter

Listen Now

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

Resources Mentioned

Henry Wise Wood High School

Calgary Board of Education

Alberta Association of Student Councils and Advisors (AASCA)

Alberta Student Leadership Summit (ASLS)

Canadian Student Leadership Association (CSLA)

Canadian Student Leadership Conference (CSLC)

The Transcript

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

Sam Demma (00:00):
Welcome back to another episode of the High Performing Educator podcast. This is your host and youth speaker Sam Demma. I am super excited about today’s guest. We have on the special Jackie Groat. She’s a good friend of mine. I met her over a year ago now. Back when COVID initially started, I spoke to one of her classrooms and we became friends.


Sam Demma (00:58):
We stayed in touch. Now I have the pleasure of interviewing on the podcast. Jackie is a teacher, a coach, a sports fan. She loves basketball and she’s an outdoor enthusiast. More formally, he works at Henry Wisewood high school with the Calgary Board of Education. She’s a basketball coach when we’re not in C technology teacher and student leadership advisor. Fun fact. She is also the social media director of the Alberta association of student councils and advisors. And she is one of the reasons why myself and two other young powerhouses are a part of their student leadership conference this year. It is my honor and pleasure to interview Jackie today. We touch on so many awesome ideas and topics, and I hope you enjoy this as much as I do. And I will see you on the other side. Jackie, thank you so much for coming on the High Performing Educator podcast. Huge pleasure to have you on the show. Why don’t you start by introducing yourself and sharing the reason behind why you got into education?


Jackie Groat (02:00):
Hi Sam, thanks for inviting me. This is a great opportunity to come join you. So yeah, my name’s Jackie Groat. I’m a teacher in Calgary, Alberta, and I have been teaching for, let me think here, I guess it’s been eight years now. I, I started out in Kelowna, BC, and then I was in a private system there for a couple years and had a lot of opportunities to explore different things. I didn’t have to teach any one subject and so I, I built quite the, quite the laundry list of experience and was invited to come to Calgary. And so when I came here, I started out as a math teacher and that’s kind of where I am by trade. My degree is in mathematics and biology. And from there, kind of some, some knowledge that kind of hit the ground saying, oh, you did robotics.


Jackie Groat (02:54):
Oh, you did this. Oh, you did that. And so I’ve kind of bounced around a little bit; whether it’s been mathematics, science, like I said, robotics and engineering to teaching architecture and 3D design and computer science. So all over the map. But my heart and soul lands with leadership. It really, really is my heart and soul. It’s it’s the thing that I’m the most passionate about and that kind of stems from even being a teenager. And I was on student council in high school. And at that time I was aware of the Canadian student leadership conferences. Unfortunately I wasn’t able to, to make it in my grade 12 year, but I, since then had an opportunity when I started my education career to get involved with the Canadian Student Leadership Conference that was held in Kelowna so that was my first experience. And yeah, and I just, those experiences have really shaped where I am and who I am and so my passion is about teaching others. Not just a content subject area, but just to be better humans; to be empowered and driven. That’s kind of where I’m at.


Sam Demma (04:06):
Where does the, where does the passion come from, did when you were growing up and when you were in student council, did you have a teacher that pushed you in this direction? Your, your passion for mathematics and science could have led you down so many different, why education? Like, did you just want to be a teacher? Did you, did you know it from a young age or like what led you down that path?


Jackie Groat (04:30):
I’m gonna say life led me down that path being resilient. So when I was starting grade 10, I was in a car accident that put me in a coma for a short, a period of time. Oh, wow. Coming into my grade tenure, it was a huge challenge. It was if it wasn’t for my teachers that I had in, in my grade 10 year I don’t know where I, you know, how I would’ve gone through my education, but yeah, I, I had to learn how to study. I had like a five minute memory for a short period of time. I was going to school half days alternating days for the first few months. And it was just teachers that really, really took a care and an interest that I, people I had made connections with in high school that, that checked in on me that made sure I had what I needed.


Jackie Groat (05:20):
And so of course through my grade 11 and 12 years there were friends of course, but you know, just that, that passion to like, keep, keep going. And of course some of that comes intrinsically, right? Yeah. but I was a basketball player and that was a hard thing for me because in that year I couldn’t play basketball. Hmm. And my coach was really, really great when I was alone out to physically get back on the court. He, he basically said to me, he’s like, look, you’ve lost a whole year of skills. He’s like, you’re gonna come. You’re gonna manage all my team. You’re gonna get back into the swing of things. He’s like, you’re not even gonna worry about tryouts. He’s like, you just, you have a spot on the team. And so from there getting to build those leadership skills there, having them mimicked working with coaches in grade 12 and getting connected, like I said, on, on student council and being able to help others kind of just started that journey.


Jackie Groat (06:16):
And ironically, when I went to university was not an intention to be an educator. Mm. I went in thinking I’m gonna go into engineering. That was my plan engineering. And clearly that’s not where I am. Just kind of didn’t play out in, in my cards for what I wanted, but I learned a lot. And you know, just thinking about the people that how were most impactful for me and the, the experiences that I had. And then of course, the people that were telling me, man, you’re really good at like sharing information. You’re really good at teaching this skill. You’d be great at this. And I started helping coach little kids, and again, same thing was said to me. So I started on the education path later in my life and here I am and loving it and I wouldn’t trade it for anything else.


Sam Demma (07:06):
Ah, that’s amazing. And when you think back to those teachers you had, when you were in grade 10 that really supported you and helped you along the way, like, what was it exactly that they did if you had to pinpoint some things that had a huge impact on you that you think other teachers or educators listening could learn from? Is there anything that kind of comes to mind when you think about that year?


Jackie Groat (07:31):
Probably just conversation, just the willingness and the openness to just say, Hey, how are you doing today? You know, where, you know, what is it that you need today? What is gonna make your day just a little bit brighter? And it didn’t necessarily have to be about that partic particular subject. But just, just genuinely seeing me for, for where I was at and wanting to connect and, and how, of course I’m sure that these are not teachers for me in high school, started in grade nine in Saskatchewan. So I did know these teachers a little bit beforehand. Wasn’t like I was a brand new face to the school. Yeah. And so that, that was good, right. Because I, you know, they knew me as a student in classes or on the basketball or on the track and, you know, on the track and field team. So knowing that I had what potential I did in interests, they met me, you know, where I was at. Nice. So conversation just opened the conversation.


Sam Demma (08:35):
Ah, I like that. It’s a good, it’s a good piece of feedback. And fast forward, you know, it’s a to right now as you’re a teacher, I’m sure those are things that you strive to do. How do you think during this crazy time that we can still make students feel, you know, heard and appreciated? Is it about conversation? Is it about maybe if it’s not face to face, like sending them an email, like how do you ensure that your kids still feel seen, heard and appreciated during a tough time? Like, like COVID,


Jackie Groat (09:03):
Yeah, that’s a big one right now, Sam, for sure. And we know that mental health is a challenge. I think it’s about recognizing that there are a lot of pressures and we’re used to do dealing with the academic pressure that, you know, I have so many assignments to get done. I have these due dates. I’m expected to meet certain grades and while the pressure is coming at them from their teacher, they’re also getting those pressures at home different home dynamics, different expectations. And then those students also have their own personal pressures that they put on themselves. And then we blanket all of this right now with the pandemic that we’re in and you know, that adds anxiety and, and all so much unknown. And so I think it’s about again, same thing checking in and having that conversation and you see that kid walking down the hall or they walk into your classroom and just genuinely saying, hi, you know, tell me, tell me a story.


Jackie Groat (10:01):
What, what happened in your day yesterday? What was your win yesterday? You know, what are you looking forward to in this week? And sometimes you might get that response back. That’s like, I have nothing to look forward to or, you know, it’s kind of, it’s kind of jury. And, and so then you open that conversation to, okay. Why do you feel that way, you know, is, is there something that we could pick out that maybe do you have a goal that you wanna work on? Or, you know, how, how can I help, help you turn that around knowing that, you know, we can’t take on our students all of their problems for those educators that are out out there. We, you know, that’s a, that’s a fine line. We have to be careful that we’re not taking that to too much to heart and home with us because it can, can happen. But what can you do when you’re in those walls together and how can you give them that motivating message to go? Okay, all we have to do is find one thing that you can look forward to one thing that you’re gonna work on, or it’s celebrating those, those wins and going, you know what, we’re, we’re just gonna take one day at a time.


Sam Demma (11:08):
Hmm. No, I love that. And at what point in your journey did you decide to get involved in the Canadian student leadership association with and with the student leadership association association?


Jackie Groat (11:21):
Yeah, you’re right on both of them. I’m not gonna lie. I’m a little ambitious and people who know me will laugh. They feel like, oh, yeah. But when I, when I started on my journey into the education world, when I was at university and doing my practical I had an, an opportunity to connect with norm Bradley, who many people across Canada will recognize that name in leadership. And I got the opportunity to sit on the committee and, and help out where I could. And so I started out with the social media side of things when we were putting together that conference and going, okay, how are we gonna connect? And of course it, it, I just remember leadership being such a huge part of my life in school. And like I said, on the student council helping bring spirit week to our school motivating my graduating class to put together not just a, a regular yearbook, but to put, put together a video yearbook on a compact disc.


Sam Demma (12:27):
Oh my goodness. What is that?


Jackie Groat (12:28):
Yeah, that’s okay. I’m giving away my age. Am I no seriously though, but just those things. And I thought, you know, this is an opportunity where I can get involved and do those things for our future generations. And so I, I got on there with the social media side instead of compact discs and helped out there. And so that was that, that opportunity. And I’ve continued with social media in the high schools that I’m at or have been at both past and present. And I guess I’m gonna say how long ago, maybe a couple years ago it was, I was approached by a member of the Alberta student leadership association or council said, yeah, Hey, you know, we need to have a director for our social media side for our province. And I heard you’d be great at it. And so I said, sure, pick me, pick me and hopped on board there and, and I’m enjoying it. So we’re getting that up and running and it’s, it’s going okay. It’s going. Alright.


Sam Demma (13:31):
That’s awesome. If you were forced to convince another teacher, why leadership is so important, what would you tell them like for maybe there’s someone listening, who knows that leadership is great and impactful, but hasn’t fully bought into the idea that it’s very important for students growth and their learning. Like, what would you say to convince them?


Jackie Groat (13:52):
Oh, wow. You know, the irony of this conversation is I, I actually just had a conversation with a dear friend and colleague on the weekend saying to me exactly that Hey, I’m considering, you know, taking on the leadership program at my school, tell me more. And of course, I’m, I like lit up and I was super excited because I’m like, yes, more people in leadership, more people to run this program. Yeah, it’s important because it’s what drives the culture at your school. It’s what makes your students want to be there. So you can have those students and maybe they’re not the strongest academically or maybe they’re your top straight a students, but they’re, they’re those kids that you wanna, you, you wanna grab and pull into the school and say, Hey, you know, we can make this, this place, our own, we can make this place somewhere where we almost don’t wanna go home from, because we love our school that much. And so leadership is wanting that they’re the home of the warriors or they’re the home of the Trojans or whatever, whatever their, their home motto is. Awesome. And so to be a part of that is huge.


Sam Demma (15:05):
Sorry. I’m so sorry. I think my wifi cut out right after you said the leadership is, is,


Jackie Groat (15:11):
Oh,


Sam Demma (15:11):
It’s okay. I’m gonna edit this part. But if you wanna, just about today, continue.


Jackie Groat (15:16):
Yeah. Oh, just being a part of leadership is huge. Like just that connection and helping, helping those students to learn those skills where they can motivate others and take those skills off into you life in, whether it be their, their job their family life, their friendships and just, yeah. Growing as citizens. It’s awesome.


Sam Demma (15:43):
I love that. That’s so good. And when you think about the years that you’ve been teaching teaching, I’m sure there’s been student transfer, whether you’ve seen it first, like firsthand firsthand, or you’ve seen it 20 years later, maybe you haven’t yet, but students maybe come back and share notes and tell their teachers how big of an impact they’ve had in those stories of those stories, which ones of them stick out to you. And if there’s any personal ones you can change the name just to keep the kids private.


Jackie Groat (16:19):
Yeah. I had one student who she was really, really a strong leader and you know, being in leadership in school really empowered her to learn, to stretch outside. And she got involved. She was always involved in different clubs or different activities throughout her, throughout the city, but she you know, she decided that she could take on more. And so in those groups and, and committees, she kind of took on a lead, were role in a community practice and they, they put together a thing, a proposal on food securities, and she’s managed to go from, you know, just kind of being the participant to helping lead other students her age, maybe slightly older, maybe slightly younger, but develop a charter, a food at securities charter within the city. She worked together with a number of students to, to write a book promoting, you know, what it is to, to, to do with food security.


Jackie Groat (17:26):
And it was really cool because then I got a email and then invite to her book launch. So that was kind of a really warm, inviting experience. And it’s, you know, it’s not something that we get a lot of as educators, those, those thank yous. And sometimes we’ll get that student that comes back to us years later and says, Hey, you know, I, you know, I really learned a lot in your class and I really appreciate, you know, what you did for me. And when those happen, we have to cherish those moments. And I had another student this year reach out to me who graduated, Hmm. About three years ago, I guess it would be. And they’re pursuing their, they’re finally choosing to pursue their post-secondary education and kind of reached out and said, Hey, you know my time in your class meant a lot.


Jackie Groat (18:18):
I got a lot of experiences out of it. I actually took this particular student on a field trip and it was a small group. There’s only four students that were able to go on this field trip. And that student reached out and said, can you write a letter of reference for me, I’m applying for this scholarship. And it had to do with humanitarian work and what they had done. And so, yeah, it’s kind of an honor for, for when that happens, students reach out and they remember who you are and, you know, especially it’s two and three years later. Right.


Sam Demma (18:52):
So true. And if you could, could speak to first year educator, Jackie, and give your younger self advice, what would you, what would you tell yourself?


Jackie Groat (19:04):
Oh, what would I tell myself? There’s lots of time. You don’t have to do everything the first year. You don’t have to take on everything in the first year. Yeah. it comes one step at a time and the idea is sometimes you can be overflowing with ideas and you see so much of what you wanna do, and it feels daunting and overwhelming. But I’ve learned to make lists and write them down. And, and not, I guess I shouldn’t even say it as so much as to do lists, but goal lists. And like, as those ideas come or there’s things that you wanna work on it can feel overwhelming to try and tackle everything at once, but it’s, it’s, it’s gratifying to look back at that list that you’ve made and go, Hey, look at all the things I have done over this time. And just go, you know what? I’m gonna work on it. You know, one thing at a time


Sam Demma (20:01):
You made it


Jackie Groat (20:02):
I’ll get to the end.


Sam Demma (20:03):
No, it makes sense. You made it sound like there’s a distinction between a goal list and a to-do list. I’m curious to know in your mind, what is that? What is the difference?


Jackie Groat (20:14):
I think with the goal list, it’s more about, it’s something that’s, you know, going to, it takes some layers of work.


Sam Demma (20:21):
Got it


Jackie Groat (20:21):
Got, right. There’s some revisions that are gonna go in there. A to-do list is, I think of more as like, you know, your


Sam Demma (20:28):
Quick laundry. Oh


Jackie Groat (20:30):
Yeah. The laundry list, like, oh, got, do laundry tomorrow or yeah. Better get those Simon’s marked by tomorrow or whatever. Right. Whereas like, you know, that goal is things it’s like for example, right now I’m working on wanting to put together a social media calendar so that I have this calendar each year that I can take a look at and I know, okay, in October, these are the things that I wanna hit. This is, these are the major events. These are the, the things that we celebrate in October what happens in November. So putting those things together, because not only is that helpful from me, right. But it’s something that I can leave as a a legacy or a pass on and share to other educators, which is a huge thing in our world. We do a lot of sharing of resources don’t ever reinvent the wheel.


Sam Demma (21:21):
It’s already there. Just ask it’s


Jackie Groat (21:23):
Already there. Just make it better, just make it better and share.


Sam Demma (21:26):
Okay. And if someone does wanna share with you or take from you, what would be the best way for them to reach out?


Jackie Groat (21:32):
Best way would be through email, you can find me through the Calgary board of education at jrgroat@cbe.ab.ca. You can also find me through the Alberta association of Student Councils and Advisors or AASCA, and we’re on the web as well at www.aasca.org and you can find me there as well.


Sam Demma (21:59):
Awesome. Awesome. Jackie, thank you so much for coming on the show. I really appreciate it. And I look forward to looking at all the different things you complete on your goal list.


Jackie Groat (22:08):
Thanks Sam. Oh, my goal is it’s. It’s constantly, constantly going right. You tick one off and you add two more. Yeah.


Sam Demma (22:15):
Sounds good. Sounds good. All right. See you, Jackie.


Jackie Groat (22:18):
Take care Sam.


Sam Demma (22:19):
And there you have it. Another amazing guest, an amazing interview on the High Performing Educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review so other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show. If you wanna meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network. You’ll have access to networking events throughout 2021 and other special opportunities. And I promise, I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Jackie Groat

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.

Janessa Nevill and Hailey Babcock – Teachers at Ecole Plamondon School

Janessa Nevill and Hailey Babcock – Teachers at Ecole Plamondon School
About Janessa Nevill and Hailey Babcock

Janessa (@JanessaNevill) and Hailey (@haileycorinne13) are two extremely passionate educators from a small rural school in Alberta – Ecole Plamondon School.  We met at a teachers convention and I thought it was very fitting that we bring them on the podcast today to share a little bit about their stories in education. 

Connect with Janessa: Email | Twitter

Connect with Hailey: Email | Instagram | Twitter

Listen Now

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

Resources Mentioned

Ecole Plamondon School Website

Napanee District Secondary School Website

Education Programs at Brock University

The Great Gingerbread House Project

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):
Hailey, Janesa. Thank you so much for coming on the High Performing Educator Podcast. Huge pleasure to have you on the show. It’s actually the first time that I’ve had two people on the same interview. So you’re like breaking a Guinness world record here. Why don’t you start by introducing yourself, both of you and sharing how you got into education.


Janessa Nevill and Hailey Babcock (00:20):
Awesome. Thank you so much, Sam, for having us. We’re really excited to be here. Actually one of the things we’re excited to talk about is how teaching kind of brought us together as friends too, but I’ll start by introducing myself. I’m Hailey Babcock. I’m originally from Ontario. I did my teaching degree at Brock university and then I moved out here to Alberta and I’m now teaching high school English.


Sam Demma (00:41):
Nice.


Janessa Nevill and Hailey Babcock (00:43):
Hi I’m Janessa. I’m sorry, I’m nervous. As you can tell. I teach junior high currently, but I’ve been teaching everything; I’ve taught from grades one to grade nine and all subjects. And I just, you know, got into this work because I just wanted to make a difference and I wanted to be a role model for young people. Also. I, I just totally loved going to school and I wanted to do it forever.


Sam Demma (01:10):
Nice


Janessa Nevill and Hailey Babcock (01:12):
Job for me. Yeah, I just love to share my love learning with others. So


Sam Demma (01:16):
Love that. So good. That’s so cool. I remember the first podcast I ever did. I was freaking nervous. So I’m with you on that one and you’re not alone with educators. So many people that I’ve interviewed are, are nervous and, and nerves really all they mean is that you care, right. If, if you’re not nervous to do something, then you probably should stop doing it. So I appreciate you for stepping outta your comfort zone and pushing yourself. So how did teaching actually bring you you together though? I don’t actually know the story yet. And I’m curious to hear.


Janessa Nevill and Hailey Babcock (01:46):
Yeah. So when I moved out here to Alberta, I started my job at a cold school and I met Janessa and at the time I was just, you know, crazy busy trying to figure out my first year of teaching, which is a blur. I’m sure most teachers can feel that. But we just, you know, throw the years we started talking a little bit more, we both teach French as a second language. So we kind of collaborated a little bit together, came up with some ideas and eventually we just ended up hanging out all the time and becoming best friends.


Sam Demma (02:15):
That’s so cool. That’s awesome. That’s amazing. And along your journey in teaching, you’ve both been doing it for a while now. I’m sure are things have changed. Things are a little different these days. What are some of the challenges that you’re currently faced with and how are you striving to try and overcome them?


Janessa Nevill and Hailey Babcock (02:32):
Yeah, absolutely. So obviously this year is quite different. It’s also quite different from last year as well. Just because, you know, last year when we were still trying to figure out how to teach online with go it was a little bit different now we kind of have the hang of it a little bit more and we are actually very lucky at our school for the most part. We are in the building, which is fantastic. Nice. But no cases so far, so far. That’s


Sam Demma (02:55):
That’s good. That’s good.


Janessa Nevill and Hailey Babcock (02:57):
That’s awesome. But yeah, we just realized that you know, the restrictions are you know, pretty difficult for the kids to remember, you know, putting face masks on sanitizing, hands, that kind of stuff. We also noticed there’s been some frequent absenteeism. So whenever a student, you know, has a sore throat, they can’t come in for 10 to 14 days. So that also makes it quite difficult. And the other big thing I think for me is just having like less interactions, less, it just doesn’t feel as welcoming, you know, like we really are trying to push that, but all of these boundaries and restrictions have really put a damper on mental health. I would say for students and staff. Definitely.


Sam Demma (03:33):
Yeah. Well, so relatable. I, I wholeheartedly agree you anything to add there or facing the very similar of their challenges.


Janessa Nevill and Hailey Babcock (03:40):
Very similar. Yeah. I mean, just like the biggest difficulty for me is there’s less opportunities for meaningful hands on and fun kind of interactive things we can do just cause of restrictions. Like I teach math and I love to cook with the kids and I love


Sam Demma (03:55):
To do


Janessa Nevill and Hailey Babcock (03:56):
Yeah. And I love to do hands on. Like HandsOn is very important like that. There’s lots of sanitizing, lots of protocols involved and it’s hard. So


Sam Demma (04:06):
I’m curious, how do you integrate cooking into math? You just like, you just peak my curiosity and I feel like it’s something interesting you could share.


Janessa Nevill and Hailey Babcock (04:15):
I, if you, like, when I taught grade, well, I’ve taught grade 6, 7, 8 math in the last few years actually to the same group of kids, I’ve just followed them.


Sam Demma (04:23):
Nice.


Janessa Nevill and Hailey Babcock (04:24):
So in grade six we did gingerbread houses. So we you know, manipulated recipes with with equivalent fractions and things like that. Okay. You know, obviously the gingerbread, we built houses and we talked about area and perimeter and then they just had fun and decorated it.


Sam Demma (04:41):
And that’s so cool. I remember that was fun. I remember being in elementary school, thinking to myself that math was the most boring subject, but I didn’t have a teacher who helped us build gingerbread house to teach us areas, area perimeter. So that’s really cool. I like that. Thanks for sharing. Yeah,


Janessa Nevill and Hailey Babcock (04:58):
I know. Oh, sorry. I know ju we fractions with like M and Ms. That different colors and stuff too. Super cool. Sensitive fractions of like you know, Skittles and smart use and things like that. Or I could actually do that this year. Cause I would just give them like their whole pack of Skittles and I didn’t have to touch it. So that was good. But like I missed being able to make pizzas for fractions. I like pizza.


Sam Demma (05:21):
I like, you always see the pizzas in the math books, like cut up and use as examples, but you’re taking it to a whole new level making a real pizza. So I love that. Yeah, but I think it’s really cool that what brought us together was the teacher convention. And I’m curious to know, like, is that something that you guys always look forward to every single year and, and what did you learn from it? Did you take anything that you found really helpful that you might want to share with the audience?


Janessa Nevill and Hailey Babcock (05:46):
Me personally this year, I found it was phenomenal mainly just because it was just a little different, you know, we didn’t have to drive up to Edmonton. You know, we got to stay at our homes and whatnot, but I also found that the variety was a little bit different this year. I was kind of excited to see. There was a lot of like motivational speakers, a lot of individuals who have you know, excelled in like the amazing race and all that kind of stuff. Just all these different challenges. And so it was really awesome to see all of these people who have overcome so much kind of talk about what they’ve done and how it’s helped them with COVID. So I don’t, I thought it was really good this year, too.


Sam Demma (06:25):
Cool. Yeah.


Janessa Nevill and Hailey Babcock (06:26):
We kinda tended to go to a lot of the, the motivational speaker type things. I saw a lot of that and it was, it was good. It was like, I don’t know. It was, it was nice despite, you know, given we’ve had such a challenging year, it was nice to just hear some really good stories. So, and we got to spend the whole time together, so it’s great.


Sam Demma (06:42):
Yeah. And, and we met each other, you know, it was now we’re on this podcast because of it. No, that’s awesome. That’s so cool. I know it’s, it’s difficult to teach right now because a lot of your colleagues, like some people that you might see across the province right now, you may see them for like two years. Right. And I don’t know about you, but I’m a hands and I’m a hugging person. And I like to like, you know, give high fives and hugs and say hi to my friends and family and not being able to do that is sometimes difficult. And I would argue not only with colleagues, but also with students, you know, giving a kid a pat on the back or a high five is such a huge way to show them that your support, how do you think we can still make students feel, you know, heard, seen, and appreciated that during this challenging time? Is it just about checking in on them virtually or what can we do to still replicate that feeling?


Janessa Nevill and Hailey Babcock (07:30):
Absolutely. well, one of the things that genes and I talk about a lot is just humanizing ourselves, you know, allowing students to know that it’s okay to make mistakes. You know, we all go through challenges in our lives. And even just the whole idea of just being there for them and letting them know that yeah, we have, you know, mental health concerns too, that we go through as well and just reminding them that they’re not alone. And the one thing that I have noticed that kind of gave me a lot of hope when everything kind of started with COVID was seeing how much the kids still relied and needed those interactions. So even though they weren’t able to high five, their friends and they couldn’t sit right next to them, you could totally tell how happy they were just to be back together. And after summer, like, it was just amazing to see the kids kind of find a way through the restrictions to still, you know, be themselves and to still be excited to be here.


Sam Demma (08:24):
Amazing. Oh, I love that. And Janese, you’re saying elbows now. Everyone’s elbows tapping


Janessa Nevill and Hailey Babcock (08:30):
Elbows, air hugs. Yeah. Air fists, fist bumps, air hugs. Yeah.


Sam Demma (08:38):
I guess I guess we’re bringing rock, rock paper scissors back. Yeah. Because everyone can play that right now. That’s awesome. Exactly. Very cool. And over the, over the careers you’ve both had in teaching, I’m sure you’ve seen student transformations. Now, every educator I talk to says, you know, one of the reasons that they love teaching is because you have the impact to influence a young person’s mind that could eventually change their life. And you know, you can’t solely say that one person’s responsible for changing a student’s life. Like they have to take the action, but you can influence their thoughts and actions, which is such a powerful responsibility. And sometimes you don’t see the impact for 20 years. Sometimes you see it the next morning. It just, you, you never really know how it’s gonna show up. And I’m curious to know in both of your careers, have you witnessed any student transformations that have been really inspiring to you? And the reason I’m asking is because someone else might be listening, thinking, wow, like I feel really burnt out. I forget why I’m even in teaching. I don’t even know why I’m doing this anymore. Maybe I’m gonna quit soon. And sometimes hearing a story of transformation might spark someone’s passion or remind them why they got into this. And if it’s a serious story, you know, you can name the student, Bob or Sarah, totally change the name just to keep it private.


Janessa Nevill and Hailey Babcock (09:54):
Yeah, absolutely. There was one near the beginning of the year that I really started talking about there’s this one individual will name him, Tom. Tom, I started teaching him in grade nine and he was just very, you know, came from a difficult home. You could tell that I don’t know how else to say this. There was a lot of like negativity in the home, a lot of like racial slurs, homophobia, all that kind of stuff. And this individual had just a lot of problems with like anger management, dealing with his emotions, not really being able to connect to his peers well and not understanding how to regulate, you know, when he is angry and whatnot. So for the first like year or two, him and I would just completely butt heads. And he’s also one of those students who, who likes to be left alone unless he has questions.


Janessa Nevill and Hailey Babcock (10:39):
And I’m one of those teachers who likes to check in on everybody. So we definitely butt heads quite often. Yeah. Often we had, you know, our difficulties multiple times sitting down with myself and him and the principal, just trying to figure things out. And he was online for the first two months, this year for online teaching. And then when he came back in November completely different kid, I swear. It was absolutely amazing to see he came back completely respectful. He would come in and like compliment us. He talked to me about how he, he didn’t realize how how much of an influence I was in terms of like English teaching and that kind of stuff. And he even said that, you know, he missed seeing my face every day and that’s one of the reasons he was coming back. You know, just seeing that transformation was fantastic. He completely changed his mindset. He’s growing up up, and he’s also recognizing the individuals in his life who have kind of pushed him into that perspective. And I’ve seen him thank multiple teachers in the school. Like it’s, it’s beautiful to see really


Sam Demma (11:33):
That’s so cool. That’s so awesome. Ands. How about yourself?


Janessa Nevill and Hailey Babcock (11:37):
Well, I have a, sort of a unique role at my school. I actually only teach like less than half of the time. But I I am this, we call it the student services team coordinator here. Nice. So I I guess deal with inclusive ed needs and you know, referrals and I coach and mentor students and teachers and ensure, you know, accommodations are in place for kids who need it and all that kind of stuff. Nice. So I get to work with like, we have, we’re a K to 12 school, so I get to work with everybody. So it’s, it’s awesome. Like some days I’m in kindergarten and then I will be in grade eight and then later on I will grade four and nice. And because I only teach such a small bit, it makes scheduling weird. So every year I literally, I teach something different every year. It’s like, whatever there is needed to be taught it’s mine just because it’s like, so as a, as a result, I actually like the current class I taught I’m teaching right now. I, I taught them in grade one grade, two grade, six grade seven grade eight, and I’ll probably go with them to grade nine.


Janessa Nevill and Hailey Babcock (12:39):
So yeah, I I’ve seen the growth and the change cause I’ve been there, the whole journey kind of thing. And it it’s cool. Cause my first year here I taught grade six. And then a few years ago that class graduated and they asked me to BDMC for their, so it was just like, okay, really cool to grow up. And just the people that they become. I love it. I don’t know if I’d go anywhere else. I, I have it pretty good in the house.


Sam Demma (13:10):
That’s awesome.


Janessa Nevill and Hailey Babcock (13:15):
So nervous for that too. So


Sam Demma (13:17):
No, that’s so good. I love that. No, that’s amazing. And I have to ask when you were both students, did you have teachers in your life who had a huge impact on you that kind of inspired you to get into teaching? And if you remember their names, which most people do who were they, so you can all or them, but then also share what was it that they did that had such an impact on you so that other educators can try and replicate that for their own students?


Janessa Nevill and Hailey Babcock (13:44):
Absolutely. well, one of the things that I find when I speak with teachers is I feel like they’re usually one of two types of teachers, usually they’re the, you know, straight a students loved school, came back to teach school or they didn’t necessarily have a great schooling experience. And I was kind of on the latter side, I didn’t really like school. I didn’t have have good grades, you know, I didn’t have a lot of friends. And then when I got to grade seven, I had a teacher named Manam Kelly. I don’t remember her first name, unfortunately, but she, she slowly kind of explained to me that, you know, like I, I have potential and I need to push myself and you know, I am loved and cared for. So we kind of got a good relationship there. I started, you know, being more confident in myself, but then it wasn’t really until grade 11 that I found my true passion, which is English language and writing, you know, poetry, short stories.


Janessa Nevill and Hailey Babcock (14:35):
And that came directly a creative writing course. I had a grade 11 teacher. Her name was Shalene Kelsey. She is still, I believe working at NDSS in nap Ontario. And she I’m sure she remembers, but she was a part-time guidance counselor and part-time English teacher. And I was pretty much wherever she was. She loved quotes. She loved you know, digging deeper into words and I just connected with her and I meshed with that and I realized that, you know, writing and reading is something that I’m good at and that I like doing. And I kind of push myself further and my confidence just blossomed. So she’s big on the, and now I teach high school English, so


Sam Demma (15:13):
Yeah. That’s awesome. Very cool. That Janessa, how about yourself?


Janessa Nevill and Hailey Babcock (15:17):
Yeah, for sure. My favorite teacher, I guess I would say I had a few of them in high school. I was really into my math and science and except for physics. I didn’t like physics cuz it’s hard. So my physics teacher’s name was Mr. Dick or is Mr. Dick he’s still around? Yeah, he he was awesome. He, I was that kid that would show up early cause my mom was a teacher she’d dropped me off at the school when she would go to school and I would go straight to him and be like, Hey, help me with physics. Like every day. And now I’m like, oh man, I was that kid that showed up every day. Like if, if I had kid, you know, when I’m trying to prep in the morning and get my coffee, like if I had a kid show up every day and I’m like, help me with my work. I don’t know, man. So I was that person and he did and he got me through it and got me through the diploma. And it’s interesting now though, cuz my colleague and friend is I carpool with her every day is his wife. We together now.


Janessa Nevill and Hailey Babcock (16:14):
Mr. Dick still teaches at J Williams in Laish that’s where I was born and raised and I still live here. And so we still could see each other at, you know, a division conferences and stuff. Sometimes we hang out in social groups, so I’m friends with him now. So it’s, it’s cool. It, it, it’s neat living in a small town and keeping those connections, I guess still trying to figure out that small town life. Yeah. Yeah. It’s good though. But he kind of inspired me to go. I actually, I wasn’t gonna be a teacher at first. I wanted to actually be a pharmacist and in the end I’m so glad I’m not, cuz that would be really boring. But I, yeah, he and my other, my chem and my bio teacher inspired me to go to school for science. So I do have a bachelor of science first and then education. I kind of fell on when pharmacy didn’t work out, which thank goodness. But yeah, so


Sam Demma (17:08):
That’s awesome. Very cool. Yeah. And if you had to narrow it down to something, both of you, something your teacher did specifically that had a huge impact on you, what would that specific thing be? Was it that they were willing to help? Was it that they always looked out for you? Like what did they do specifically


Janessa Nevill and Hailey Babcock (17:27):
For me? I think it was the fact that Shelene just recognized that we come to school with our own problems. You don’t as necessarily know what goes on in student lives. So she, she was one of the only teachers that really truly, you know, checked in every day to see how I was doing. She knew when my basketball games were, she knew, you know, if stuff was going on at home with mom and dad, like it was just that willing to connect, willing to understand at being on that same level. You know? And I think that’s one of the things that I try to focus on as a teacher is doing the same thing for my students is allowing them to know that there is someone there on their level who, who really cares about them, wants to hear about them. If students ask me to go to hockey game, I’ll go, you know, and I think that’s really those relationships, those connections. That’s what she gave to me.


Sam Demma (18:12):
Cool.


Janessa Nevill and Hailey Babcock (18:13):
I could just say the same. Yeah. Just, they just made me feel welcome and you know, they wanted me to be there. They wanted me to be successful and yeah.


Sam Demma (18:22):
Awesome. Really super


Janessa Nevill and Hailey Babcock (18:24):
Appreciative that, and


Sam Demma (18:25):
That sounds, that sounds great. And now you have a reason both to view, to reach out to those teachers and say, Hey, I mentioned your name on this podcast. You should check it out and you’ll probably make both of their days.


Janessa Nevill and Hailey Babcock (18:38):
Funny enough, Shalene, Kelsey just added me on Instagram yesterday, so woo.


Sam Demma (18:43):
That’s awesome. So good. So if you could travel back in time and speak to your younger self when you just started teaching and like in part advice, knowing what you know now and all the wisdom you’ve gained over the past, you know, how many years you’ve been teaching, what would you tell your younger self? What advice would you have given to first year Hailey and first year Janessa?


Janessa Nevill and Hailey Babcock (19:06):
Well, I think mine might be a little different cause I’m only in here four here, so still pretty, pretty new, but that’s okay. I would definitely say just, just trust yourself, trust your instincts. It’s okay to not feel okay. Reach out when you need it. And my big thing as well is obviously it’s really important to have all aspects of your teaching abilities, very strong, but again, number one is relationships. That’s what I would say to myself is just make, make those relationships, those connections with the kids and then move forward with the teaching.


Sam Demma (19:37):
Awesome. Love that.


Janessa Nevill and Hailey Babcock (19:40):
She said relationships, connection. That’s that’s it for me basically. Well, that’s not it, but you know, yeah. It’s very important.


Sam Demma (19:49):
I love it. Okay, cool. Awesome. And if someone wants to reach out to you and we can group you two together, I guess. If someone wants to reach out to both of you, what would be the best way to get ahold of you? Should they email? Like what email can we give the audience to reach out to you if another educator’s listening and they’re like, we wanna get in touch with you and ask a question or have a conversation.


Janessa Nevill and Hailey Babcock (20:09):
Absolutely. I think we can both probably just give our school emails then. It’s just hailey.babcock@nlsd.ab.ca


Sam Demma (20:19):
Perfect.


Janessa Nevill and Hailey Babcock (20:22):
And I’m janessa.nevill@nlsd.ab.ca. Do I need to spell it?


Sam Demma (20:27):
Spell it. Yeah, you can spell it if you want to.


Janessa Nevill and Hailey Babcock (20:30):
Okay. janessa.nevill@nlsd.ab.ca.


Sam Demma (20:38):
All right. Perfect. Sounds good. And thank you both so much from the bottom of my heart for coming on this show, I look forward to staying in touch and seeing all the amazing things you both do. Janessa, if you ever cook in any more pizza or making some gingerbread houses, I’ll send you my mailing address and you can trip it over here. But anyways, thank you guys so much. I really appreciate it. It’s been a great conversation.


Janessa Nevill and Hailey Babcock (21:01):
Yeah. Thank you. It’s been awesome. Getting to know you and yeah, hopefully we can discuss further as we continue on our educational journey.


Sam Demma (21:08):
Perfect.

Join the Educator Network & Connect with Janessa Nevill and Hailey Babcock

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.

Greg McLean – Principal of Sacred Heart Catholic School in Bruce Grey County

Greg McLean - Principal of Sacred Heart Catholic School in Bruce Grey County
About Greg McLean

Greg McLean (@WalkertonGreg) has been in the educational field for the past 28 years as a teacher, school administrator and instructor for Niagara University and Catholic Principals Council of Ontario. Greg has worked in 9 schools and in 3 different school boards and is currently the principal of Sacred Heart, Mildmay after a year of being the principal of St Isidore Virtual School, the first-ever virtual school in Bruce-Grey Catholic District School Board!

Greg graduated from Laurier with a Certificate in Positive Psychology this past year and also obtained a certification as a Life and Wellness Coach. He is also a musician (drummer, vocals and guitar) and has performed live over 300 times in a variety of venues over the past 20 years. Greg is also a community-minded individual who embraces volunteerism- being a member of the local Optimist Club and a volunteer at the food bank, Victoria Jubilee Hall and Special Olympics. Greg also advocates for individuals with Down Syndrome- helping others to see their abilities.

Greg has been married to his wonderful partner Jayne for 26 years and has three children, Abby, Lucas and Dashiel. The family resides in beautiful Walkerton, ON.

Connect with Greg: Email | Twitter | Facebook

Listen Now

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

Resources Mentioned

Catholic Principals Council of Ontario

Laurier Certificate in Positive Psychology

A Slice of Brockton (Greg’s Podcast)

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):
Greg, welcome to the high performing educator podcast. Huge pleasure to have you on the show here today from Brockton start by introducing yourself and sharing a little bit about who you are?


Greg McLean (00:10):
Well, my name is well, first of all, thank you for introducing me as a high performing educator. That’s awesome. My, my name is Greg McLean and I work as a principal in the Bruce Gray Catholic district school board. I reside in the town of Walkerton that sits in Brockton. So Brockton’s municipality and Walkerton’s a town in there. The same Walkerton that endured that water crisis back in 2000 best water in Ontario, right? This is what we say. And I’ve been in education. This is, is my 29th year and I’ve been a principal for the past 15. So we’re looking at about a 50 50 split and I’ve got a family. My wife Jane is a guidance counselor at sacred heart high school. I have three children, well adult children now. My oldest is 24 and resides in, in Guelph and is working time. Yay. And my middle child, my son is 22 residing at Toco. And my youngest boy is 16 years old and he’s in grade 11 at the local high school at sacred heart where my wife works.


Sam Demma (01:14):
That’s awesome. Very cool. And as educators, we always preach the importance of lifelong learning. There’s never a day you stop learning. And I understand that you’re someone who, when the COVID initially hit, took it upon yourself to actually obtain more education. Can you please explain how that process unfolded and what you set out to learn and achieve?


Greg McLean (01:36):
Well, sure. First of all, yeah, like lifelong learning. I think if you’re in the education world, you’re forced with lifelong learning, but I don’t wanna use the word force because I’m thinking that the vast majority of people who get into education are, are lifelong learning by choice. And whether it’s a course an AQ course so that you can teach a different course or it’s something that’s just something you’re really interested in. We, we, we kind of attract those, those people. It it’s actually a character, character strength to have a love of learning. And it’s actually a Catholic graduate expectation, lifelong learner. So yeah. Putting all those together. Yeah. Like during the pandemic, I mean, it was really, really easy for people to get down and to get you know, that sense of being you know, I don’t, I’m gonna say hopeless, but cabin fever.


Greg McLean (02:25):
But just knowing like what, what do you do to, to feel good in this and, and mentally well, and I think one of those things that you can do and that I’ve learned is that, you know, obviously part of self-care is, is, you know, having hobbies and things that you can do. And so part of the spirit of my lifelong learning as I kind of went back to school and I got a certificate Laia university in positive psychology which is kinda the study of all the stuff I just talked about. Yeah. And spent the year learning about how to live your best life knowing that your best life isn’t avoiding stress and avoiding problems. It’s actually how to deal with them in a really healthy way, because that’s the price of admission, right? Discomfort’s the price of admission. You just have to learn how to, to, to manage it and, and to, to thrive as opposed to, you know, just languishing. So, and then just this past year, I worked on getting my life and wellness certification coach. So I’m gonna try to at all those things together and you know, kind of push that forward and, and hopefully serve serve my community and the people around me.


Sam Demma (03:26):
That’s amazing. When you say positive psychology how do you explain that to somebody or like when, when you use that term, what does it mean?


Greg McLean (03:37):
Well, I guess there is a catch phrase. I, I kind of used it before. It’s like the study of use of living your best life, like how to live your best life. So that’s how you kind of boil it down. I think there’s psych, when you think about psychology, you might think about what’s wrong with you. Right. But cause of psychology is the study of what’s right with you. Ah, and it’s so much right with us and it’s also about mindset. So the good news is that in the education world, I was able to bring that perspective in the course at all times to say, you know what, I’m really affirmed right now because some of this stuff that I’m learning about, we’re actually doing like the Mo the positive you know, mindset work by Carol Dweck. Right. How important that mindset is in, in resilience and overcoming adversity.


Greg McLean (04:21):
I mean, we’re talking about that right now. Right. We’re back into another adverse moment. So you know what, where’s your mindset. And I mean, let’s not be Pollyannaish here, right? Like pandemic’s a pandemic and job loss and job loss and, and, and, and sickness and illness and death. Aren’t, aren’t positive things, but it’s like a acknowledging that, and it’s okay to not be okay, but what can you do to get out of being not okay? And you can, and we are all, we’re all skilled and we’re all gifted that way. We just sometimes just don’t know it.


Sam Demma (04:52):
And it’s obvious you have a passion for learning, teaching, sharing, which makes you a phenomenal person to get into the vocation of education. How did you, how did you determine you wanted to become a teacher when you were a kid and someone asked you, Greg, what do you wanna be when you grow up? Did you always say a teacher, a principal, someone in education, or how did you discover this path?


Greg McLean (05:14):
Say, I don’t know anybody who starts by saying they wanna be a principal. I don’t know. I don’t know about that. Well, you know, it’s funny because my, I feel like my life has been very serendipitous in the sense that I don’t, I don’t think like some other people, they just have a life track and they’ve got this vision about what they want to do. And, and although as a kid, I do remember getting satisfaction from teaching someone, something, whether it’s a, a skill or something like, you know, you’re working together of the group of kids and you’re one of the kids and those kids get it cuz of something you did or said, and there’s, there’s immense joy and satisfaction in that. And, and certainly obviously that resides in me somewhere because I wouldn’t have gone the root of, of, of, of being a teacher. I disappointed my mom. You know, I think for about three weeks when I was in grade three, I did declare I was thinking about being a priest being in the priesthood. But as I said, that was a three week three week dream and, and with a broken dream for my mom she wanted grandkids.

Greg McLean (06:11):
Yeah, yeah, yeah. Well, that’s what I said. The good news is you got grandkids out of it. Right. and so yeah, like, I mean, going through high school, same, the same thing, right? It’s this niggling thing at the back of your head? I don’t think I was necessarily convinced that that that’s what my, my pathway was. I certainly liked music. I’ve always liked music. And my life, my, my career journey basically is a mesh of, of, of music and, and of, of like leadership and of teaching. Like it all kind of, kind of coalesced and, and again, it evolves and, and, and sometimes it’s, you’re taking specific steps towards it. And other times, again, as I said, it’s serendipitous things just appear before you, but if you were talking to my wife, she’s, she wouldn’t say things don’t just appear, you manifest them with your thinking. So I give her a huge shout out Jane, because certainly from my, the lifelong learning thing, I mean, yep. I can take certain courses, but, but she’s got a real pension for this mind, body spirit avenue that I’m kind of going in towards knowing that it’s of such a benefit to, to everybody.


Sam Demma (07:11):
That’s amazing. I couldn’t agree more. So explain the path that you did take and how you did end up where you are today.


Greg McLean (07:23):
Well I love to say that, oh, I mean, I have heritage a hundred percent heritage in Newfoundland. I’m a, I’m a, a Newfoundlander by heart, but I wasn’t born there. Yeah. I, I basically from my beginnings of being schooled and living in, in Georgetown, not too, not too far away from Pickering you know what, I always have been a believer in. I’ve always gone to Catholic school. I’ve always been a believer of, of the Catholic schools. My parents have been people have always promoted cause I have to pay actually tuition in high school to continue to go to a, to a Catholic school. But, but basically my, my journey into high school where I loved music and I, I loved, I guess I had, again, I set that pension somewhere in there for teaching all came together because eventually as I applied to teachers college, I got accepted and moved to Bruce Gray, moved to Walkerton.


Greg McLean (08:20):
It was a call I got from a superintendent in the middle of, of August looking for a music teacher. Now, I’ll be honest with you. I love music, but I don’t, I don’t have a music background in terms of a degree. I played the drums. I played the drums in the school band, Cardinale school band in the, in the mid to, to late eighties. And and I guess that, that superintendent happened to be my vice principal at the time said, oh, band equals music teacher, which it, it doesn’t really, I mean, it opened the door, but I mean, the first, first little bit was a struggle. And I, I never actually saw myself as a music teacher until probably about four or five years after the fact where I’m going. I, I had that realization that moment where I’m going, I am right, because before I was either thinking I’m gonna get out of this, or I don’t know enough about this, but somehow through self-teaching and absorption.


Greg McLean (09:10):
And the fact that the kids were so excited to learn an instrument, like kind of pushed me to learn it. And then, you know, we had bands and we were going to music festivals and we were doing quite well, and I’m going, you know what, I teach grade seven, eight, but I am a music teacher. And I was really proud of that because that’s unlike math or science or, or, you know art or, well, art, I’m gonna keep art of that. But these are, those are passions of, I think the mind and music is of the heart and, and to be able to have that it’s a real gift to see kids get that gift and to be excited about teaching music. So somehow that ended up me getting a job teaching at Bruce Gray Catholic district school board. And you know, what about halfway through the career? About 15 years later, it became a principal and, and in leadership and that’s a different story.


Sam Demma (09:55):
Of course. So your journey was slightly unexpected. When you were thinking about, you know, getting into jobs in the workforce what was the other options on your mind? Like what the other things you were thinking about?


Greg McLean (10:13):
That’s a good question. We won’t count the grade three example. What we, I actually thought about music production. So I actually was accepted at haw college for music production. Wow. I also thought fleetingly about being a pilot. Oh, wow. And but those two are the kind of the areas coming out of grade 11 and grade 12 that I kind of thought of. And you know, it’s like a lesson to, to people maybe listening if they’re in high schools, like I avoided physics because I thought it would be too hard and I didn’t really give myself a chance. And and because I didn’t take the physics meant I didn’t take other courses. And therefore kind of that pilot thing kind of was chosen out for me. Right. And that’s too bad because I mean, we don’t live in, we don’t live in regret, but I’m thinking that that was a, a pathway that was shut down because I shut myself down and, and I, I would’ve been able to do it.


Greg McLean (11:09):
Right. I think about my, my head self now is like, no, Greg, you would’ve been able to do that. Like, don’t sell yourself short. Right. So those are some of the other areas I, I would was I was certainly thinking about, and of course, and, and teaching, and, you know, back to a conversation earlier, before the recording started Sam, like you talked about, you know, even now, like no one I think gets into the business, wanting to be a principal when you start in an education, maybe some people, but, but it’s, as you go along, it’s, it’s the, the higher level view of what you want for kids that are around you in the school, around you. Whereas a classroom teacher, you are, you are responsible for those 25 or 30 kids in that, you know when you begin to look at the higher view of all the kids and the building and the, the you know, how well people are and how much fun people and how, how people are learning is when you start going, okay, well maybe that’s where maybe that’s my, in my sphere of influence needs to be beyond 25 people, but 300 or 400 people.


Sam Demma (12:07):
Yeah. And, you know, you mentioned not shutting yourself down for potential opportunities. It’s not only relevant to people in high school, closing yourself off. I think it’s relevant to all human beings, whether you’ve been teaching for 50 years or not, there might be something you wanna do. And if your mind talks you out of it, there’s 0% chance it’s gonna happen. So I think it’s, it’s an important lesson for all on the topic of you know, things that are helpful, pieces of advice, mindset shifts. What have you found beneficial in helping you show up as your best self in your day to day job at school? Are there any books, resources, programs you’ve went through that helped you as an educator or someone that worked in schools?


Greg McLean (12:56):
I don’t know if there’s been one resource. And as I had mentioned, like there were some of the things that we were doing in schools for a long, for a little while now, at least for 10 or 12 years, if not longer, that help with that kind of positive psychology, we were calling it positive psychology with the kids, like the fact that we do guided meditations with, with kids. Yeah. And we do mindfulness with kids and, you know you know, we talk about mindset and those sorts of things. That’s been helpful for me as well, because not only am I learning about as an adult to help the kids, but I’m learning about it as an adult to help myself. Yeah. So that work all the way through. Now we’re, we’re a little bit more fortunate than say 20 years ago where we didn’t have the same mental health support 20 years ago.


Greg McLean (13:38):
I don’t know if we needed, had the same mental health need. I don’t, I don’t have the data on that, but the fact that I work with professionals who are in the, in the you know, the know about these things is also incredible. I’ve learned a little, like a lot about that. And certainly just a speaking with my wife today about a, a new book that I’d really like to read that Torene brown has just released. And she talks about emotions. I think it’s something about Atlas of emotions or something like that. Don’t quote me on that. I’m gonna look it up, but it’s really fascinating cuz she talks about 87 emotions and I’m thinking and she says that, you know, most adults can only name that they’ve experienced three or four emotions. And to know that there are 87 and what do you do with that information?


Greg McLean (14:17):
The fact that you know yourself that way, and you’ve got that language and then how does that, how does that benefit you? Right. So there’s always things there’s always things to learn and kind of the pathway kinda opens up as you go, right? Like it’s like, you’ve got this flashlight and you’re seeing as far as the flashlight can go, but that the outer edge of the flashlight it’s still opening up for you. Right. So it’s, it’s good stuff. I’ve been very fortunate to be in education because I can’t imagine how much less I would know if I wasn’t in education.


Sam Demma (14:43):
Yeah. So true education is a, a seed planting career, a seed planting vocation sometimes, you know, your actions plant a seed in somebody else who you may never realize the growth of you. They may be far gone out of the school building when you see the growth happen, but sometimes the seeds you plant and a student and a staff member and we that we plant in each other, you have the opportunity to see it grow and flourish in front of, and it’s really spectacular and cool. And it’s a very fulfilling feeling when you think of the students who you’ve seen grow and transform over the past 29 years and all different schools you’ve been in. Are there any stories that come to mind of a student who first came and wasn’t their best set or striving to live their best life and, and somehow had a transformation. And if you do, would you be willing to share this story?


Greg McLean (15:39):
Yeah. I might speak in some generalities as opposed to like naming anyone, but of course from, from an elementary school standpoint, I, I mean, that’s a really great stance to have is to know that you’re potentially planting a seed. And you’re not gonna, you may not see that. And that’s the, that’s the faith piece because you, you, you, you are doing what you can in grade one. Like people might remember the grade one teacher, but they’re not gonna remember the content. They’re not gonna remember all the songs that they sang. They’re gonna remember that. So, and so was a love, loving, caring person. That’s a pretty good seed to plant love care. The virtues, you know, like those things are super important and the importance of relationship, but, but when you run into students and you see them three or four, like, okay, so for me, we’re in a small area kind of a rural area.


Greg McLean (16:31):
And we recycle a lot of, of our grads back into education, which I think I, I take as like a real feather in the cap for what we’re doing because we, a lot of our young teachers and EAs and support people are people that were students. And now I’ve been in it long enough that they’re coming back as students and they’re coming back as employees. So I have a co you know, I have people on staff who’ve, I’ve, I’ve worked with or worked with their parents. Oh. Or I’ve known their parents. And, and thinking back to what that student, when, and I’ve been primarily a grade seven, eight teacher when I was teaching to think about the kids that struggled and then finding out that a couple of ’em own their own businesses. A couple of them you know, work at Bruce power here locally, which is, you know, a great, a great career to have.


Greg McLean (17:13):
And, and thinking that, you know, at the time, maybe in the back of your mind, you were thinking, wow, what’s this guy, what’s this person gonna do. Right. Like, I, you know, you don’t see that, but that’s a back of your mind thing. And if you keep in the front of your mind at all times that, you know, it’s a work in progress. And what you’re seeing now is like a brushstroke and the painting’s not done. Yeah. That has to keep, and you have to keep reminding yourself of that because there are times you’re going to come up against some challenging, challenging behaviors and, and, and, you know, and people, who’ve got some life circumstances working against them, but that’s what education’s all about. You know, Catholic education, that moral purpose, right? Like we’re here to kind of, even up the playing field. Right.


Greg McLean (17:50):
You’re I always say we’re here for all the kids, but we’re, we’re there for some, a little bit more than everyone. It’s like, kinda like an analogy of going to the doctor. Does everyone go to the doctor? No. and some people need a doctor more often than other people. Right. So you think of yourself in teaching an education as you go to the people that you need to bringing the faith piece back into, it was, you know, who did Jesus minister to like, wasn’t the rich and famous wasn’t the people who were doing well. It was people that weren’t so like, let’s, let’s emulate what we’re doing there in, in education. And, you know, I mean, it’s worked for me.


Sam Demma (18:21):
Yeah. I love the philosophies. Thanks for sharing. When you think of 29 years all the experiences you’ve gained, the people you’ve met, the people who have poured into you and helped you become the school leader you are today. If you could wrap it all up, it’s a hard question. Go back, walk into your first year of teaching, walk into that classroom, look at your younger, as he was doing his job. What advice would you give knowing what you know now and what the experience you have?


Greg McLean (18:59):
Wow. You’re right. That’s a good question. That’s hard. That’s a tough one. That’s, that’s a question I’m gonna include on my podcast, by the way that I’m gonna, if you could go back to your younger self yeah. You know what, that’s, that’s, that’s a great reflective, I think number one is to tell myself, you, you can do it, have faith in yourself. You’re resourceful. You’re whole, you’re talented. You’re you, you’re perfect as you are. And just embrace that and that lets you go, cuz I didn’t think so when I was first starting, right. I’m thinking, you know, you’re a confident which is again, maybe the, not a natural, but to know that, you know, you’re doing the best, you’re bringing the best. And if all your, if you’re bringing your best at every single moment, like, you know who you can be, then you have to take, you have to be happy with that and have be satisfied with that and be kind to yourself about it.


Greg McLean (19:48):
I think the other piece is, is, is the, is the kindness for other or love for others? And I certainly have come from evolve you know, evolved in my depth of understanding of what that looks like. And, and not just an education standpoint, but just in, in a relationship standpoint is, is, is knowing that if you’re, I always thought I was empathetic, but I think I I’ve grown my empathy. Knowing that you can’t always account for what people are bringing in behind them. And what you’re seeing is just face value and there’s so much more behind them that you don’t know about. And, and so don’t make assumptions and just, just, you know, love one and love them for who they are. And, and you don’t try not, you know, try to be like, not judgemental, I guess, or, or you don’t shut anyone down. Right. That’s I think that would be it like those open, maybe some like an open kind of vision towards all people.


Sam Demma (20:40):
Love it. Cool. And if someone is listening to this right now and was inspired, intrigued, curious to learn more, what would be the best way for them to reach out to you and get in touch? And by the time this comes out, you might even have your own podcast. So maybe they’re gonna reach out about that show also. So please share some contact information.


Greg McLean (21:00):
Okay, well contact information let’s start with email: gregmcle@icloud.com. You could also find me on Twitter at @WalkertonGreg and also I have a Facebook presence, just look up Gregory, J McClean. And I’d love to hear from people who’ve heard this and have a question or wanna talk to me about being a priest when they’re in grade three.


Sam Demma (21:29):
Sounds good, Greg. Thank you again for coming on the show. This was awesome. Keep up the great work and we’ll talk soon.


Greg McLean (21:35):
Thanks very much for featuring this. And it was great to talk to you as well.

Join the Educator Network & Connect with Greg McLean

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.

Lisa Spencer – Student Success, Gap-Closing and Experiential Learning

Lisa Spencer – Student Success, Gap-Closing and Experiential Learning
About Lisa Spencer

Lisa Spencer was born and raised in North Bay Ontario. Inspired by amazing educators, she dreamt of one day having the chance to teach. Early entry to Nipissing University’s Orientation to Teaching Program, she was able to start her undergraduate degree in Environmental Geography learning through the lens of an educator.

Following passion for Special Education, alternative and experiential learning, Lisa found her place teaching youth identified as “at-risk” of leaving before graduating. Teaching in multiple schools, in multiple roles, she turned her focus to Special Education, gap-closing initiatives and the integration of experiential learning to enhance engagement and build relationships.

Now serving the Near North District School Board in a central role, Lisa supports Student Success, Gap-Closing and Experiential Learning initiatives as the Secondary Program Coordinator.

Connect with Lisa: Email | Linkedin

Listen Now

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

Resources Mentioned

Nipissing University’s Orientation to Teaching Program

Near North District School Board

Okta Master Schedule

Simon Sinek, “Start With Why”

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):
Do you want access to all the past guests on this show? Do you want a network with like-minded individuals and meet other high performing educators from around the world? If so, go to www.highperformingeducator.com. Sign up to join the exclusive network and you’ll get access to live virtual networking events and special opportunities that will come out throughout 2021. I promise you I will not fill your inbox. You might get one email a month. If that sounds interesting. Go to www.highperformingeducator.com. Welcome back to another episode of the High Performing Educator podcast. This is your host and youth speaker, Sam Demma. Today’s guest is Lisa Spencer. She was born and raised in north bay, Ontario inspired by amazing educator. She dreamt of one day being a teacher herself. Early entry to Nipissing University’s Orientation to Teaching Program, she was able to start her undergraduate degree in Environmental Geography learning through the lens of an educator.


Sam Demma (01:00):

Following she, she developed a passion for special education and alternative and experiential learning, and she found her place of teaching youth identified as at risk of leaving before graduating. She taught in multiple schools in multiple roles, and she was able to certain her focus to special education gap, closing initiatives and the integration of experiential learning to enhance engagement and build relationships. And today she serves as the near north district school board and she supports student success gap closing and experiential learning initiatives. A as the secondary program coordinator, Lisa has a ton of wisdom. I hope you enjoy this episode. I will see you on the other side, Lisa, thank you so much for coming on the High Performing Educator podcast. Huge pleasure to, to have you on the show. We had an awesome conversation a few weeks ago, so much so that I thought we needed to share a little bit of it on the show today. Why don’t you start by introducing yourself and sharing a little bit behind the reason why you got involved in education?


Lisa Spencer (01:58):

Sure. Good morning. And thank you so much for having me. So my role this year is a program coordinator for Near North District School Board. My official title is secondary program coordinator, gap, closing student success and HSM. So it’s a very wide portfolio. And I think that that kind of touches on part of why I, I involve of myself in education to begin with. I feel like public education is a very holistic process. I was moved by a teacher when I was 14, which may seem like a fairly cliche story, but I was on a journey to learn. And I love information and I love systems and I love natural systems and observing them. And I had a, a very involved science teacher in grade nine who not only was able to help students connect information in a meaningful way, but really worked to develop community and how community impacts learning.


Lisa Spencer (03:02):

So she very much inspired me and inspired me to follow education in the sense that you can appreciate it, not just for being a, an objective learning adventure, but more so that the more you sub immerse yourself in it and find value in it, the, the more it pays you back. So my first teaching experience was eight and a half years of, of contract work working with at risk youth specifically have a knack for developing rapport and relationship, but by showing and helping students find the relevant, see, and what they’re learning and attaching it to everyday experience. So my journey led me to experiential learning, which is a method by which we help students understand the context of their learning through hands on activity and linking it to everyday everyday activity, seeing it in the world around us and being able to draw connection between theory and application and, and derive meaning from that process. And it’s super inspiring. And the reason I get up and go to work every day is to watch the light bulbs come on for other individuals. And that doesn’t just limit itself to students, but also to adults too, because adults have just as much fun learning as, as students do.


Sam Demma (04:19):

I love that. That’s so awesome.


Lisa Spencer (04:22):

Relates what you’re looking for, but yeah.


Sam Demma (04:24):

Yeah, absolutely. I’m actually curious to know more about what your teacher did back in school that really inspired you. Like what, like what specifically did she do that made you so inspired that, you know, you decide that one day you wanted to be an educator?


Lisa Spencer (04:41):

Well, there’s a number of things. She and I actually continue to have a friendship past my high school experience. Nice. I had her three times. I come from a small community and at the high school I attended, there was only a few hundred students when I attended there. And so you end up having the same teacher more than once. So I was able to, to see her teaching practice in grade nine, and then again, repeat itself in my senior years. But the, the one story that comes to mind most easily is they’re talking about particle theory as you heat a substance, the molecules and, and particles inside substances spread apart. And we know that when a, it becomes a liquid and then a vapor, those particles become chaotic in their movements, inspired by the energy around them and how they, and she was able to liken that to things that we would see in her everyday life.


Lisa Spencer (05:33):

And I can remember being 14 years old and her talking about how the electricity and the summer heat passing through the power lines on the power poles, outside the wires would, would stretch and you would see them lengthen in the summer and they would dip and, and to have someone bring something so real to the table. And then that really made a difference for me. And it’s not something that I would’ve observed or made sense of without someone having pointed that out, but it really did build a firm foundation for, oh yeah, that’s really, that’s really cool. And I mean, watching the, the processes that go on in the world around you, without context, you just kind of take them at face value, but to have someone explain to you at a science, atomic particle level, why something is happening and that you’re able to take that away.


Lisa Spencer (06:26):

And that’s just the learning inspiration. I mean, personally, she developed a rapport with students in our class and maybe students that other teachers might not necessarily always make time for, but she’s sought them out. And she pulled them in and she made sure that they knew they were cared about and that they mattered to that learning. And and to watch that objectively was a, was a very moving thing for me to connect to an adult who valued you as a person. Who’s not related to you and not maybe a friend to you. That was a very moving thing to see meaning not just in learning and progress, but also to see meaning in the development of individuals who eventually will, will contribute to society. That, that to me was a very, very wraparound as we call an education, a wraparound process that affected all of the parts.


Sam Demma (07:15):

Awesome. That’s so cool. I love that because when I look at the teachers that had the biggest impact on me, it was also teachers who connected the dots. Like my one teacher that I always talk about Mike loud foot, who like totally inspired me and changed my life. He would take his lessons and then try and apply it specifically to every student’s interest. So he knew us, he knew us so much. So on a personal level that he could had teach a lesson. And then after teaching, it’d say, Sam, for you, this means X and Koon for you. This means X. And for Julia, for you, this means X. And he would take the lesson and give his best attempt to apply it to all of our personal situations and the things that he knew we were passionate about. And like you, like, I still remember the lessons that he taught due to that reason. And I think it’s so powerful. I’m curious to know though, you’ve piqued my interest in relation to your interest in experiential learning. What does that look like right now? I know things are a little odd and funky. But what does, what does hands on learning look like during this crazy time?


Lisa Spencer (08:18):

Oh my goodness. What agree? A question hands on learning has been impacted in, in the sense that in, in the educational community right now, it’s a, it’s a huge challenge to bring in community partners who, who we very much appreciate because they are that real world context. And so we have a, a, a huge palette of community partners who we so very much, and we’ve developed great relationships where they can come in and help us to, to bring the relevancy to the table in the sense that like, here’s the real world connect. Here’s how hands on learning looks in the work field. In this climate, we have been able to activate a lot of outdoor learning, and we’ve really stretched ourselves to engage with partners who can meet us outside and help our teachers scaffold the work of teachers to bring the learning outside shared manipulatives off the table.


Lisa Spencer (09:13):

It’s looking around the, to see how we can engage students with that hands on aspect. And again, it’s a, it’s about bringing that relevancy and that skillset because experiential learning really is about skillset. It’s about critical learning critical thinking, problem, solving, teamwork, collaboration, you being frustrated and moving through that frustration. And there are a lot of applications that we can still access. Yeah. Despite the restrictions of, of the climate that we’re living in many teachers especially at the secondary level, because here in, in in north bay at the near north district school board, we’re working within an Okta master schedule. So teachers have those 25 days in class with those students all day for 25 days, while that sounds stressful, it really does silver lining allow teachers to develop really rich tasks with their secondary learners. So the labs that we may not have been able to fit into a 50 year, a 60 minute period for chemistry or biology or physics or mathematics, because we know that there are labs, many labs that we could be using for, for mathematics and, and other abstract concepts and ideas.


Lisa Spencer (10:30):

The 25 day opt master schedule really does allow teachers again, to develop those relationships in and use those timetables to their advantage, to expand the learning, to reach those experiential learning goals that they may not have been able to reach in different constraints. So I guess the, the, the, to sum it up, it’s been impacted in the sense that we’re moving from a more traditional model where we would have someone come in, show us the relevancy and participate in an activity to a more teacher driven teacher custody of that, of that learning where we’re doing it in class, we’re doing it outside, but we’re doing it as a group and as a collective and we’re moving through it. So I really do think that there’s a lot of positives to that process, but we do need to support our educators and feeling confident to do that. And so that’s kind of how the, a role has shifted this year.


Sam Demma (11:19):

That’s awesome. And your interest in education started with at risk youth. I wanna dive into that a little more. Tell me more about that. And what do you think is the most important thing when it comes to building a relationship or connection with a student that might be just a little more difficult to get through to?


Lisa Spencer (11:38):

Sure. So when, when working with, at risk youth, we recognize that they’re coming to school every day with a different need set. Hmm. Their goals aren’t necessarily to get an, a plus with R O S S D graduate and, and look at post-secondary. A lot of students come to school with a mindset and I have to be here till I’m 16, and they don’t really necessarily engage with the learning in the same way. So as a classroom teacher, the most important thing is to try and show students how, what you’re offering to them can open up the possibilities for them in the future, but more so to express to them that they mean something to you. They mean something to the educational community, and they mean something to the community outside of the classroom and developing that report. And it was interesting as you were, you were expressing your story from the teacher that meant so much to you taking the time to know what’s gonna make the difference to know that, you know, so, and so’s father owns a garage, and that’s how you spend your weekends to know that, you know, you have a, a person in your life who’s experiencing X, Y, Z to get to know those students.


Lisa Spencer (12:52):

And , again, these are things that in education we say over and over, but being in the hall when they arrive to class and, and welcoming them, but being genuine about it and really taking a notice about what’s happening. And if, if you take the time to, to set that groundwork and to build a community in your classroom, not only does your attendance go up, but the engagement, it goes up, the respect is there mutual respect between you and between the student. And then you can meet in the middle to kind of Fasten that, that learning. The most important thing I think is, is to understand why learning is important to that individual and making sure that you’re gearing and planning your activities and learning to meet their needs. And while that sounds like a, a self-service, is, is that not what learning is anyways, because if we don’t, if we can’t show students why it’s important, then why are we teaching it? Yeah.


Sam Demma (13:47):

Love that. So, so true. I, I, I remember there was a few situations where I was sitting in a math class and asking myself, why are we doing this? And have had teachers that didn’t connect the dots and you get disengaged. Like if the dots aren’t connected, you, you get disengaged. You forget why you’re doing it. And frankly, you don’t really wanna do it. But if someone makes that, why clear the how and what fall in place, very easy. There’s, there’s an awesome book called Start With Why by this guy named Simon Sinek. And he talks about the importance of, you know, figuring out why you’re doing something before you figure out how you’re gonna do it, or what you’re gonna do, or when you’re gonna do it. He’s like those all come after you figure out why. And I think it’s just a great reminder because at every point we should be asking ourselves, why am I teaching this?


Sam Demma (14:31):

And if you can’t come up with a clear reason, you know, you better find one or change what you’re teaching which is a great reminder for every educator when it comes to students and learning, you know, something that also happens sometimes is transformation. You know, a student could, you know, come into a classroom at the beginning of the year and be totally upset and, and a totally different person than the person when they leave the classroom. And those stories happen. Sometimes we see them. Sometimes we don’t. Sometimes we hear about them 25 years in the future. When a student writes a handwritten note or sends you a random email, but I’m curious to know in your years of education, have, have you seen a student transformation and of the of the many of them can you actually share one of them in detail, but you can change their name so that, you know, they, they can remain private. The reason I’m asking is because it will help another teacher remember why they teach and that that reason could re spark and, and Repar their passion for teaching. And despite the challenges they’re facing this year, remind them why, what they do is so important. So do any stories come to mind that you wanna share?


Lisa Spencer (15:45):

So many so many, I think if I could start maybe with a broader concept here. Yeah. The students. So in, at risk programming the students that, that present themselves at my door and so when they were 14, we’ll say, and I was, you know, a young go-getter teacher, those students were coming with a parcel of I’m gonna call it additional baggage whereby they come from houses with addiction or incarceration histories, or involvement in social services and things like that. So the students who come don’t trust the system, they don’t trust adults. And so the number one thing is we had just discussed is developing that rapport, but they frequently come to their, so your classroom and think like this isn’t for me, this is not how I’m going to survive in life is by doing well at school. I have other means by which to be successful outside of this place.


Lisa Spencer (16:44):

And so the number one thing is to show them that they have so much potential and to find their diamond and kind of help them dust it off and find out what that it is. Mm. And I find that if, if we can really help individuals or show individuals or enlighten individuals to find out and embrace what their, what their diamond is, that’s when we see that transformation that you’re discussing, and you might not be the cause of it, you can surely help them on that journey. I’m still quite good friends with the graduate who’s 27 now, which makes me feel very old, but , and so he’s 27, but he came from a very difficult home and he was, you know, I would be teaching him environmental science. I also taught him English. And he would show up to class. And the entire time I would teaching, he would be drawing and sketching and distracted and whereby in many classes you would get in trouble for that disengagement where teachers would redirect him to task, which is absolutely something that we’re taught to do. This was something that I knew that he had to do in order to focus. And so watching this person really struggle through school but recognize that he had so much talent in specific areas. I nourished that. And so and other teachers did too, not just me, but that was a, a thing that, that we nourished and him and encouraged him to do. He’s now a very, very successful tattoo artist. He graduated from school.


Lisa Spencer (18:17):

And, and he did at one point in his life have a very difficult time with addiction. But we stayed in touch. He found it within himself to overcome that. And he’s a very successful tattoo artists. He’s moved to Cochran and he he’s doing wonderfully. He visits anytime he is in town, but to see his reflection on education and recognize that he just wasn’t ready because of the things that were going on in his life, but to still feel welcome every day. Like to me, that’s a huge success us. I could talk about students who I’ve connected with as well, who, you know, they’re, they’re shy and awkward in high school and they graduate and find themselves and their doctors and lawyers and obstetricians. I, my sister, when she had her son, I was in with her during labor. And there’s one of my former students coming in to do, you know, wow, the OB Y N check in.


Lisa Spencer (19:11):

And, and so there’s a lot of in a very small community, especially too, you get to see those students who decide to stay in the region, you get to see them blossom and flourish and be successful. And those students who maybe aren’t, you know, as successful, they still see you in public and they’re kind and friendly, and they have children of their own and they’re being successful. So I feel like pretty much every student I’ve ever worked with has a success story. It’s just that you have to be the type of person that helps people see their own success.


Sam Demma (19:44):

That’s so cool. It would be such a round circle moment to go get a tattoo from that student. that’s yeah, that’s an awesome, that’s an awesome story. And I love that. What personally drives you? Like if I had to ask you what your, why was like, why you mentioned it briefly, but I’m curious to dig into it. Like, why do you get up every day? Why do you teach, why do you love doing this work? Like what’s the reason behind it for you?


Lisa Spencer (20:10):

Very philoso. So off of a question, I, I would have to answer that by saying that all things are connected, all human beings are connected. And I think it’s our job as human beings to find that humanity and that kindness to support others. And I’d rather be an optimist who’s disappointed every day than a pessimist. Who’s always a right. Mm. So I think that it’s really important to look for the best in, in the world, around us and to make change when we can, right. If you want better do better. And I think that, like for me, getting up every day is, is maybe I’ll be able to help a situation or solve a problem that makes the world better, easier, smoother for someone and and show someone the value in learning and progress.


Sam Demma (21:03):

Oh, cool. I love that. And if you could go back to I, the first year that you taught the first year that you worked, what advice, knowing what, you know now, would you give your younger self?


Lisa Spencer (21:18):

You have to focus on the good that’s happened in the day. Hmm. And learn from the things that you’re very self critical about, and you’re always your own toughest credit. You’re always. And so the things that you see about yourself that you’ve done wrong will not be the things that others focus on. Hmm.


Sam Demma (21:39):

That’s great. Now that’s great advice.


Lisa Spencer (21:41):

And don’t teach kindergarten, haha. I’m just thinking it’s very overwhelming. Kindergarten kids are very overwhelming and it’s when you speak to elementary teachers, they would say the opposite that teenagers are terrifying. Whereas I find that those adolescents are just so much more open and honest. They’ll tell you exactly what you need to know. We four year old child, like, I, why are we crying? Cuz we can’t find our myth and I would cry with them. So so I guess the, the short story is know, like know where, know where you wanna be and invest in that. Hmm. With all you got.


Sam Demma (22:19):

Cool. No, I love that. And if someone listened to this and was inspired at all by the conversation, what would be the best way for them, another educator to reach out to you and just have a conversation?


Lisa Spencer (22:29):

Sure. I would love to have a conversation with anybody that would like to chat. My email address is lisa.spencer@nearnorthschools.ca. They can email me anytime.


Sam Demma (22:42):

Lisa, thank you so much. I appreciate it. Keep up with the awesome work and we’ll talk soon.


Lisa Spencer (22:47):

Lovely chatting with you, Sam. Thank you so very much and have a great Tuesday.


Sam Demma (22:50):

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

Join the Educator Network & Connect with Lisa Spencer

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.

Avni Soni – Secondary Science Teacher at Centennial High School

Avni Soni – Secondary Science Teacher at Centennial High School
About Avni Soni

Avni Soni is the secondary science teacher at Centennial High School in Calgary. This episode explores her passion for the sciences and how she got into teaching!

Connect with Avni: Email

Listen Now

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

Resources Mentioned

Centennial High School

Brent Dickson

Dr. Ivan Joseph’s “You Got This Mastering the Skill of Self-Confidence”

CBC Massey Lectures

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):
Do you want access to all the past guests on this show? Do you want a network with like-minded individuals and meet other high performing educators from around the world? If so, go to www.highperformingeducator.com. Sign up to join the exclusive network and you’ll get access to live virtual networking events and other special opportunities that will come out throughout 2021. I promise you I will not fill your inbox. You might get one email a month. If that sounds interesting, go to www.highperformingeducator.com. Welcome back to another episode of the high performing educator podcast. This is your host and youth speaker Sam Demma. Today’s guest was referred to me by a previous guest. And I just wanna say shout out to Brent Dixon for making the introduction. I wholeheartedly appreciate it when you reach out and let me know other educators that you think I need to interview and need to talk to on this show.


Sam Demma (00:59):

So if you have anyone in mind, please reach to me, sam@samdemma.com. Let me know who I should interview, cuz I would absolutely love to chat with them. It results in phenomenal conversations and getting your friends featured on this podcast. Today’s featured guest who I’m super excited to share with you is Avni Soni. Avni is the secondary science teacher at Centennial High School. And what you’ll, what you’ll feel listening to this episode today is that she is extremely passionate about student wellbeing, about biology and science. And it’s a little difficult doing things virtually, but she’s embracing the reality and doing the best she can to give her students a phenomenal scientific education. So enjoy today’s interview with Avni. Thank you so much for coming on the High Performing Educator podcast. Huge pleasure to have you on the show. Can you just start by introducing yourself and maybe sharing, like why the heck did you get into education?


Avni Soni (02:00):

Okay. So I’m Avni Sony. I’ve been teaching for 13 years now all in Calgary. And I got, and I’m a bio teacher and I got into education because I absolutely loved biology and I wanted to share my passion with the kids and just show how cool and all it is. And throughout the years I just, I love my job. I absolutely love it. I can’t imagine doing anything else is yeah, it just, it’s just so much fun. Every single day is just so different. And I just can’t describe it. It’s even though I teach the same con content, it’s just it’s fun and getting to know these kids too. Yeah.


Sam Demma (02:47):

What prompted you to become a biology teacher instead of a biologist? Like I’m sure you could have took different passions with your, you know, your interest in biology, but why teaching specifically?


Avni Soni (02:59):

Because it was a challenge. It was to get these kids to have that, or try and have that same passion for biology that I do. And to like to be a biologist, just doing research, I think, and I just found it would be so mundane, but being in the classroom and, you know, seeing these kids learn and just getting to know them and seeing what their interests are and seeing if I can tweak that towards BI bio or science is just awesome. Or if I could do that, that would be great. So that’s why I chose teaching.


Sam Demma (03:34):

That’s awesome. And did you have any teacher when you were in high school that had to huge impact on you in terms of teaching that led you down that path as well?


Avni Soni (03:43):

Ah, of course, yes. I definitely there was my grade six teacher Sandra Cober. I tried to look her up and I can’t find her. But maybe she listened to this. Yeah. If you’re listening. Cause I think you’re based off of in Toronto or something like that. Right. Are you, yeah, so I mean, I, I grew up in Toronto, so hopefully she’s listening. I’m like you had a huge impact. When I was in grade six, grade five and six, she was both my grade five and six teacher. And just again, her dedication and her hard work and just trying to get all of us to learn and just she’s just so wonderful. And then there was my bio teacher of course in sir, John, a McDonald McKinley I think his name’s Mike McKinley. I probably retire now, but he also had a massive impact just again, cuz he had all this knowledge of bio. Like he could just ask him anything and he would tell you the answer and just, and his passion for it. Kind of steered me towards bio. And then yeah. And then Sandra steered me towards, I think education in that respect.


Sam Demma (04:49):

Oh that’s awesome. It’s funny. Yeah. I really inspiring teacher when I was in grade 12, whose name was also Mike, so Mike must be correlated to passion maybe?


Avni Soni (04:57):

Right, exactly. It can be for sure.

Sam Demma (05:00):

But tell me more about what Sandra did in her class to make you feel so passionate about education. Like what is it that she did that had a huge impact on you? That’s left an imprint so much that you literally can remember her name and have tried to reach out to her in the past?


Avni Soni (05:16):

I, I think the reason I’ve tried to reach out is because when I found out she was Lee, even the school, I, I didn’t go and see her. And I regret that. I regret saying that you have such an impact on me as a kid and as, as a student that I just wanted to tell you how, cause you know, sometimes like as teachers, you just don’t know the effect that you have on kids, you hope for the best, you hope that they will, you know, thrive in the future, but you just don’t know. And sometimes, I mean, it’s nice now with Facebook and all that stuff and social media that you can reconnect, but sometimes we just don’t. So I, I that’s one thing I regret not telling her is that she had this huge impact. And I think again, it was just her nature and like I think our class was a pretty tough class too. There was a lot of different socioeconomic issues. And so but you wouldn’t, you couldn’t tell cuz she was just there day in and day out early in the morning, I feel like after school and just, you know, giving her a hundred percent all the time to whatever it was is, is what I remember. She’s just yeah.


Sam Demma (06:27):

Dedication. Yeah. I love that. I, I think that’s awesome. And what’s really cool is that, you know, that was a teacher that you had who had a huge impact on your life. She doesn’t even know it because you didn’t get a chance to tell her yet.


Avni Soni (06:41):

No, I know Sam.


Sam Demma (06:43):

I know the reason why that’s so awesome is because what that means is there’s gonna be kids that you teach, who, whose lives you change, that you might never know. And of course its, it helps when they tell you and you, you have these bubbly, warm feelings, but the reality is still changing lives and making a huge difference, which is that’s right. Which is awesome. It’s big. Yeah. Do you have any stories of students that you’ve seen transform as a result of education that you think were really inspiring? And the reason I’m asking is because there might be an educator listening who’s, you know, facing some challenges this year and is a little bit uncertain about their own future in this calling. And if there’s a story, you know, maybe there’s a student who, whose name like you can, you can just like take it away or change it just for privacy reasons, but oh yeah, yeah, yeah. If it’s a serious story, but do any of those stories kind of come to mind and if there’s not a, maybe you can share a personal experience.

Avni Soni (07:42):
So yeah, there are a few, okay. I have to change the names. So let’s call this person. I don’t even know William. But I think just, well I don’t, I don’t know what it was out. I don’t know if it was actually, let me, I have to think about this. Sorry. No, it’s okay. I didn’t really come prepared to honest, be honest. I want to wing, I want to wing it.


Sam Demma (08:09):

It’s, it’s more authentic that way.


Avni Soni (08:11):

Yeah, exactly. I just have to think about I God, 13 years and.


Sam Demma (08:18):

And while you think about that, I mean yeah. You know, let that germinate and, and yeah, come to mind and when it does just feel free to interrupt me and say, oh, oh, sorry, my, you know, I.


Avni Soni (08:27):

Yeah, yeah. Okay. Fine. Yeah sure I can do that.


Sam Demma (08:28):

But in the meantime you just told me, or before this, that you were a part of a teacher’s convention and I’m curious to know what is, what maybe one or two things you’ve learned that you thought were valuable from the convention that you could share with any other teacher or educator listening today?


Avni Soni (08:48):

Okay. From the convention. I would say that the takeaway is I think just to always grow and to find new and interesting ways to bring ideas into the classroom. Nice. Is what I would say. It’s just sometimes you get so stagnant just again, being in the class, like, especially if you’re teaching the same grade, same course over and over. So I think the best takeaways yeah. To find some ways to like reinvent the wheel in a way or reinvent the way that you present or reinvent that material to help those kids always about the kids. That’s what I, a hundred percent.


Sam Demma (09:35):

That, and I know biology sometimes is, is very hands on. You’re doing different dissections sometimes. And your models. How have you kind of transitioned during this time to still make biology class possible and, and like fun for the kids?


Avni Soni (09:51):

Oh, okay. It, I mean, because of COVID and the pandemic, it would be completely like online dissections that we could do. Or if I like when we in Alberta, so in December we had online teaching for that one month. And so I still was in the classroom, so I just brought in my models and I just, you showed it with the video. So try and explain that. What are other ways have I online dissections, online videos the models that I have there to show the same concepts is yeah. Is what I’ve done, I guess. I can’t think of anything else really.


Sam Demma (10:34):

That’s awesome. That’s that’s phenomenal. And if you could, if you could travel back in time and speak to younger Albany, when you were just starting education, like what advice would you give your younger self in this calling and profession?


Avni Soni (10:49):

That I know it’s difficult. Sorry. Are you talking about like when I just first, first started out teaching? Yeah. Or like what yeah. Started of teaching. I would say that I know it’s super difficult and it’s so like the first five years are so hard, they’re like the hardest part, but you can do this. You are going to make a difference in these kids lives because you have in some of these kids. And so yeah, I would just keep on doing, you got, this is what I would say. You have this in the bag. Just, just keep driving.


Sam Demma (11:26):

That’s awesome. That made me think of a book. I just recently read called You Got This. Oh really? Yeah. There’s a, there’s a, a PhD in sports psychology. His name’s Dr. Ivan, Joseph, and he has a Ted talk. That’s all about self confidence and yes, he believes that self confidence is actually a skill you can build and there’s a specific way to build it. And he wrote a book about it called You Got This.


Avni Soni (11:50):

That, is that book all about like how to develop that skill and yeah.


Sam Demma (11:53):

And if you watch, yeah. If you went on, if you went on YouTube and just searched, mastering the skill of self confidence, you’ll see his Ted talk and it has over 20 million views. Like it’s really good. Okay.


Avni Soni (12:03):

Okay.


Sam Demma (12:04):

I’ll check it out. But on the topic of books do you enjoy reading? Have you read anything recently that you think might be interesting to share?


Avni Soni (12:12):

So I have been reading, I’ve been trying to get back into reading. I have two young kids, so nice. It’s been hard in the last few years. I mean, I should say hard, but like my time is spent with my kids so nice. But now that they’re a little bit older, so I was like, you know, I’m gonna start reading. So I did start, I got some books a fr from a friend who recommended a book called a short history of progress. It’s based off of these Massey lectures. I don’t know if you know about the Massey lectures that the CBC puts on. Sounds awesome. Yeah, it’s great. Like every year they have a speaker about a certain topic and so and then they put out a book about that topic. And so I’m reading one of those books right now. It just talks about sort of human civilization. I think I haven’t read SAPs yet, but I think it’s supposed to be similar to sapiens. Yeah. And yeah. And so it goes through that. I also have an evolution book that I’m halfway through, but those are on my reading list right now.


Avni Soni (13:14):

I, I feel like there’s something else there too. Yeah, I, yeah, I’m trying to read more also to be a good model for my kids as well.


Sam Demma (13:22):

Yeah. Cool. And are you teaching virtually at the moment? Like, are you teaching from?


Avni Soni (13:28):

I right now for the next I I’m quarantined right now for, until February 20th. And so I’m teaching my class, that’s also in quarantine and then I’m also teaching my other bio class. There’s 10 kids isolated in that class. So I’m also teaching them online, but the rest are yeah.


Sam Demma (13:50):

Was there a case, are you okay?


Avni Soni (13:53):

Yeah. I’m okay. Thank thanks for asking. I, yeah, there was a case in my class and so we had to all quarantine for two weeks and so that’s okay.


Sam Demma (14:01):

Okay. And how are you finding the online teaching? Is it a challenge? How are you getting your kids to turn their cameras on?


Avni Soni (14:09):

I’m not. I know when I was in high school, you know, you’re like self, like you’re self-conscious. And so, and you’re at home when some of these kids probably, especially cuz we have class at eight 50 in the morning that they’re just rolling outta bed. And so I don’t force them to put their cameras on. I, I, I said like, if you want sure, I’d love to see you. I always have my camera on so they can see my face. And I try and make it fun. I’ll do silly things cause I sometimes really silly. Nice. And I’ll yeah, I think like when we did that online teaching in December I did theme days and so ridiculous things like crazy hat day, crazy hair day a sports day, one of my classes came up with the themes and we went with it and the kids.


Avni Soni (14:53):

Yeah. So some of them dressed up, they showed their pets one day they had a pet or a stuffy. And so it was just, it was fun. It was just trying to get them more engaged because this online stuff is so hard, especially when they’re transitioning from, in person online, there’s a case you gotta go, then you’d be back. And so there’s I think it’s taking a toll. I know it’s taking a toll on me, so I can’t imagine how much it’s taken on them with all these transitions that we’ve gone through. Yeah. So I guess, yeah, I think about their health is what I’m concerned about their mental health.


Sam Demma (15:28):

Yeah, that’s awesome. No, I appreciate that. As you’ve been talking, any stories pop in your head about transformation?


Avni Soni (15:36):

Transformation? I think more like I’m just trying to think of and if, if that, well actually I can, I, can I, can I have one? I have a few, I think, but I may there’s one that just happened this year with the online and we’ll call him I’ll call I guess, with the online stuff. And I was worried I, and he wasn’t, he, he just, he kind of wanted to take biology cuz he had to take one of the sciences. And I think he said from the three, you know biology was his thing that he wanted to take. And so he took it but not so much of an interest and he was struggling with the online. I was worried, I actually talked to his dad was a teacher also at my school.


Avni Soni (16:35):

Nice. And just worried about him. Dad had didn’t have any really clue that like that he was struggling with biology anyway, so that student cuz we were still allowed to have students come in. So he came in and he had, I gave him a crash course. And by the end of it, I was talking to his dad and his dad was like, William really loved your class, like so much so that he wants to take grade 12 biology. And I was like, wow, I didn’t know that. I, I can’t tell like sometimes in the classroom that I’ve had that much of an impact, it didn’t seem like he was as interested as he made it out Tobi and that he’s now taking grade 12 for that. I’ve also had another kid I just remembered. Also I think he was really bright.


Avni Soni (17:23):

We will call him, man. This is tough. Bob, Bob. Thanks Robert. So Robert, I mean he is a hard working student and that sort of thing. But again, I guess I think he wanted to go into engineering. But he took grade 12 biology and loved it so much now I, I guess, I don’t know. What’s good. I think he went to the UK and he decided to major in like bio medical engineering. And so yeah, there’s another one where it, you know, the interest of biology and maybe being in my class transpired into his future path there for that.


Sam Demma (18:11):

That’s awesome. Thank you so much for sharing. Yeah, no, I appreciate it. Yeah, it’s always cool. When there are some examples you can think about just because it shows other teachers how important it is that they do, like the work that they do.


Avni Soni (18:22):

Oh yes, definitely. It is a hundred percent. Like if I can say that to all teachers who are unsure or if there’s any educators unsure of what they’re doing, you are doing the right thing. You are making a difference, even though it may not seem like it. You have that small impact, you are doing the best that you are for these kids and they know it and you are going to transform these lives a hundred percent guaranteed.


Sam Demma (18:50):

I love it. And if a teacher listening to this is inspired. No, I think we should end on that note cuz it was so good. Like you said, you said it better than I could, but if there’s a teacher listening, who’s inspired by anything you’ve said or vibes with your energy and wants to just connect and have a conversation. What would be the best way for another educator listening to reach a out and just chat with you?


Avni Soni (19:13):

I mean, I guess it would be via, I do have Instagram, but it’s private cuz I also don’t want students on their or Facebook or email or I don’t know. Yeah. I, they can reach out via email is at avsoni@cbe.ab.ca.


Sam Demma (19:35):

Yeah. I’ll just put a little link to like a form they could fill out in the show notes if they wanted to reach out everyone who listens to this is just other educators. So if someone did reach out, it would just be a teacher like no worries. Oh, okay.


Avni Soni (19:46):

I didn’t know. I didn’t know how it works. Sorry. It’s my first time doing any of this stuff.


Sam Demma (19:49):

No totally fine. Yeah. Yeah. So I’ll just, I’ll just post that in the little notes. If someone to reach out, they could reach you out over email. Okay. Sweet. Perfect. Sounds great. All right. Okay. A thank you so much for doing this. I appreciate it.


Avni Soni (20:04):

Thank you so much for having me. I really appreciate this. It was fun.


Sam Demma (20:08):

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

Join the Educator Network & Connect with Avni Soni

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.

Trevor Small – Drama Teacher at St. Mary C.S.S.

Trevor Small – Drama Teacher at St. Mary C.S.S.
About Trevor Small

Trevor Small (@TKS_Theatre) teaches at the High School that I (Sam) grew up at (St. Mary C.S.S.). He has a huge passion for Drama and Dance. In today’s episode, he shares some ideas about how you can continue your teaching practice in the arts virtually.

His goal is to provide theatre solutions to youth by using improvisational/sketch theatre in order to facilitate teamwork skills, communication skills, as well as problem solving skills.

He aims at developing an individual’s confidence in their presentation skills through the use of a variety of theatre games.

Connect with Trevor: Email | Linkedin | Twitter

Listen Now

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

Resources Mentioned

St. Mary C.S.S.

University of Guelph

CODE – Council of Ontario Drama and Dance Educators

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):
Do you want access to all the past guests on this show? Do you want a network with like-minded individuals and meet other high performing educators from around the world? If so, go to www.highperformingeducator.com. Sign up to join the exclusive network and you’ll get access to live virtual networking events and other special opportunities that will come out throughout 2021. I promise you I will not fill your inbox. You might get one email a month. If that sounds interesting, go to www.highperformingeducator.com. Welcome back to another episode of the High Performing Educator podcast. This is your host and youth speaker Sam Demma. Today’s guest teaches at the high school that I went to when I was younger. His name is Trevor small and he is the drama teacher. And as you can imagine, teaching drama virtually is a lot different than teaching drama in class. He has some unique ideas on keeping students engaged in how he can continue his teaching virtually and a also in unique other ways.


Sam Demma (01:04):

And I absolutely love this episode because the subject of drama is so important. Sometimes you don’t realize it, but the ability to share stories, tell stories and act is in a very, a very important skill, especially in the work that I do. So anyways, enjoy today’s episode. I will see you on the other side, Trevor, thank you so much for coming onto the High Performing Educator podcast. It’s an absolute pleasure to have you let’s start this off by having you share a little bit about yourself with the audience and why you got into the work you do with young people today.


Trevor Small (01:35):

That’s that’s a long question. I’ll start, I’ll start with easy stuff first, I guess. My name is Trevor Small. I’m a drama teacher at St. Mary Catholic secondary school. And I guess I had gotten an education because I wanted to give back. I was really lucky growing up high school, especially I had a lot of different mentors that had a huge impact on my life. A couple of them were drama teachers, but I also had a lot of football coaches, a lot of hockey coaches that kind of really shaped the way I see the world and what I wanted to give back to the world. And I guess that idea of kind of being in a collective, whether it’s a team or a play has always been so important to me. So I went off to university. I went to Guelph did drama Guelph played football at Guelph and then went and got my teaching degree and hopped right back into the education world.


Sam Demma (02:18):

Awesome. At what moment did you make the decision that you were gonna be a teacher yourself? Was there a defined moment or what led you down the path?


Trevor Small (02:26):

I feel like I wish there was like one like concrete moment, but there’s probably like a million of them. Like one of the first ones I really remember was being in grade 11 drama class and I had this teacher, his name was Mr. She and he gave me a monologue and said, this is the one for you to do. And I felt like, so SP I’m like, wow, you, you, you have chosen me to do this monologue. And it was like so empowered that I had to do it. It was gonna be the best thing I’ve ever done. And, you know, to kind of a long story short, it’s like still my audition piece today. Oh. So like when I go to audition, I still use the same one because, you know, I, I put so much personal attachment to it. It meant so much to me when he when he kind of called me out and said, this is something that you could do.


Trevor Small (03:06):

I went to university of Guelph and did their drama program there. And I had a couple teachers there as well, too, just really supportive, really encouraging I guess the whole student body to go out there and make your own art and kind of make your own impact. And to be honest, I think when I went to university, my dad and I had a lot of like arguments, cuz I’m like, oh, I’m gonna take drama. And his big thing was like, what are you gonna do with a drama degree? And I’m like, I don’t know. And like, he actually went online to the Guelph website and like actually looked at all the jobs you could get with a drama degree and he was listening them off like one by one, you know, do you wanna be a set designer? I’m like, no, not really.


Trevor Small (03:41):

He goes, do you wanna be a director? I’m like, ah, I don’t know. Do you wanna be an actor? Ah, I don’t know. Do you wanna be a teacher? I’m like, ah, maybe who knows? So he was going through all these lists, I guess, to make it like valuable that I was gonna get this drama degree, but really I was going for the experience and it wasn’t until I got there that, you know, he met other people that were really inspiring really mode students that, you know, wanted to go and create theater in the world. And actually a bunch of them actually started their own theater company, right outta university. Wow. And I was able to kinda like cross paths with them over the next few years and do a few things with them. And it was just really inspiring and really motivating.


Trevor Small (04:14):

And I think that that was probably the biggest takeaway for me that, you know, that old expression, those that can’t or those that can’t teach, I used to have huge problem with that. But a lot of my friends, you know, like they’re, they’re gonna be, you know, waiters working these really small jobs just at the chance of, you know, putting on a play or auditioning for something. But what I really liked is that they were trying to do it. And what we were doing is we were meeting in these, you know, basement writing plays. And then we put them on, you know, I, I, it blew my mind how easy it was to just, you know, rent space at a dive theater, downtown Toronto, you know, you get a bunch of your friends together, you write a script, you put it on, you bring people out, you do it three or four times in a row, and then it never goes on stage again.


Trevor Small (04:58):

And it doesn’t matter that it never exists again, it’s, you know having the courage to, to create something, to put it on. And then, you know, when you’re done, move on to the next thing. So I think that was really inspiring to me. And that’s kind of what I’ve tried to do. Like as a teacher moving forward is like, you guys do have stories to tell, let’s hear them, like let’s create something unique that’s never been done before. And I think that’s what I tried to do in my grade 12 drama class. It’s a collective creation. So we write the play and we perform it two months later. It’s really stressful. It’s really hard. Every year it’s different, but also kind of a little bit the same. But I want the kids to leave grade 12, knowing that one, their stories matter. And two, if they wanna tell their story, they can. And I think that’s probably the most important thing for me.


Sam Demma (05:42):

I absolutely love that. And I can relate to you on so many levels. I made a decision to take an early break from my post-secondary education and my parents are saying the exact same things. And when I told them I wanted to be a youth speaker and work in youth empowerment and, and my, my mentors were gonna be speakers who have done this professionally for years. My, my parents were like, you’re gonna get, you’re gonna get paid and make an impact talking. And I was like, no, like it’s possible. And, and I have this whole vision about a program I want to build and all these things. And, and sometimes I think we get so sidetracked by, you know, titles of, and jobs that we forget. Like, you know, let’s follow the thing that we’re most, most passionate about. And one of the things you touched upon that I thought was really fantastic was the fact that your teacher back in high school, Mr. Shea, he made you feel like you were chosen to do something like this was meant for you. And I wanna know, cuz you mentioned that you also try and give that feeling to your students. How do you do that? How do you make your students feel chosen as well? For whatever their role or their position is?


Trevor Small (06:43):

That’s deep. Like I, I hope I hope they have an impact on students. Sometimes you don’t know if you do or not. Yeah. I think one of the cool things about being a high school teacher is like that first month or two into a semester where you get the kids coming back from university. And I think then you find out that people that you’ve had an impact on. I’ll just share a couple of quick stories. Probably the, my, my favorite one, it’s about three years old now. It was one of my first grade 12 drama classes at St. Mary. And was the first time I was trying this collective creation play. I didn’t know any of the students cause I was still pretty new to the school. So there are kids that I didn’t know they didn’t know each other.


Trevor Small (07:19):

That’s the thing that I found like kind of mind boggling, I thought, oh, by the time you get to grade 12, you’re gonna know everybody that’s in your grade 12 drama class, but they really didn’t know each other that well. So it was this really cool experience of them coming together and sharing their stories. And then we took all of these individual stories, these individual opinions, and we turned them into this wild play. And one of the coolest things was, you know, this, this, this girl in the class she came in and she shared this really, really personal monologue about a relationship she had with her father. And it was like devastatingly heartfelt and like here a pin drop in the class and she couldn’t keep it other, even sharing the monologue. And it was really hard to see her go through that.


Trevor Small (08:05):

And then I had all those questions like, oh, like, should I even ask her if she wants us to be part of the play? Like this is, this obviously means so much to her. Maybe we shouldn’t be sharing it. Right. Mm. But she really wanted to put it on. She really wanted to be a part of the play. So we kept in and you know, as far as a performer goes, she was lights out. She was an amazing actress. Like she had a really powerful script and she performed it so well with so much intention with so much conviction that it was like a show stopper every night it went on and when it ended and the play ended and we were talking about the, the, the whole pro says, she told me that she hadn’t took drama the last three years. She took grade nine and dropped out two weeks into the course, cuz she was afraid of performing in front of people.


Trevor Small (08:50):

Yeah. And I think that was such a, a meaningful moment for me. Like how many of us, you know, knock something off our slate because of an early experience with it. Mm. And here’s somebody that like was terrified of performing in front of people, took this grade 12 drama class. I still don’t know why she took it in the first place comes in and then has this amazing impact. And I don’t know if I did anything directly to help that, but I think the environment that we create, we try and create this space in the drama room where we can share ideas and support each other. And I think by treating each other with that kind of level of respect, that kind of creative environment of respect, I mean the, the, the what’s possible seems, you know, boundless or endless, like who knows what’s gonna come out of it.


Trevor Small (09:29):

I think that’s the coolest thing. That’s the thing I’m most proud of are those like little mini things that pop up maybe every semester, you know, like you said, I had kids in here today doing their monologue pieces and they have to choose a monologue. And I had a couple kids yesterday pick a monologue and I read it over and you know, I, I look at it. I’m like, okay, well, that’s, that’s a nice one that you’ve chosen, but I I’ve kind of tried to pass it along too. I’m like, you know what? I actually think this one would be better for you. Mm. This, this is, this is something for you to do. And, and I think that if I can inspire them and say, Hey, you know, like I saw your mind scene, you’re a great physical performer. Here’s a monologue. That’s perfect for a physical performer like you. And you’re kind of like validating the work they’ve done already and encouraging them to take it that much further. I think, you know, if Mr. Shea’s kind of my inspiration I want to be doing that to other kids as well, whether I’m away of it happening or not. You know? So I think that’s a really long version of a, of a shorter question you asked. That’s awesome. Sorry, we’re talking so much.


Sam Demma (10:23):

No, don’t apologize. Educators are seed planners and sometimes those seeds take 10 years to grow or two minutes. And I guess we just never know until they blossom and we get to see the firsthand result of it, which is awesome. You mentioned briefly while you were talking in there about the fact that you know, some people throw something off because they have a first terrible experience with it. There might be some educators listening who are just starting teaching and are asking themselves, what the heck did I sign up for? Like, this is, this is crazy this year. If you can, could go back in time and speak to your younger self when you were just starting teaching and add in a potential global pandemic and the whole virtual scenario. What words of advice would you give to a younger educator or your younger self?


Trevor Small (11:09):

Yeah, I’ll try to answer this a little bit more succinctly, I guess. Oh, of course. I think, I think when I got in, I was totally blind. I think it’s one of those things as a, as a young young educate, you’re just trying to hang on. I mean, I, I can only, I can only imagine how stressful it must be for a new educator who might be teaching a course. They’ve never taught before and now you’re gonna teach it, you know, online and I’m doing it right now. I got, you know, live classes in the morning, but then I’m online in the afternoon and it’s, it’s really difficult. It’s really hard to kind of get all of the things I think we look, look for as a teacher, we look for all these like feedback cues, right? You know, people smiling, nodding, answering questions.


Trevor Small (11:44):

And the fact of the matter it’s really hard are really easy for kids to hide online. Right. They, they mute their mics, they turn their camera off. You know, they give me a thumbs up emoji if they understand something and it can be really, really hard, I think, to make that connection with the students. And I don’t wanna speak for every teacher, but I think I got into education because of that personal connection for that one to one work we get to do. And I’m sure a lot of educators are the same. So I think that can be really disheartening. Whether they’re using something like zoom to pull people into like separate little breakout rooms and just get a chance to try and get some kind of one-to-one communication going on. I think that’s the, the most important thing you can do right now, to be honest is really hard to engage the students when they’re outside the classroom.


Trevor Small (12:29):

And I’m so excited for the in-class sessions we get, I think I value, I’ve always valued the work I do in the drama room, but now I value it so much more because I really do appreciate the things that we’re able to do when I see someone face to face. And I see someone make some kind of development or growth. It’s so much more rewarding being in this space with that student. So I think that’s the biggest thing. So I don’t wanna like scare the own teacher that might be online for the first time, but like, yeah, I think it’s just gonna be really weird and really different. And I, I hope that, you know, by the end of this year, end of next year, sometime the very near future, they get the experience at being in the classroom. Cause I know that’s what they were looking forward to.


Trevor Small (13:08):

And I know that that is probably their preferred environment. So I don’t know if that answers your question at all. No. Nice. As, as, as a young teacher, I felt like I was thrown to the wolves anyways. So whether you’re online or not, it’s, it’s, it’s just gonna be a battle. Like you’re just trying to keep your head above water. So whether you’re online or in the classroom, I don’t think it really matters right now. It, it’s gonna be a bit of a, a battle, no matter what. So keep going, stay positive and you’ll figure it all out soon.


Sam Demma (13:34):

Awesome. I had another educator tell me the state of the state of the world in terms of education is a like throwing spaghetti against the wall and seeing what sticks and look that I’m curious to know if anything that you’ve tried has been a huge home run, whether in person or virtual that maybe is new, that you’ve never done before that you think might be worth sharing with other. And on the other side of that question, if you’ve done anything that was a massive learning experience and you think it’s worth sharing as well.


Trevor Small (14:03):

I think the only, and the only thing I can really take out of this whole online learning experience is that I think as educators, we had a lot of fears and concerns about move being online. And I think there were a lot of issues when we first started up where some of the things that we were worried about did happen. But I also think it’s been unique because I can’t believe how many kids actually are making sure they show up for the online sessions. And I think it’s pretty easy to see the kids wanting the kids that want to take owner of their learning. So like today, you know, I create nine different breakout rooms for my 30 kids in my grade nine drama class. And I think the first day, you know, it’s, it’s gotta be really difficult for them to be learning online and not really seeing these people, but now I drop into these breakout rooms and they’re already starting to talk and share ideas.


Trevor Small (14:54):

And it’s very rare now where I walk into a room and, and somebody isn’t on task, it seems like it’s easier for them to kind of buy in. Now, I don’t know if it’s, cuz they’re more used to being online and sharing their experiences or not, but it seems like it’s starting to level out. People are starting to figure out, okay, this is the way it’s gonna be. And I better kind of stay on task. We’re also gonna get left behind even more. So I think that a lot of our fears were kind of realized, but also it’s not as bad as maybe I thought it was gonna be. I’m kind of anti-technology in a way. So the thought of moving everything online, I just didn’t think it had the same, same kind of value, but at the same time, you know, we gotta adapt.


Trevor Small (15:34):

We gotta change at the times. And I think most teachers are probably pretty flexible people or at least I hope they are and they can, you know, change based on the needs of our students. So if we have to change the way we model our education system for a little while, I don’t really see the issue in that. So I think that’s the biggest thing that I’m taking away. I don’t know if I’ve done any, anything, you know, mind bending or you know, revolutionary in the way I’m approaching my instruction. But I will say this for someone that’s like in the arts or if you are in construction in technology, I really like having the kids in class for a longer chunk of time. They go home for a week, they’re online and we do all the stuff that we don’t really love doing in class.


Trevor Small (16:16):

A lot of the paperwork, a lot of the content, but then when they come back into class, I mean, all we have to do is the practical stuff. So it’s been really exciting. And I’ll say this, I don’t know if it’s the kids have really appreciated being in class or, you know, they’re just so happy to not be online anymore. But last like what five weeks when the kids are in class, there is zero off task behavior. We’re in class for two and a half hours straight. I don’t have kids asking to go to the bathroom. I don’t have kids on their phone. We don’t have kids sitting down not doing anything. It’s really interesting. So I don’t know if the shift has been, the students really appreciate the in class time more or because they’re being treated more like adults in a studio session where, Hey, we’re here for two and a half hours to figure out this play let’s work through it. So they’re either really buying into the creative process or just really happy to be back in class. But either way it’s been amazing. Like my mornings are the best part of my day. It’s so inspiring. There’s so much energy and it’s so focused.


Sam Demma (17:12):

Awesome. Amazing. There’s so much inspiration to pull from students like young people just blow your minds consistently, the more you work with them and speak with them and witness their greatness. And so I’m wondering in your personal case, you know, what motivates you and inspires you with what you do because there’s obviously ups and downs for all of us in education, yourself included maybe months ago when COVID first hit, you know, you were burnt out a little bit or educators listening were burnt out. What kept you going? You know, what, what, what gave you hope to keep moving forward?


Trevor Small (17:43):

I think I’m a pretty positive person. Anyways. I think I, I kind of live off of positivity and there’s that old expression, you know, you, you gotta be the positivity in the world if you wanna feel it. So I feel like I’m naturally pretty outgoing. But yeah, I think coming into class every day, the opportunity to do the work, I got really I got a quote that I share every year. But I say drama is immediate, right? It’s always happening. It’s happening right now. And I think the the opportunity me to get back into class and to just have this happen again, has been so rewarding because for like, like three months, we didn’t have it. And you know, all of our end of year projects were kind of, you know, wasted. We started a musical last semester and had to scrap the whole thing and then we’re like, okay, we’re gonna get it going again next year.


Trevor Small (18:26):

No, we’re scrapping that again. So that was pretty like dis heart. Yeah. So I think I really do appreciate being back in the classroom again, because I just love coming in here and seeing what kids come up with. It’s like you said before, there’s so much inspiration in students. I don’t think they appreciate how excited I am. Yeah. For them to have a cool idea or present a scene in a new way or perform a monologue that I’ve never seen before. And I don’t think there’s any way I can really communicate that to them until they see me in rehearsal. And I’m just like dying with laughter or I’m having like a really like emotional response to something powerful they’ve done. And if that kind of continues that cycle of positive motivation, then, you know, so be it that’s I’m want to be doing here. So I think that’s it for me.


Sam Demma (19:13):

Awesome. And if there’s an educator listening to this, who’s enjoyed the episode and is getting some positivity off of you while you speak right now. How can they reach out to you and continue this conversation, maybe bounce some ideas around and just connect.


Trevor Small (19:26):

Well, if they could follow anything I was saying there they could find me at trevor.small@dcdsb.ca. So that’s my board email. And as well too, like if you’re interested in the arts, I just can’t recommend the Code Website enough. That’s the coalition of dance and drama teachers. So check that out. There’s a lot of awesome information out there and there’s a group you can join on Facebook for every region. So I think that’s a great way to reach out if you all are interested in dance or drama. Especially if you’re like you’re an elementary school teacher, I think now with you know, you’re in class all day you’re looking for different ways to break up your day. Maybe some drama activities could really help do that.


Sam Demma (20:07):

Awesome, Trevor, thanks so much for taking some time to do this. It’s been a great interview.


Trevor Small (20:12):

Sam, I really appreciate that. Thanks a lot.


Sam Demma (20:14):

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

Join the Educator Network & Connect with Trevor Small

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.

Michael Kelly – Catholic Educator, Coach, World Traveller, Hockey Fan and Student Leadership Advisor

Michael Kelly – Catholic Educator, Coach, World Traveller, Hockey Fan and Student Leadership Advisor
About Michael Kelly

Michael Kelly (@729Kelly) currently teaches at Michael Power St. Joseph at the TCDSB. Michael is a highly motivated, passionate, inclusive Catholic educator, coach, world traveller, hockey fan and student leadership advisor interested in expanding his professional network and collaborating with like-minded teachers.

He is a passionate and dynamic young educator and life-long learner who works in west end of Toronto. He is very interested in issues of special education, history, politics, experiential learning, community service and civic engagement.

Michael is an Ontario Certified teacher who works for the Toronto Catholic District School Board in the secondary panel. He is a proud graduate of the University of Toronto – St. Michaels College and OISE.

Michael has worked in several placements in both elementary and secondary school settings, and community service organizations in local communities as well as overseas. Experiential learning, inclusivity and community service form his core beliefs and philosophy on education.

Michael is also a dedicated volunteer and board member of a number of community organizations serving in a variety of roles and capacities, and he has played a key role in recruiting young people to vote and become engaged in the democratic process in Toronto.

He is a passionate advocate for Catholic education, Special Education, Cooperative education, athletics and creating inclusive high-quality learning environments and experiences for his students.

He is involved as a Student Council Teacher Moderator, Coach, and Chaplaincy team member at every school community he has the opportunity to serve. He believes in the tremendous potential educators have to shape and mold the minds and character of the next generation of young leaders.

Michael also collaborates and supports English teacher and podcast host, Adrian Del Monte on The Whole Hearted Teaching Podcast.

Follow on Twitter at @podcastforheart.

Connect with Michael: Email | Instagram | Linkedin | Twitter

Listen Now

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

Resources Mentioned

Michael Power St. Joseph

Adrian Del Monte

Gen School Italian Heritage Foundation

Brene Brown’s Dare to Lead

Brene Brown: The Power of Vulnerability

Dr. Tim Elmore

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):
Do you want access to all the past guests on this show? Do you want a network with like-minded individuals and meet other high performing educators from around the world? If so, go to www.highperformingeducator.com. Sign up to join the exclusive network and you’ll get access to live virtual networking events and other spec opportunities that will come out throughout 2021. I promise you I will not fill your inbox. You might get one email a month. If that sounds interesting, go to www.highperformingeducator.com. Welcome back to another episode of the high performing educator podcast. This is your host and youth speaker, Sam Demma. Today’s guest is Michael Kelly. Michael is someone who reached out to me after listening to another podcast and inquired about coming on the show. And he’s a very passionate educator. Michael Kelly, currently teachers at Michael power St. Joseph at the Toronto Catholic District School Board. He is highly motivated, passionate, and in an inclusive Catholic educator coach, world traveler hockey fan and student leadership advisor, interested in expanding his professional network and collaborating with like-minded individuals.


Sam Demma (01:13):

He is passionate and dynamic and a lifelong learner who works in the west and of Toronto. He’s very interested in issues of special education, history, politics, experiential learning, community service, and civic engagement. He is also involved in as a student council teacher, moderator coach and chaplaincy team member at every school community. He has the opportunity to serve. He believes in the tremendous potential educators have to shape and mold the minds and character of the next generation of young leaders. He also supports his good friend and a past guest on this show, Adrian Del-Monte with the whole hearted teaching podcast. I’m super excited for you to hear today’s interview with Michael. It was packed with so much great information enjoy. I will see you on the other side, Michael, thank you so much for coming on the High Performing Educator podcast. Huge pleasure to have you on the, the show after we connected a few months ago. Why don’t you start by introducing yourself and sharing a little bit behind the story about why you got into education.


Michael Kelly (02:14):

Okay. Well thank you. Thanks Sam, for having me on the show, big fan of your podcast. You’ve got some great, great interviews, great educators, so really happy to be here. So I will work for the Toronto Catholic district school board. Currently I teach on a contract right now at Michael power St. Joseph teaching history and religion. So I’m teaching grade 10 right now. And yeah, I’m, I’m really interested in kind of moving into this this space of podcasts. I think it’s a great kind of professional development resource for teachers and I think it’s a great opportunity to share ideas, share resources. So why I was interested in coming on the podcast and kind of sharing a little bit of my own, my own story. So I, I studied undergrad at the university of Toronto and graduated from and I was actually in the concurrent education program at the time at St. Mike’s college. So you know, we, we did kind of a very like he program where you’re taking undergrad courses at the same time as as your teacher’s college. So it was kind of for folks who knew that they wanted to go into teaching and it was a great, great, great experience. And the last couple years working for the TCDSB has been fantastic, some really great personal and professional highlights which I’m sure we’ll yeah, we’ll get into.


Sam Demma (03:45):

That’s awesome. And how did you actually find the podcast? I know there’s a, it came through an interesting turn of events. I’m curious to know how you landed on it, cuz you, you know, you sent me an email and I was like, oh, this is so cool. And we connected whereabouts to, did you find it?


Michael Kelly (04:01):

So I there were actually two kind of sources initially, I believe it was Mike Michael con who’s the student leadership coordinator and teacher at the board level does tremendous work. And I think he was featured on one of your earlier shows and he’s shares a lot and I connect with him online and on social media, on Twitter. And I believe I saw it there as well as a colleague and friend of mine, Adrian Delmonte, who you may know who we partner with on the wholehearted teaching podcast. He kind of mentioned that he was in conversation with you. So that’s kind of how I more checked out a few episodes on the podcast, really like the kind of theme and direction. So yeah, that’s how I found found the podcast.


Sam Demma (04:50):

So cool. Shout out to both Mike and Adrian. Yeah. If, if you’re tuning in, they have their own episodes as well. You can check ’em out.


Michael Kelly (04:57):

Oh, they’re great guys. Great teachers.


Sam Demma (04:59):

Cool. You mentioned that had some serious highlights in education. Why don’t we just dive into those right now? I’m assuming you’re gonna talk about the Coliseum and Rome and taking some experiential learning trips abroad. And, and you know, when we talked before this podcast, you mentioned that those experience really reignited your passion for learning and teaching. And I’m curious to know more about how those impacted you and why you think it’s important to learn also experientially.


Michael Kelly (05:26):

Well, I think the, yeah, that’s a great point. Like I think my initial kind of connection I, I made between kind of teaching and experiential learning came through my own travel. So when I was in university, I actually you know, taught or actually had a chance to volunteer in a couple of different placements in my program through going over to places like South Africa and Bosnia actually to do some volunteer work. So that’s really where kind of the, the seed was planted. So to speak in terms of connecting how powerful service learning and experiential learning can be for, for myself as an undergrad student. And then by extension, a couple years later, I had the opportunity to, as you mentioned, go, go over to Italy in for a few summers in a row to go to labia and Naru. So the Northern and Southern regions of IItaly with groups, hundreds of students big stellar staff team.


Michael Kelly (06:29):

And we essentially spent the summer teaching grade 12 ancient Civ course. The kids got a credit. They were able to obviously experience the culture, the partnership between our board and the York Catholic Board and the Gen School Italian Heritage Organization. So I had initially connected with that organization through an my own high school trip when I was at student at the Asia Bowen. And yeah, years later I was invited to go on as a staff member. It was a tremendous experience, right? The, the students had, you know, besides the academic immersion and, you know you know, being able to go out to the PIAs and the markets and the restaurants and the site seeing and all the historical sites, they also got some life skill training, which I thought was really like an added bonus to the program where for many of the students on the trip, it was their first time, you know, away from mom and dad away from their family.


Michael Kelly (07:32):

And it was also kind of a, a test run to see whether, you know, they were thinking at applying a post-secondary, they could see whether they could handle the dorm life, so to speak, right? Like they, they had a chance to kind of see whether that was something that was well suited to them or not. And you know, they had to do, you know, in some cases do their own laundry, like, you know, kind of keep track of their assignments on their own right time management you know, learning direction, right. Trying to navigate around places like Rome and Pompe and Florence Positano the multi coast. Right. So it was a really, really great immersive experience. And I think for, for a lot of the students, they found that they actually grew over the course of that trip, even though it was like 3, 3, 4 weeks or so, they actually grew a lot after the experience.


Sam Demma (08:31):

And I’m sure going from traveling through Europe to coming back and hoping to go this summer again, and COVID hitting, you know, every thing kinda, you know, blew up and it, it sucks to a degree, but what does education look like now for you? I know, you know, unfortunately you can’t go back to Rome, but what does it, what does it look like now and what do you think are the opportunities just like they existed in Rome? What do you think are the opportunities that exist today now in this environment for young people?


Michael Kelly (09:05):

Okay. So I think it’s a great question. So the first part, in terms of the challenges, I think that you’re, you’re asking about the major challenge, one of the major challenges I’m finding is just us student engagement and definitely concerns about student mental health would be kind of first and foremost and at the forefront of my mind. And I think I can speak for a lot of colleagues as well to say that they, they would probably say the same thing. You know, there’s a little bit of a learning for even as a younger teacher, there’s a little bit of warning curve adapting to the new technology, getting used to, you know, being on zoom and Google meets all the time and, you know, really multitasking on, on a regular basis. For example, like right now we, we have some students who in the morning we’re are teaching in person in the building, but we’re also live streaming our classes simultaneously at the same time that that has been definitely a new experience in the last few months.


Michael Kelly (10:11):

And you know, just, you know, trying to form those positive student relationships can be a little bit challenging when everyone’s covered with a mask. And you’re, you know, you’re trying to teach, you’re trying to tell a joke, a story to your class, and you’re looking for some kind of facial recognition for them to actually, you know, affirm what you’re saying or, you know whatever it might be. So I think those are some of the challenges that teachers are facing right now. Now I know some, those are some that have come to mind and just the workload. I think definitely teachers find that they’re spending more time trying to convert their lessons into an online format because remote learning is so, so different. And the hybrid learning we’re doing is so different from a traditional classroom model. So being able to adapt and be flexible has been really key.


Michael Kelly (11:07):

But the great to get to your next point about like, what are some of the opportunities? I think one of the kind of silver linings or opportunities here has been the great degree of just like innovation that you see your teacher colleagues are doing, whether it’s in your department or in your school. And we actually had a staff meeting a couple weeks ago where it was great to, you know, see and hear teachers sharing what they’re doing in their virtual learning environments. And it just blows my mind some of the, the innovative practices. Like we didn’t even know that some of these techniques were possible a year ago. Right. so I, I do think, you know, obviously there’s a lot of realistic challenges but then there’s also the opportunities to innovate and use things like Google Jam board or for myself, I’ve been trying to utilize a lot of virtual guest speakers and partner with other outside organizations like that.


Michael Kelly (12:07):

That has been tremendous. Like just one example was when I was teaching my a 10 history course for Canadian history, I was able to bring in a world war II veteran who was living in BC. And we were able to have kind of a live interactive discussion with him and just to enrich the curriculum, enrich the learning experience for the students. So I think that there, you know, there are kind of some, and, you know, as we always tell our own students, we kinda have to take our own advice and adopt a bit of a growth mindset in this environment. For sure.


Sam Demma (12:47):

I think that’s so true now more than it ever has been, you mentioned before we started recording that right before the school board tried transitioned back into in person, it seemed like teachers and yourself were just getting the hang of teaching online and teaching virtually. And I’m curious to know when you say getting the hang of it, what did that look like? Like what did your average day look like? What do you think was helping you teach virtually if someone else is listening right now and still teaching in a, a virtual scenario?


Michael Kelly (13:19):

That’s a great question. So in terms of some of the tips that helped kind of teaching from home and being fully virtual all day, I think, you know, scheduling your day almost to the hour to the minute is extremely important. I think in an online environment, even more so than I would say in person you know, just scheduling your breaks, making sure that you’re, you know, you, you can never pour from an empty cup, right? So taking care of your own your own wellbeing as the teacher in the class is obviously paramount to your student success and to their own health and wellbeing, but making sure that you’re pacing things for yourself and your students. You know, in terms of we had a great teacher on staff at the beginning of the year, and he’s been providing support Jeff bobs here at Michael power, great guy, great teacher who gave us some great tips in terms of scheduling, giving our students an activity in the morning, let’s say in our morning online class, and then giving them time to sit with that, with that virtual work, using Google or zoom breakout rooms to give the kids some time to interact and make sure that you’re not lecturing them for three hours straight or, you know, in the morning in the afternoon.


Michael Kelly (14:42):

So definitely breaking up the variety of activities is really important and provide that kind of differentiated instruction. And that just helps with the general classroom management. I found that you’re not gonna have kids goofing off as much if they know what the schedule is in advance, they know the exact time that they’re gonna be doing certain activities or tests. I found that that was really helpful. And then for sure, like just once again, some personal self care, like going for a run, right. Going for walks hikes you know, during the spring last year, I had a chance to get back more into mountain biking, which I had in cycling, like, which I hadn’t done in years. And that really helped. I, I, I felt with my own productivity right in the downtime and, and then reading and you know podcasts and a big film B and always checking out new things on Netflix and Amazon. So kind of tho those things really helped to kind of refuel the tank so to speak once, once the day was over cuz you know, burnout and kind of taking care of your own wellbeing is definitely critical in, in, in this environment more than ever.


Sam Demma (15:58):

There’s a new movie that just came out and Denzel Washington plays one of the main characters and he’s cracking, he’s cracking a criminal and trying to figure out what this guy did and the movie’s titled the little things. And there’s multiple times throughout the movie where Denzel stops and looks at his co police officer investigator and says, it’s the little things that gets you caught. And I, I made the connection between education and thought, you know, from a teacher’s perspective, it’s also the little things, not that you catch your kids doing, it’s the little things you do that make the biggest difference. And I’m so glad you mentioned being a perpetual learner because I think it’s so important leading by example, and showing your students that you’re doing everything in your power to educate yourself, encourages them to have a desire, to continue learning and, and want to read books. I mean, people can’t see this, but while we’re filming this behind you on your ledge of your chalkboard is a dozen books there. And I’m curious to know what, what are some of the books that you have read, or maybe some of the podcasts you tune into, give yourself a shout out and that you think teachers could check out and, and benefit from, from consuming. I I’d love to, I’d, I’d love for you to share.


Michael Kelly (17:11):

Sure. So some of the content I’ve been consuming lately, that’s been helpful. I, I would say would be first and foremost Brene Brown’s Dare to Lead her audio book. That, that was really helpful for me back in the spring and even teaching summer summer school over the summer that was really instructive, really great book. And she has kind of accompanying podcast that goes along with it, which she’s continually updating with great guests. And it talks a lot about leadership. It talks a lot about kind of organizational culture talks about resilience and empathy and vulnerability. I was introduced Brene Brown initially through her Ted talk on the power of vulnerability, which is also really worth checking out. And you know, a lot of the messages she has doesn’t necessarily speak directly to education, but it speaks to the workplace.


Michael Kelly (18:13):

And I found that her, her writing her books, her podcast were really instructive as well as gentleman from the United States named Tim Elmore, Dr. Tim Elmore. He’s done some work with John Maxwell. Who’s kind of a leadership expert and Tim Elmore has a podcast in an organization called growing leaders. And he talks a lot about different issues that are going on in the education world and that podcast, you know, during my runs or hikes or bike rides, that’s, that’s been a really great resource for me in terms of just giving me some in additional creativity and inspiration. And then, yeah, a, as you mentioned bit of a plug here, but I have to give credit where it’s due. I’ve been working with Adrian Del Monte an English teacher from Bishop Allen.


Michael Kelly (19:15):

We used to work together more directly, but yeah, he started a podcast earlier in the in the fall around November called the wholehearted teaching podcast, which a lot of the inspiration for, from that came from Brianne brown and her kind of discussion of wholehearted living. So the idea of the podcast on wholehearted teaching is really we invite educators people in the education space, whether they be teachers principals people in administration, directors writers, authors we’ve had on people in the educational psychology space different topics to talk about the current issues in education. And I, we have a really great podcast coming out new episode on this Tuesday, March 2nd with an individual named Desante hotten, and he’s gonna be talking all about mental health as well as how that affects black mental health in, in particular and how that connects to our role as educators, as we focus on combating racism in, in our society. So really kind of top of mind since we’ve just finished black history month and, you know, engaging in that kind of work along with Adrian and collaborating and helping out in any way I can and promoting has been really helpful for me, you know, just learning about the stories and the different personal journeys and narratives of other teachers who’ve come come before you has been really inspiring for me and has helped kind of push me along through the challenges of this pandemic.


Sam Demma (21:04):

I love that. That’s so awesome. And I’ve tuned into a couple of the episodes, and I know you’ve been, you and Adrian have been doing a anti-racism like series. I would say there’s a ton of great info on the podcast and the Twitter, by the way, shout out at wholehearted teaching podcast. That that’s awesome. So, so good. If you could go back to your first year as an educator and give yourself feedback like, and, and give yourself advice, what is the main thing you would, what is the main sort of things you would say to yourself, or tell yourself to almost get started in this profession again? If, if you could go back and feel free to just unmute yourself as well.


Michael Kelly (21:49):

Yeah, it’s a good question. So in terms of the advice I would give to kind of a first year educator right now would be really to, you know, first and foremost, just be humble and understand that there’s a lot to learn. And you know, you’re going to need in, in my experience, learn how to identify support systems, identify colleagues who, you know, are gonna be supportive, who are gonna act as mentors to you. Because I think that’s what initially for me anyways, that got me into teaching in the first place is having those really great high school teachers. You back at Bishop Allen, who tacked you on the shoulder and realized, you know, okay recognize there was a talent or an interest or a passion. And that was really for me, what was helpful. So for a first year educator, I would see be, be humble try to be resourceful spend time listening.


Michael Kelly (22:50):

Right. we often listen in order to respond you know, rather than listening to really just understand. And I think that that’s a really important concept to understand as you enter into a new profession. And just be very curious in quiz, ask a lot of questions, right? There’s no such thing as, as a dumb question and really seek out the support from your mentors. And I think that that, that will serve a first year educator. Well, whether it’s in this environment or any other environment and allowing yourself to, you know, understand that it’s a long journey in education and you don’t have to expect to be perfect or have all the answers right out of the gate. Right. and, you know, just pursue an attitude of lifelong learning, I think is really, really, really, really important. Your education doesn’t end after teachers college or after graduation. It actually, for me, it just, it just began like it’s just getting started. Right. And even a couple years in now, like, I feel like I’m just learning so much, so yeah. Just stay curious, stay stay humble and ask a lot of questions.


Sam Demma (24:14):

That’s such good advice. That is awesome. And if, if an educator listened to this interview today and is inspired by anything that you shared or just wants to have a conversation with you, be the best way for them to get in touch with you?


Michael Kelly (24:26):

So best way would be, you can connect with me. I’m on Twitter at @729Kelly. I’m on LinkedIn as Michael, just Michael Kelly, and then by email michael.kelly@tsdsb.org, always looking to connect with like-minded educators and people in the education space and always looking for another, another interesting guest to bring onto the podcast with Adrian. So always looking to learn more. So that’s, that’s where you can reach me.


Sam Demma (25:12):

Mike. Awesome. Thank you so much for taking time outta your day to come on the show. I really appreciate it. I look forward to listening to your future episodes as well. Keep doing awesome work and, and I’ll talk to you soon.


Michael Kelly (25:22):

Thank you, Sam, for this opportunity and keep up the great work you’re doing a you’re doing such great work and I really admire and respect it. So thank you.


Sam Demma (25:31):

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

Join the Educator Network & Connect with Michael Kelly

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.

Cathy Beauchamp – Principal at Englehart High School in North Eastern Ontario

Cathy Beauchamp - Principal at Englehart High School in North Eastern Ontario
About Cathy Beauchamp

Cathy Beauchamp (@cbeauch) is a principal at Englehart High School (Grades 7 -12). She started in administration in 2006 as the vice principal of Timiskaming District Secondary School. She was the principal at this school when it transitioned to a 7 – 12 school in 2014.

Cathy comes from a sports background and incorporates an action-oriented teamwork approach. She puts the needs of the learners at the forefront of all of her decision-making and supports building capacity within her staff while focusing on wellness for all within the school community.

Cathy enjoys coaching basketball and encourages students to get involved in extracurricular activities in order to deepen their connection with the school. Outside of work time, she enjoys spending time with her family and being active in nature, usually with two golden doodles by her side.

Connect with Cathy: Twitter | Instagram | Email

Listen Now

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

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):
Cathy welcome to the High Performing educator podcast. Huge pleasure to have you on the show here today. Please start by introducing yourself.


Cathy Beauchamp (00:10):
Well, good morning, Sam, and thank you for having me on your show. I feel very honored that you reached out to me to include me in your podcast. I am a principal in a 7-12 school in Northern Ontario in a little town called Englehart we have about 200 students in total. I’ve been at that school for four years. And previous to that, I was the principal at new district secondary school, which is a a half an hour south of where I am now and a larger school, seven to 12 again, and probably about 700 students.


Sam Demma (00:52):
When you’re a student, you always get that question. What do you wanna be when you grow up? I’m curious to know when you are going through school yourself, when people ask you that question, was your answer a principal?


Cathy Beauchamp (01:08):
No, it actually wasn’t. I was a little bit of a resistor and I think it had to do with the fact that both of my parents are educators or were educators. My mom was a secondary art teacher and my father comes from a PHED science background and he actually went on to be a principal as well. And fun fact, he was a principal in the same two schools that I’ve been a principal in. Oh, wow. So that’s kind of neat. So being around the dinner table and being around a lot of talk of edge in my youth sometimes it can kind of sway your decisions on things and it’s also it, it’s also something that it was kind of thought that I would do that. And I kind of felt like I wanted to prove that there was more to myself then at the time I was very athletic in high school and, and through university.


Cathy Beauchamp (02:12):
And I think everybody thought that I was going to go to university for something PHED science related and I thought, no, I’ll, I’m going to do something different. And I went off and did a commerce degree which was, which was a interesting sitting in a university first year accounting class when I had never taken any high school accounting. It moved really quickly, but I managed to model my way through that learned a lot along the way made some good friends. And I worked in the world of, of, in Toronto for about a year and a half. And then I, it, I literally woke up one morning in Toronto, in my basement apartment and thought, what am I doing? Mm. I felt like I was kind of resisting something. And I said, you know, I, I wanna teach. And at that point I, I made up my mind.


Cathy Beauchamp (03:10):
I, I moved back north with my parents. I supply taught for the year. And then I actually went to the following year, ah to a first nation community along the James bay coast. And I taught at Northern light secondary school. And that was a, a great experience. So I was teaching unqualified at the time. But then as life would have it we ended up moving. I was engaged at the time and my husband had a job offer in Alberta. And so we moved to grand Prairie Alberta. After I finished that year and the education dream was put on hold a little bit. I dabbled in, in some more business type careers and had my children nice. I have two children Sabrina who is now RN at Ottawa general in the emerg department and my son, Randy, who is just finishing up teachers college at EPON university in north bay.


Cathy Beauchamp (04:17):
Nice. so we are at the, for seven years at which time I started my masters of education program online through Ning. And then we ended up returning to Northern Ontario. You think, you, you say you’re leaving and you are not coming back, but it’s funny how the world works. Yeah. And we ended up back in Northern Ontario. And I went to, I actually taught again unqualified at to miss being district secondary school, a couple of courses in business, and then went to teachers college. And, and then I did like a five years of teaching and then moved into administration.


Sam Demma (05:02):
W it’s funny, I, I interviewed another principal named Kevin wedling who’s from Mousonee. Which a small world, what, along your journey, what helped you make the decision that education was for you?


Cathy Beauchamp (05:18):
I think it’s, it was just that it did come very natural to me. And I think I always had my hand in coaching after I left playing basketball and I, I just always felt very comfortable and at home in that environment and sometimes you don’t realize that that’s your place and you’re until you go other places. And not that those other experiences, I think they really add to it and they help you appreciate when you’re back into the area that you have the passion for. So I think that’s why the journey wasn’t quite as straightforward for me as it is for some people. But all of that experience along the way of that journey certainly helped to enrich what I brought to the table.


Sam Demma (06:14):
And you’ve worked in various roles within schools, you know, both teaching and administration for an educator out there who wants to know what it’s like to work as a principal. How, how would you break it down?


Cathy Beauchamp (06:33):
Well it’s like being transformed out of your classroom and sometimes as a teacher we’re very fixated on our class and now we’re very fixated on our school as a principal. So it’s just a little bit wider lens. But it’s, I always find it very inspiring. Working in it education, there’s so many great people in our school, in our board, just I mean with technology and social media, it’s really busted open education in the way that we can communicate with others and bounce ideas off people and connect with people to share ideas. It’s, it’s very inspiring and very uplifting, like the ideas that people come up with and that as a principal, you’re able to sit there and bounce ideas off people. It’s, it’s great. They’re, you know, dealing with families, dealing with students is always a lot of fun and seeing at growth now that we’re in a seven, just 12 school. When I first started in administration, we were in nine to 12 school. So the, the seven and eight experience added in in my first year as a principal added a whole new, an area of development that I wasn’t as familiar with. And you know, I, I like having that, I think it’s a good transition for those students to be in a high school environment


Sam Demma (08:07):
For educators listening, who, you know, want to remain optimistic and positive, despite the challenges of our time right now, what do you think are some of the opportunities in an education? Maybe that exists because of current situations, but also just in general?


Cathy Beauchamp (08:29):
Oh my gosh. There’s lots of opportunities. You know, I, I have to applaud teachers on these this past two years. They have undergone some of the greatest professional development really kind of was forced upon them for survival. Yeah. And they’ve done a fantastic job pivoting to remote learning. And in our, we we certainly had our share of it. We’re in it now. Last year we weren’t in it as long as some of the schools in Southern Ontario. But I, I think, you know, as an educator, it’s important to, to set goals and, you know, you may be happy with being classroom teachers, lots involved with that. But I think it’s important to keep yourself open to learning and to new ways of teaching or different technology and finding that balance in your program, keeping it fresh, keeping it current, make sure we’re preparing our students for their future.


Cathy Beauchamp (09:38):
Those are all good things in terms of movement, I mean, in a, in a high school, you have an opportunity to maybe move towards a, a department head position to try out, to see if you like a leadership role. And then there’s also, you know, taking non responsibility of maybe doing teacher in charge or something like that, too, that gives you an opportunity to be in an administrative role for a short period of time to cover for principals when they’re away. And it is, it, it is a very different job. It’s if you were to ask me to give you off description, I couldn’t, if you’re the, like, if you’re a person that likes to know exactly how your day’s gonna roll might not be the position for you because there’s something that either comes through your door or a phone call or whatever it can change your day quite a bit. So but it is also very satisfying career being able to work with youth, being able to work with teachers, being able to work with principal colleagues in our senior admin team. We are very fortunate being a smaller board that, you know, we know our, our senior administrators for our board very well and meet with them on a monthly basis.


Sam Demma (11:00):
What keeps you personally motivated hopeful and inspired to continue doing this work day in and day out?


Cathy Beauchamp (11:10):
You know, I think just like talking to students can just turn your day around. Hmm. You know, and, and sometimes I, I, and I do find it’s important as an administrator to get out into the halls and, and get into those classrooms because you’d be surprised by the conversations that happened that probably wouldn’t happen if you had stayed in your office. So I think I, I am, I’m always, I see, you know, some of those principles putting their desk out in the hall and I kind of like that idea too. I don’t know that I’m there yet. I seem to have to have too much on my desk, but I do like that idea. I do have a standup desk already, so thanks. I’m, I’m moving there. But and also so that from a student perspective but teachers also inspire me in terms of just the ideas that they come up with, the visions that they have.


Cathy Beauchamp (12:14):
And it’s, it’s great to see, you know, where our kids move on to the different careers and having them back in to the school to speak to our students or having back in as staff or, or whatnot. It’s, it’s really encouraging to see, I think like being in this career kind of keeps you a little bit in touch with not, I’m not saying that I’m very, no, all everything going on with youth, but it does give me a little bit it kind of keeps you a little bit more youthful, I guess, in terms of what’s happening.


Sam Demma (12:52):
That’s so true. I think schools and just working with youth in general is always energizing. They have awesome ideas and not just young people, all people, but, you know, you’re less, you have less conditioned beliefs as a young person and you believe that everything is possible and you chase really unrealistic. And not that that stops as you grow up, but I think that’s where the energy and the youthfulness kind of comes from. It’s true. But you also are heavily involved in athletics. How has that shaped the way you’ve approached teaching and, you know, working with young people?


Cathy Beauchamp (13:33):
Well, I’ve always felt that coaching allowed me to give back to the community that I really enjoyed. I could not imagine going to school and not being involved in athletics. And I know that that could that sediment could be shared whether it’s the arts or trades or whatever, lots of different extracurriculars, but for me, it, it definitely was athletics. And I just think, especially as an administrator and coaching, it’s allowed me to have a connection with students in the school. That’s just at a different level. It’s, it’s it, I’m not the principal in the office anymore. I’m their coach. I’m, I’m traveling at one point when I was at TDSs. I used to drive the bus. Oh, nice. As well. So you know, lots of hats that you wear and it, it is just really rewarding to see the kids enjoying that.


Cathy Beauchamp (14:37):
And I, I do really feel for our students right now that extracurriculars have kind of been in a stop start, you know, pattern. And we, we were able to start this year with extracurriculars and instantly I could see a difference in the kids that were involved. There’s just more of a connection with the school. And I think, and that goes for all of our extracurriculars, whether it was students, council, jock, chapters guitar club, just they just saw school as something more, and that’s the way it should be. And I think it’s so important to have those things. And I really hope that we’re able to get them going again. Shortly


Sam Demma (15:23):
I agree as someone who pursued athletics pretty much my entire childhood up until the age of 17, 18 years of old, I identified a large majority of my life with, with an identity as a human being with the sport of soccer and found community there found success, found happiness, found so many things from, from sport. So I hope things open up soon, too. And all for all your, for all your students as well, not just me and soccer players, but for all extra cooker activities and clubs. In terms of your own journey and education, what have you found helpful when it comes to resources or learning materials, books, things that you’ve come across that have maybe influenced the way you approach your work or have enhanced it, or taught you something that you found or thought was really helpful?


Cathy Beauchamp (16:21):
Well if there’s one like really positive thing about the pandemic, I think it really has opened up a lot of learning opportunities for people not just in educate, but certainly during our last lockdown last year, I took advantage of a lot of the free professional development out there that was available online and jumped in where I could to to, with learning that kind of Cohen side, it with things that we were working on within our board or school or things that I could share with my staff or students that might help through this journey. I do like to kind of align whatever I’m reading or whatnot with, because it’s kind, it can be very overwhelming to try, try to have too many ideas in education. And so I try to align things so that it makes sense to me.


Cathy Beauchamp (17:23):
And I hopefully make sense to my staff that I’m not throwing too many different things at them. I think it’s important to have curiosity and to ask questions and to learn as, as much as possible. I do do professional reading, but I think more so I do more just personal reading in the evening, just as a way to kind of unwind for my own wellness. And I try to do more professional reading you know during the day or, or even the, like I find sometimes talking to people is, might be a bad source of digesting some of that information too. So lots of different sources. I I’ll look on Twitter. I, I have to say that I am kind of like that stalker type person on Twitter. I, I should, I have to force myself to get out there and respond more. But I do like to make connections when I see things that I know maybe someone in my staff is working on that I’m sharing things with them and being that kind of resource for them, as well as just resourcing things for my own professional development. So that’s, it’s kind of of a mixed bag.


Sam Demma (18:51):
I was speaking to someone literally two days ago, who, when we started the call said, oh, I saw you live in X. And she named the city I’m from, and I said, well, how did you figure out that? And she says, oh, it was on one of your Instagram pictures. And I was like, oh yeah. And I already know that you’re from Winnipeg. And she’s like, where’d you find that like, from your Instagram page? And we both started laughing because I feel like social media has made it acceptable to some degree to like stalk somebody like to like, you know, like figure out some basic information about them before you actually talk. So that’s kind, that’s kind of funny, but that’s awesome. And you sound like you read a lot. Is, is reading a, a big part of your life or is that something you’ve always done?


Cathy Beauchamp (19:35):
It’s something that I have tried to do. It’s kind of one of those goals. I think it’s very easy to, to watch Netflix in the evening, which I will admit that I, I do sometimes unwind, but I usually try in the last half hour, hour of the evening just to read something just to reduce the screen time, especially during the school year. Nice. Yeah, that, it’s just, I try to work on a, a girlfriend of mine talk to me about habits. So it was talking to our, our friend group about habits and she was saying that it takes 33 days to develop a habit. Oh, wow. And so that you should write it down what it is that you want to do, want to eliminate, want to add whatever it is, and try to do that for 33 days and not to be hard on yourself.


Cathy Beauchamp (20:26):
If you missed a day, it’s not like you have to go back that you, you missed a day and, and carry on. And so I tried that actually this year when you talk about athletics I found that I’m an a weekend summer athlete and during the school year, Monday to Friday, it’s not very good. So I tried to adapt Monday to Thursday, philosophy of doing something for at least a half an hour as a habit. And I did that through the fall and it, it makes a difference and, you know, taking that time and, and I often found it was at lunch. I would just take that time and go out for a walk or go down to the weight room and do a little bit of yoga or something to that effect. It was important to, to make that time. And once again, if, if the day gets away from you and it doesn’t happen, it’s okay. You start again tomorrow.


Sam Demma (21:29):
That’s awesome. There’s a phenomenal book called atomic habits, and it talks all about the practice of replacing habits and the science behind habits. And maybe you’ve actually heard of it already,


Cathy Beauchamp (21:40):
But I it’s probably that what this discussion came from for sure. I, I, I guess I got the Cole’s notes version of it from her.


Sam Demma (21:49):
Cool. That’s awesome. And you were an athlete, you still are involved in athletics, both as a coach, but also a part of Neo for some people wondering what that weird word that they don’t know what it is. Can you explain what ne is and your involvement?


Cathy Beauchamp (22:09):
Sure. It’s just a Northeast Northeastern Ontario athletic association. And so our association encompasses schools basically from the north bay area, right up through to Hearst whether they be French, Catholic public boards. And I sit as a principal rep on our association to represent our region, which is actually Tamy to to Hearst. And then we send teams through to a, or meet about things regarding a and extracurriculars to deal with sports.


Sam Demma (22:55):
Awesome. And this is gonna be the hardest question of the whole interview, but oh boy, No pressure. If you could, if you could take the wisdom and experie into knowledge, you have now bundle it all up, go back in time, walk into the first classroom you ever taught in and speak to your younger self. When you were in your first year of education, knowing what you know now with the experience and advice, what would you tell your younger self?


Cathy Beauchamp (23:31):
Well, there’s a few, few things I would tell my younger self. I think initially I always felt from a team perspective and, and we talked about how teams develop those life skills for us. But I was often surrounding myself with similar minded people. And I think as I entered education, there was a habit to do that as well. And I think it’s really important to respect and, and try to, and people that have differences of opinions because it’s, there can be a lot of growth that happens there if you’re not resistant to it and it can help to create a stronger team. And so you, you know, what, and giving people a opportunities to share in leadership, it’s not just sort of like a dictatorship that you’re having other voices be heard too. I would say as an educator, it’s important not to take things personally.


Cathy Beauchamp (24:42):
I know that we all do but it it’s at times you, you need to let things slide for sure. I’ve always had a philosophy of not letting things Fe in terms of communication. If something has go gone wrong, I like to address it and not let it build up to something that I don’t want it to become. I have a strong belief in that I should model what I expect to see. So whether I’m working with students I’m modeling what I would expect them to do, or whether I’m working with a staff I would model what I want them to do. I shouldn’t be expecting them to do something that I, I can’t do. And I think that has served me well. It’s important to be fair. And that probably the most important thing is to admit when you’re wrong, because you’re going to be


Sam Demma (25:49):
So true, Kathy, thank you so much for taking some time to share your experiences and stories on the podcast. If someone is listening and wants to reach out, ask you a question or send you an email, what would be the best way for them to get in touch with you? You can share the actual email itself. And I will also put it in the article we post on the website.


Cathy Beauchamp (26:11):
Okay. I’m on Twitter at (twitter). Or I am my, my school email is (email).


Sam Demma (26:33):
Thank you again for taking the time. This has been a lot of fun. Keep up with the great work and I look forward to talking again soon.


Cathy Beauchamp (26:39):
Thanks very much, Sam.

Join the Educator Network & Connect with Cathy Beauchamp

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.

Lara Spiers – Secondary Vice-Principal at Durham Catholic District School Board

Lara Spiers – Secondary Vice-Principal at Durham Catholic District School Board
About Lara Spiers

Lara (@MrsLSpiers) is a secondary school educator and administrator. She is the secondary vice-principal at Durham Catholic District School Board. She taught me (Sam) when I was in high school! She has her Master of Education – MEd focused in Educational Leadership and Policy Development from the Ontario Institute for Studies in Education of the University of Toronto.

Her passions include Analytical Skills, E-Learning, Student Counseling, Critical Thinking, and Social Justice Pedagogy.

Connect with Lara: Email | Instagram | Linkedin | Twitter

Listen Now

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

Resources Mentioned

Durham Catholic District School Board

Ontario Institute for Studies in Education of the University of Toronto

George Couros’ “Innovator’s Mindest”

Kristin Souers and Pete Hall’s “Fostering Resilient Learners”

Tony Robbins

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):
Do you want access to all the past guests on this show? Do you want a network with like-minded individuals and meet other high performing educators from around the world? If so, go to www.highperformingeducator.com. Sign up to join the exclusive network and you’ll get access to live virtual networking events and other special opportunities that will come out throughout 2021. I promise you I will not fill your inbox. You might get one email a month. If that sounds interesting, go to www.highperformingeducator.com. Welcome back to another episode of the High Performing Educator podcast. This is your host and youth speaker, Sam Demma. I’m super excited to bring you today’s interview Lara Spiers. Our guest today was one of my high school teachers. We haven’t stayed in touch as much, although it was a breath of fresh air to have a conversation with her on the podcast. She is now a vice principal at a Secondary School Catholic school out in Whitby, Ontario.


Sam Demma (01:04):

And she’s in the midst of completing her masters of education, which is focused in educational leadership and policy development from the Ontario Institute for Studies in Education of the University of Toronto. She is super passionate about e-learning student counseling, critical thinking, social justice and philosophy slash religion. And I’m super excited to dive into a bunch of different topics on today’s conversation. I hope you enjoy this as much as I enjoyed the conversation and I will see you on the other side, Lara, thank you so much for coming on the High Performing Educator podcast. Huge pleasure to have you on the show. You know, it started from sitting in your religion class or English class religion, religion.


Lara Spiers (01:48):

It was religion. I’ll never forget it.


Sam Demma (01:50):

I’m already outdating myself already forgetting about high school.


Lara Spiers (01:53):

I’ll ever forget you. No, not really. I, I remember that you had brought in cake, I think your mom had made banana bread or, or something along those lines for my birthday. No. And I just thought that that was so classy and delicious. So that’s my favorite things.


Sam Demma (02:06):

No, I love that. Well, why don’t you start by introducing yourself, just sharing a little bit about, you know, how you got into the role you’re in education right now. And where that, where that spark or desire came from to be a teacher?


Lara Spiers (02:19):

It’s a loaded question, but I’ll try. So this I’ve been in education for about 15 years or 16 years and it wasn’t really something that I always wanted to do to, you know, to be Frank. I always saw myself in law, I really enjoyed thinking about, you know, ethics and morality and right and wrong. And I thought that I would be kind of one of those crusaders always in defense. Right. Never impressed. But as I got closer to the actual, I even applied to, I took the LSATs and I applied to law schools. And, and as I was going through the application process is when I actually started thinking about the type of life that I wanted to lead. So Le less about the ideas and more about the actual results, right? The fruit of the labor.


Lara Spiers (03:06):

And I realized, and I was holding both acceptances in my hand, right? One for Osgood, one for U of T or OISE. And I realized that the one path was, you know, what I had always wanted, but it wasn’t the actual life that I wanted to lead. It was what I wanted as a child. And I realized as I was aging, that, you know, it wouldn’t be as meaningful as a life dedicated to the service of others. So that’s why I chose teaching cuz that’s exactly what I consider teaching to be. You know, I’m not strong enough to to start a nonprofit. I’m not going to green peace or I’m probably not saving any whales, you know, or, or golfing. I won’t intentionally hurt them, but I, this is, this is my contribution to the world. I, I firmly believe it right through education.


Lara Spiers (03:52):

So that, that is what drives me. And and now this year I’m in a different role, I’m vice principal at a, a high school. And I see that as an extension, that’s the reason I wanted to move out of the classroom and into, you know, this sphere was really to exert that influence whatever positive kind of change or that I could possibly bring to as many kids as possible. Right. So onwards and upwards. I mean to, if you’ve got it, you gotta give it. Yeah, no it’s talent, everyone. It’s so true. That’s, that’s the name of the game?


Sam Demma (04:27):

What, what sparked the desire to teach though when you were in that moment, holding both acceptance letters, bring back, you know, if it wasn’t, if it wasn’t law, how come it wasn’t something totally outside of teaching? Like why a teacher specifically?


Lara Spiers (04:43):

Well, because that’s the best way to change the world. Mm. The best way to change the world is to, is to educate the youth. And the best way to enact positive social change is to make sure that those values are transmitted through the next generation. So parenting is one of the most important jobs that they is one of the hardest and one of the most important. Yeah. And and you’ll know that one day, you know, I hope and and then teaching teaching is the next year in local parentis. You’re, you’re the parent substitute for those children. And even if you’re a teenager, you’re still a child, right. Sorry, sorry. I left true. And you know, it’s a huge responsibility, but with great, you know, work with great effort comes great reward. And the reward for me is like, even the fact that I’m sitting here today, having this chat with you, right. I didn’t I’m not taking, you know, credit for your goodness and your, you know, greatness, but I was a part of your story. And I think that that’s quite something, you know.


Sam Demma (05:44):

True story. Yeah. It’s and, and you’re a part of student stories who you might even never hear from again. And they could have had a hu you know, you could have had a huge impact on them. I find it really funny, but I find it makes sense that when I reach out to educators and I ask them to come on the show, I always get a couple of responses, you know, first being, no, why do you wanna talk to me? And, and second, usually being, I don’t wanna talk about myself. And, and I realize that like every educator says it, but it’s because the work that they do day in and day out to them becomes so natural, so normal. And they almost get this curse of knowledge where the things that they might have and possess that might be beneficial to others. They just think are normal things that everyone knows.


Lara Spiers (06:30):

That’s very astute, you know, that’s, that’s a, I, I think you’re absolutely right. The curse of knowledge well is being for sure. I mean, as Socrates said, right, the, the truly educated man knows that he knows nothing, nothing. Right? Like it, the more, you know, the more you become aware of how little, you know, right. And that’s also true that that comes from lifelong learning. That’s not, I don’t think that’s just for educators, but I personally am a strong advocate for you know, self improvement and betterment and learning and knowledge and all that good stuff. Right. Because that’s how that shapes your perspective of the world and other people. And that lets you kind of see the path that lays before you. Right. I think that’s the only way. Also why history is so important too, because you have to check out the trails that other people have left before you.


Lara Spiers (07:16):

Right. I think all, it all comes down to really humility. If you have the virtue of humility, then you have a sense that you’re just like a little bit, like you’re a piece you’re a grain of sand and it’s really mind blowing to think about it that way. Like, if you think about your experience in your life as being just a, you know, a, like such a small part of, of kind of the universe and you know, that’s the sort of thing I think about all the time. It’s like, and that’s probably why for me anyway, I don’t wanna talk about myself and well, I’m so great. You know, I’m a great teacher because you know, again, who that question, who am I right? Who am I? And I struggled with that a lot, actually the first few years of teaching, especially you know, this impart of knowledge, decider of grades, you know, like you’re, you know, you pass, you fail, you know, it’s like a gladiator, you know, like yeah.


Lara Spiers (08:11):

Thumbs up, thumbs down. But I’ve come to terms with that. Like I got the more you become familiar or accustomed to kind of being that helper. You stop seeing yourself as less of like a Sage, you know, Sage on the Sage and then your guide on the side. Yeah. That we can all be that we can all be a guide on the side. Right. And I’m not gonna have all the answers for you, certainly not today and not in the classroom either. Right. But that’s because the answers are all always, there are always more questions than answers and that’s part of the fun.


Sam Demma (08:44):

Tell me more about what helped you shift your mindset. Now I can tell you a crazy story right now. Like when I first started speaking in schools, I used to post a picture at every school saying, look at me how great I am speaking at a school. And you know, I turned 21 and I sat myself down and had like an honest reflection on my social, social media usage and the way I was putting myself out there. And I just decided, like, I don’t think this is helpful to the young people that I’m speaking to. Like they’re looking at these pictures, probably thinking, I don’t know if I can ever speak on a stage in front of 500 people that makes to me nervous. And, and so I stopped posting all that stuff. And in fact, I’ve been taking a social media break aside from Twitter, which a girl named Rachel helps me manage. And I haven’t posted anything in the past like five months. And I’m trying to make that shift from Sage on a stage to a guide. Right. The helpful guide. And I’m curious to know kind of what helped you make that shift when you were of starting your teaching journey?


Lara Spiers (09:37):

Well, it wasn’t, I think a lot of, a lot of it really came down to this board I had from other teachers, like the teachers have been there longer than me. I know you’ve spoken about Mr. Loud foot quite a lot in the past, right? Yeah. He was, I worked with him at St. Mary. He, we were in the same department, Mr. Eck. Miss Menardi, who’s still there Mr. Val Aaron shadow. Mr. V shadow. Mr. V. Well, these are the people that you know, I maybe it’s like this for other careers. I don’t know, but certainly in education it can be a lonely job, you know, you think you’re always kind of surrounded by by people or by kids, but it’s isolating, it’s very isolating. And I think a lot of people are struggling with that very much so now. But if you’re lucky, like I was you’ll have, excuse me, you’ll have the support of people that not only maybe have a lot more wisdom than you do, but are willing to share it. So that was what got me through definitely those first few years, like, you know, I’m thinking back now and it feels a lifetime ago to be honest, but I, I am constantly every step I take. I, I know that I’m doing so because of the support I had of those colleagues of mine.


Sam Demma (10:47):

Oh, that’s awesome. And for an educator who might be just starting to teach now, it might be a little, it’s scary. It might be a little different, but do you have any P of wisdom that you could share with someone who’s just starting now?


Lara Spiers (11:01):

No. No. Don’t be afraid to ask for help. Like, it’s, it’s the ones that it’s those individuals and I think this is translatable across profession. If you act like, you know, everything or you’re, you’re kind of in that frame of mind where you have perfected your in ever you know, it’s, you’re the furthest thing from it. Yeah. It’s, it’s, it’s like an oxymoron right. Of sorts. It’s a, it’s that humility piece, but it’s also just reality that, you know, we are not going to be able to you know, invent fire alone. Right? Yeah. We’re not going to be able to move mountains alone. They can be moved even though it’s these tasks seem Herculean and impossible, but but they’re not in community, in you know, a consortium of individuals working together, figuring out best practices. Like the only thing I actually just wrote for our yearbook, I don’t wanna give too much away cuz you know, the kids are gonna read it in the fall. But I, I had to write like a message of support and kind of words of wisdom. And I, they probably were only asking for like a line.


Lara Spiers (12:10):

Yeah. I did actually wrote an essay about how the heck I’m gonna tell you about how you want to embrace failure, how to, you know, lower your expectations because the root of all disappointment in life comes from high expectations. And if you are constantly expecting perfection of yourself, of others, of the world, then you are inevitably invariably disappointed. And sometimes that disappointment is like a, a small word. Like sometimes you are traumatized, you’re, you’re torn, you’re you’re done. Right. Because you think, oh my gosh, things are not the way I thought they would be. My life is over my life is ruined. I stink, you know, I’ll never get it. Yeah. And it’s, it’s Ugh, awful. Like it’s a very normal human feeling it’s natural and it takes effort to really get yourself out of that mindset. But that’s something that I’ve been, I’ve strive driven to do you know, over the years.


Lara Spiers (13:05):

And I think when you teach religion and you know, I have a background in philosophy that helps, right. And a lot philosophy, you know, some people are, you’re feel philosophical or you’re not right. So I guess I am. But it, it really is about kind of reframing your expectations of, of who you are and what you want and how you’re gonna get there. And it doesn’t mean settling for less. It, it doesn’t mean like accepting that you’ll, you’ll be a failure. It means seeing that failure as actually just in the road. Right. And I, and I think, you know what I mean? Right. In terms of having a path and then the path changes. And does that mean because I’ve taken a different road, does that mean I’m never gonna get to my destination? Well, maybe you’ll get to a different destination, but I mean the car doesn’t stop moving. Yep. We don’t stop living and we don’t stop growing if we, if we choose to keep our mind open and we choose to keep learning.


Sam Demma (13:58):

No, it’s so true. And I think you’re right. Our, our expectations either make us happy or disappointed dependent on the result that occurs. I think what’s really cool. Is that in any specific scenario or situation, we get to choose what we perceive as real. Like we get to, we get to choose our perception, which, you know, Mike, Latford always used to say your perception is your reality. And we would, we all, didn’t get it back when we were in high school. And that can be dangerous though.


Lara Spiers (14:24):

Yeah. You have to, you have to watch with that. Right. Because what you’re talking about.


Sam Demma (14:28):

Oh, I totally, I totally agree.


Lara Spiers (14:31):

Right. Right. Cause certain, sometimes that can be used to twist in bad ways.


Sam Demma (14:34):

Yeah.


Lara Spiers (14:36):

Right. Just look to our neighbors in the south. Yep. And you know, we’ll say no more, cuz this is not a political podcast. Yeah. We’ll talk about another time. Very true perception, reality. Right. I can choose to see this 75 as, you know, a great mark or I can choose to see it as a disaster. Yeah. And I mean, there are students I talk to and, you know, always have as a teacher, but maybe even more so now as an admin students and parents who are devastated by receiving like an eight, like an 80, 85, you know, this is this won’t do, you know, and, and looking outward, looking like who to blame, what, what, how can I fix this? And that’s the sort of thing that you can’t really fix. Like, well, you can’t fix it. I can’t fix it for you them because it requires that shift from within.


Sam Demma (15:26):

Yeah. They have to change what they believe is success or yeah. You mean, yeah. So it’s so, so true. How do you manage to differentiate between expecting a lot out of a student that, you know, has a ton of potential and not being disappointed if they don’t fulfill it or if they, you know, over exceed? Like I know that there’s a difference there talking?


Lara Spiers (15:46):

About like my own children now at home, because I totally could translate there and even of ourselves, yeah. Right. That’s, that’s towing the line. It’s it’s a daily adjustment. It’s a minute by minute adjustment, to be honest, it’s not like you can find the formula of expectation versus reality and say, oh, there it is. I’m done. You know, I will live in bliss forever more. Days I think anyone, one who’s trying to do anything. Like I’ve never really been into sports, let’s say, but I, but I played the piano for many years. Like I took lessons for about 15 years and the musical, like I’ve never been as nervous as I had to be when I had to play the piano. Like if I had a concert or I had a competition, oh my goodness. Like still to this day, like that was just the, the height of nerves.


Lara Spiers (16:34):

And I imagine that that’s the case even for the most seasoned of professionals. Right. And and athletes and what have you, because those performances, you can practice a million times, right? Yeah. And you get better of course. Right. And you do become more seasoned, however, game time, never know, right. Like that it’s you win or you lose or you fall or you make it like it’s it’s not in our control. So I don’t think I have, I don’t think I, I manage my expectations perfectly all the time. Right. I think I’m constantly reevaluating. Like I tend to spend a lot of time reflecting and I think most teachers good teachers, they do are, they’re constantly reflecting on their practice, on their lessons. How did that go? The way I expected it to go, what will I adjust for next time?


Lara Spiers (17:24):

And the good thing about teaching is that you do to like, in a way you do kind of get to relive the experiences, right? Like yeah. Each master each year, you, you get kind of fresh starts, you know? And, and we get used to a new new school year and new classes, new kids. Right. And the good teachers, I think there are not just living the same year over and over and over. Like, I read a good quote one time and don’t ask me who it was. I don’t remember. But it was like, you could have 20 years of experience, but you could be reliving the same year, 20 times. Right. Are you really improving or are you recycling? Mm. Recycling is good, but not in this case. Right. Like, you know it’s important. It’s important to be reflective. And I tend to do that every single day. Whether I’m conscious of it or not, you know, I don’t necessarily journal. I know people journal and they love it. I think I would love it. But even if you just do it informally with yourself, right. How did that work out? Was that what I expected to happen? What could I change for next time and just honing your, your practice, right. Teaching practice, but like life practice, so true. And that’s, you know, that’s what we’re all doing. We’re all figuring it out. We’ve never lived this day before.


Sam Demma (18:42):

Yeah, no, it’s, it’s so true. When I first started speaking one of the, one of the first mentors I made his name’s Chris and he’s in his fifties and he’s been for 20 years, he told me, get yourself a notebook. And after every presentation you give, make three columns, the first one says add, if you, if you said something that you didn’t expect, you were gonna say, and the students loved it. And it was a really great point. You write it down to make sure you include it next time. Third second column said change. Maybe you worded something really poorly. And it was taken outta context. You have to, you know, readjust what you’re gonna say next time. And then the third column is remove if you, you know, crack a terrible joke and nobody laughs and you’re gonna take that out of the presentation. Yeah. And after doing the work a hundred times to a hundred different schools, by being proactive in reflecting and giving all feedback, the presentation looks totally different. And I would say it’s probably the same with, with teaching. I’m missing like every year or after each lesson, a teacher would sit down and kind of go through a similar exercise again.


Lara Spiers (19:41):

I would hope like this is what a good teacher would do. This is what a good practitioner would do. Just like a doctor, like the things, think of things that they call practice. Like that’s why I mentioned like earlier, right. Cuz you’re practicing and performing teachers are performing right. And practicing medicine. You’re practicing medicine. Yeah. Because there is no definitive static answer that will be a one size fits all or one, one cure. All right. It’s a constant re reimagining reinvigoration. You’re constantly learning. You’re going to seminars. You’re adapting based on demographics. You’re adapting based on economics. You’re adapting based on COVID. Yeah. You know, and who knew who thought we would have to adapt in the way that we have, like we’re all Gumby. Right. We’re all in.


Lara Spiers (20:30):

And that’s and that’s what we do. Like that’s called survival of the fittest, so to speak, it’s very Darwinian. Yeah. You know, but it’s, it’s, we’re evolving as we speak. I honestly do feel that way. Like it’s, it’s imperceptible of course. Right. But, but we have evolved as a society. And we only track that, you know, by looking back of course. Right. But I think in the last year we’ve had a huge leap in our advancement, in our evolution, in our technological advancement because of our our situation and our challenges. So that’s, that’s the bright side of of having, for having yourself kind of be in a situation that you didn’t really want. You know, like the like COVID and et cetera, but also working together with the people around you and, and finding your way through and seeing the, seeing the silver lining and the, the hope and the love of others. Yeah. And really the rise in solidarity.


Sam Demma (21:27):

Yeah. I think honestly there was a couple months where I felt super isolated and alone when COVID first hit, but I have to agree with you as it progressed, things have like totally changed. And again, if I was always looking at the negative sides of the, the issue, I would’ve always felt those emotions, but I started looking at the great things that were happening because of it. And I, I changed how I felt about it as well. Don’t get me wrong. It’s still crazy. And there’s so many, yeah. There’s so many struggles, you know.


Lara Spiers (21:57):

But just from, from a teacher’s perspective, like, you know, we we’ve advanced cuz cuz people are generally slow to change. Right. Institutions especially are slow to change. Right. Like look at the churches for instance. Right. And that’s what we like about them. Right. If institutions change too rapidly, then we would lose our grounding you know, in society. Right. We’d kind of fly off the, the planet. But this has forced, like I said, you know, that that evolution in thinking we’ve, we’ve been forced to reimagine our practices and it’s been like, like PD, do you know what PD like professional development? Yeah. It’s been like a year of PD for every day. All day. Everyone. Yeah. Like even those. So like I’m a nerd, right. I always like to learn and read and yeah. You know, kind of, oh, look what they’re doing over here, you know?


Lara Spiers (22:42):

But not everybody is, is that way. And I understand, but this has kind of thrusted upon us where I think across the board we’ve seen the, the highest kind of rates of, I, I don’t wanna, I’m hesitant to use the word improvement, but of change we’ll say change. Right. Innovation, innovation. Yeah, that’s right. That’s one of my favorite books for teachers is called the innovators mindset and it’s and it’s great. It’s by George Couros. Oh cool. And he’s got he’s got wonderful ideas about how to change cultures in the school and, and how to like adopt best practices and, and use the word out there. And that’s probably one of my greatest sources of inspiration of inspiration for my current job. Yeah.


Sam Demma (23:27):

Oh, that’s awesome. Yeah. Shout out. Maybe we get, we post the episode and maybe he’ll he’ll listen to it.


Lara Spiers (23:34):

Go. He has a podcast as well.


Sam Demma (23:36):

Oh, very cool. That’s awesome. On the topic of books and being a nerd, what are some other books or resources that you’ve read that have reshaped some of your thinking about how you’ve done your work or that you’ve pulled inspiration from?


Lara Spiers (23:50):

Okay, well just recently, I mean, I’ve read a few books over the summer. I read a book called fostering resilient learners, which was very inspiring in the sense of, you know, kind of seeing seeing people through the lens of trauma informed approach. And and that’s something I don’t think we all always think about as teachers, we tend to kind of, some of us can focus too much maybe on the curriculum itself, which is very important, however, not as important as the per the human being in front of you. So that’s my own, that’s my personal philosophy, which is backed up by, you know, science and and definitely, you know, from a mental wellness perspective. So trauma informed thinking I, I was reading a lot of information about culturally relevant pedo pedagogy. Geez, I’m getting tongue tied here.


Lara Spiers (24:38):

There’s a lot of words. Yes. Culturally relevant pedagogy, which is a relatively new field with critical race theory. And it’s again, reframing the narrative that we have been telling ourselves as, you know, me a, a white individual for, you know, an entire lifetime. Right. And it’s again, perspective taking right. It’s one of the, one of the most difficult things to do is to not have sympathy for others, but yet to actually have true empathy. And we use that word, like it gets used so much, right. Empathy empathize, but what it really means is, is quite difficult. Right. It’s quite difficult to actually see, you know, a scenario from another person’s perspective. And even when we try, we’re not actually going to do it, like there’s no way we will never match or mirror another person’s experience and history and feelings and sentiments. Right.


Lara Spiers (25:30):

Doesn’t mean that we don’t, that the endeavor is not necessary. Right. So the last book, the book that I read most recently over the summer that was along those lines was called white fragility. And it was like, it was so good. It was, have you read that book? I just started it. Oh, wonderful. Yeah. Well, there is a part cuz Sam, you know, we share the the Italian background, right? Yeah. There was one part there, especially that I found so actually practically useful because I’ve had you know, I grew up kind of sharing my my learning with my parents and I’m an only child. So, you know, I had nobody, I told my friend and what have you, but my parents were the prime depots for whatever I was learning in school that week. And so, you know, in university it’s like, don’t stop talking about philosophy all the time.


Lara Spiers (26:19):

We think you’re a psychologist, you know, because I would take psychology. Yeah. And then I became a teacher stop talking to me like, I’m one of your students you know, over the years and older Italian people, you know, generally have particular particular ideas and I don’t wanna stereotype them all. But you know, the older generation in general is, is not as attuned to 21st century social politics, right. Like, you know, as we are, that’s just the fact. So I’ve been, it’s been my mission to kind of move them along in the spectrum. Right. And yeah. Even use words like spectrum with, with regarding like, you know, sexuality and human experience and yeah. And racism. And my mother for years has insisted that you know, Italians faced a lot of racism, a lot of discrimination in the fifties and which they did. Right. But there’s a, there’s a part in the book that really frames that experience in the, in the, and compares it to anti-black racism of today in such a where it’s like, you know what guys? No, it’s not the same.


Sam Demma (27:26):

Yeah. It’s not, it’s not the same apples and oranges.


Lara Spiers (27:29):

Exactly. I mean, they’re both fruits, you know, let’s steal from my big fat Greek wedding now. Right. We’re both, but which I showed you in grade 10 religion, by the way. Yeah. I remember. But yeah, it’s not the same, so it’s, that’s okay. And it’s okay. Not to be sure. And it’s okay not to understand and it’s okay to ask for help and it’s okay to say, you know, I’m learning and it’s okay to make mistakes and it’s okay to, you know, move on from them. So yeah.


Sam Demma (27:55):

All those so good. So such a good, such a good lessons to take home.


Lara Spiers (28:01):

I’m cooling you. No, no, it’s, it’s not, not like that. It’s just it’s I think we should be always helping each other. Like, it doesn’t matter that, you know, the fact that I’m a teacher or the fact that I’m, whoever, you know, is, is helpful, I guess. Right. Because at least you can, you know, you know, to trust what the person is saying, right. If it’s like, they’re a P they have a PhD and, or they’re an expert in their field, but they don’t have all the answers.


Sam Demma (28:24):

No one does. No one does. I think it’s just important. I think it’s important that we all be like aunt. And this is an interesting analogy I heard, but there’s you probably know him, Jim Rowan. He’s like a he’s passed away now. He was one of the early mentors of like Tony Robbins. Who’s like all into like self-help and personal development. And he said, this analogy, Jen, one of his tapes, you know, he had tapes back in the day. This just outdates me a lot. But one of his young, I dunno.


Lara Spiers (28:54):

What are these tapes you speak of?


Sam Demma (28:55):

Yeah. In one of, in one of his tapes, he was talking about being like an aunt and he said, you know, and when an aunt is carrying a piece of food or doing a job, it doesn’t it. And stop. If you step in its way, it’ll just go around your shoe or it’ll find a new path. And I think like that’s important for anyone, whether you’re a teacher or any, any person working any job, it’s like, you know, you might, you might hit a brick wall and then you’re gonna have to find a different way around it, but don’t drop the food and just call it a day, you know, figure it out, find, find a different answer, ask somebody or help read another book, gain a different perspective.


Lara Spiers (29:30):

That’s one of the single most important pieces of advice. I think you can give people, read a book. Mm. Read, read, read, and make sure that you read a variety of sources. Yeah. Right. If you don’t wanna read a physical book, get a knee reader, I don’t care, but I need a book. You need, you need that knowledge. Right. That that’s the only way that’s literally the only way it’s like expecting to be a chef, but you don’t wanna touch food. Mm it’s not gonna happen. Yeah. Right. You need, you need the raw dough to make the pizza pie. You know, you, you need the information so that you know how to feel about certain things, what, what to adopt, what practices to adopt, what, what ideas to dismiss. Right. And we, we’re so quick, you know, ideas to teach world religions for a long time.


Lara Spiers (30:12):

And and also just, you know ethics, but we’re so quick to rely on our gut feeling and, and our gut can be useful, especially in an ethical sense. It can alert us if we have had the right experiences. And if we have had you know, the proper socialization, we’ll say it can alert us to dangerous situations and, you know, maybe wrong situations, but the only way to really know why or how, or to even sometimes know if what you’re feeling is correct, is, is that knowledge yes. You know? And I think it’s, I think we’re to, of like, we’re too quick to judge a lot of times, like that sounds trite, but, you know, and I don’t wanna start saying I blame social media, you know, but I kinda do. I, I blame, I blame a lot of our conveniences. I blame my cell phone for the reason why I don’t seem to be able to remember anyone’s phone number anymore. Right. My AI is getting a lot smarter than me and and then the robots are gonna win Sammy. And then what are you gonna do? Like we have to hold on to our humanness. Yeah. As long as, you know, as long as we can. And ultimately that just comes down to relationships and taking care of others and learning for of mothers.


Sam Demma (31:24):

I love it. If you could, if you could create a time that’s, if you could create a time machine, you know, using AI and travel back in time and speak to yourself the first year you started teaching, what would you say? Like, what would you tell your younger self based on what you know now? And I, you know, I know you have the mindset of you. I know, I know very little, but with.


Lara Spiers (31:46):

Or something, you know, why do I have to go back to Jesus? Right after I met with Jesus and said, what’s up, I would I’d go back to myself. And I would, I would warn myself that I was gonna get sick a lot cuz you know, jurors. But also I think just to trust myself and trust trust people and, and just really reiterate the, the fact that, you know, just because we don’t have the answers now doesn’t mean we’re not on the right path. And even if I didn’t know what the path was gonna be just to kind of follow, follow what I know is right. Make sure to treat other people well and and cultivate those relationships with the, with those that I had around me, you know, it took me a long time actually. Like when I, when I started, I was very hesitant, like I said to, to reach out right away.


Lara Spiers (32:34):

And I remember, you know, I, I was so focused on work, work work, and I had a VI, there was a vice principal at the time and his name is and he still is, he was a principal in our board. He is retired. His name is mark Lacey. And he conducted one of my first inter evaluations. Right. My teacher evaluation. And he was, he was impressed by my plan and he was impressed by what I did. And you know, here, I’m in my first year thinking that it’s garbage, you know, like, I don’t know, you know, I wasn’t always fold itself down and, and he said to me, he said, well, you know, you’re gonna be a, a leader in a school one day. And I think I giggled, you know, nervously like, oh, what do you mean? You know, I thought he was kind of putting up airs and but he was dead serious.


Lara Spiers (33:16):

And, and, and then I don’t remember the rest, but that line and his feedback that day has always stuck with me. And he’s also the one that when I the next year had to come and talk to me because I had been spending too much time in my portable, I had a portable. Right. And I would like have lunch in the portable and teach in the portable. And I was getting notes, like tunnel vision, right. About like, oh, I gotta do at the work time, et cetera, et cetera. And he said, you know, there’s more to teaching than teaching. I’m like, I don’t understand what do you mean? And I’m like, I’m just trying to do a good job. He’s like, no, no, that’s right. You are. But you have to also remember to, to step outta here, step out of this, like little Shelly and and head into this school and look around.


Lara Spiers (34:01):

Right. And to have a conversation with with other people and, and you know, get involved. And cause at that point, I don’t think I had even been involved in extracurriculars. And what have you, cause I’m naturally, I’m quite introverted, you know, as a general rule. And it was that conversation that really at first, like, no, no, no, I’m just, I’m gonna focus. I, you know, he doesn’t, I dunno, he’s got me mistaken with someone else, you know, and years later, oh my gosh, was he right? Like totally right. Yeah. Cause he knew he had the wisdom. Right. And he dropped it on me and it took me a bit to really appreciate it. And then it took Mr. Val, Karen, you know, to, to tap me and say, Hey, you know, there’s the group here that could use some help. You know, would you like to help?


Lara Spiers (34:46):

And you know, of course me saying, yes, cuz I was so flattered that he asked me, you know, and, and that group was the Alliance for compassion at St. Mary and and the rest was history. Right. And then it, it just became naturally it became my favorite part of work. That’s part of also the reason why I’m, I’m not in the classroom and why I’m here because that’s all I get to do that all the time. Now I get to work with, you know, other teachers and student groups and board level initiatives and like the equity steering committee and, you know, during the parent involvement committee and, and just trying to get our community as a whole to feel United, to feel connected and especially now, right. Have a little bit of grounding right. In, in some semblance of hope and love and you know, just spread the word.


Sam Demma (35:34):

Yeah. That that’s awesome. I love it. I love it. And if someone’s listening to this and at all inspired by the conversation or thought something, one of us said was interesting or something that you said was intriguing and they wanna learn more, what would be the best way for a fellow educator to reach out to you and maybe just have a conversation?


Lara Spiers (35:54):

That would be great. I personally, I love everything that you said Sammy. So why wouldn’t someone reach out? It’s lara.spiers@dcdsb.ca and that’s my email.


Sam Demma (36:11):

Lara, thank you so much for taking the time to come on the show. I appreciate it.


Lara Spiers (36:17):

It’s cool to see you again. Thanks for asking.


Sam Demma (36:17):

Yeah, I know this has been awesome. I’ll stay in touch and keep up with the great work.


Lara Spiers (36:21):

For sure. Good luck to you. You too. We’re very proud.


Sam Demma (36:23):

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

Join the Educator Network & Connect with Lara Spiers

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.