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

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

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

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

Connect with Tara: Email

Listen Now

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

Resources Mentioned

Abbey Park High School

Halton District School Board

What are Advanced Placement Classes?

International Baccalaureate Program (IB)

Certified Practicing Principal Certification (CPP)

The Transcript

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

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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


Sam Demma (36:00):
Hey, it’s Sam again. I hope you enjoyed that amazing conversation on the High Performing Educator podcast. If you, or you know, deserves some extra recognition and appreciation for the work they do in education, please consider applying or nominating them for the High Performing Educator awards, go to www.highperformingeducator.com/award. You can also find the link in the show notes. I’m super excited to spotlight and feature 20 people in 2022, and I’m hoping you or someone, you know, can be one of those educators. I’ll talk to you on the next episode, all the best.

Join the Educator Network & Connect with Tara Conner

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

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

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

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

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

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

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

Connect with Reg: Email | Instagram | Linkedin | Twitter

Listen Now

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

Resources Mentioned

Ottawa-Carleton Virtual Secondary School (OCVSS)

OCDSB

Hero on a Mission by Donald Miller

Russ Interview by Jay Shetty

The Transcript

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

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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


Sam Demma (16:11):
Mm.


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


Sam Demma (34:18):
Hey, it’s Sam again. I hope you enjoyed that amazing conversation on the High Performing Educator podcast. If you, or you know, deserves some extra recognition and appreciation for the work they do in education, please consider applying or nominating them for the High Performing Educator awards, go to www.highperformingeducator.com/award. You can also find the link in the show notes. I’m super excited to spotlight and feature 20 people in 2022, and I’m hoping you or someone, you know, can be one of those educators. I’ll talk to you on the next episode, all the best.

Join the Educator Network & Connect with Reg Levergne

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

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

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

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

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

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

Connect with Josh: Email | Linkedin

Listen Now

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

Resources Mentioned

University of Waterloo

Wilfrid Laurier University

Grand River Collegiate

What is an EA?

The Transcript

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

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


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


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


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


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


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


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


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


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


Sam Demma (06:01):
Wow.


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


Sam Demma (06:17):
One


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


Sam Demma (36:31):
Hey, it’s Sam again. I hope you enjoyed that amazing conversation on the High Performing Educator podcast. If you, or you know, deserves some extra recognition and appreciation for the work they do in education, please consider applying or nominating them for the High Performing Educator awards, go to www.highperformingeducator.com/award. You can also find the link in the show notes. I’m super excited to spotlight and feature 20 people in 2022, and I’m hoping you or someone, you know, can be one of those educators. I’ll talk to you on the next episode, all the best.

Join the Educator Network & Connect with Josh Windsor

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

Heather Pierce – Principal at Centennial Collegiate Vocational Institute

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

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

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

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

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

Connect with Heather: Email

Listen Now

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

Resources Mentioned

Centennial Collegiate Vocational Institute

Gateway Dr. Public School

Upper Grand DSB

EQAO testing

Grading for Equity by Joe Feldman

North American Center for Threat Assessment and Trauma Response

Steal Like An Artist by Austin Kleon

Student Success Programs at Upper Grand DSB

The Transcript

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

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


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


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


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


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


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


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


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


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


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


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


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

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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


Sam Demma (20:53):
Wow.


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


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


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


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


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


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


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


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


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


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


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


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


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


Heather Pierce (27:31):
Thanks Sam.


Sam Demma (27:33):
Hey, it’s Sam again. I hope you enjoyed that amazing conversation on the High Performing Educator podcast. If you, or you know, deserves some extra recognition and appreciation for the work they do in education, please consider applying or nominating them for the High Performing Educator awards, go to www.highperformingeducator.com/award. You can also find the link in the show notes. I’m super excited to spotlight and feature 20 people in 2022, and I’m hoping you or someone, you know, can be one of those educators. I’ll talk to you on the next episode, all the best.

Join the Educator Network & Connect with Heather Pierce

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

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

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

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

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

Connect with Shane: Email | Twitter

Listen Now

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

Resources Mentioned

Donald Young School

Onigaming School

Fort Frances High School

Robert Moore School

Natural Helpers Program

The Transcript

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

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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


Sam Demma (29:52):
Hey, it’s Sam again. I hope you enjoyed that amazing conversation on the High Performing Educator podcast. If you, or you know, deserves some extra recognition and appreciation for the work they do in education, please consider applying or nominating them for the High Performing Educator awards, go to www.highperformingeducator.com/award. You can also find the link in the show notes. I’m super excited to spotlight and feature 20 people in 2022, and I’m hoping you or someone, you know, can be one of those educators. I’ll talk to you on the next episode, all the best.

Join the Educator Network & Connect with Shane Beckett

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

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

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

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

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

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

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

Connect with Robyn: Email | Instagram | Linkedin

Listen Now

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

Resources Mentioned

Roland Michener Secondary School

Alberta Journal of Education

Canadian International Development Agency

Terry Fox Foundation

Teachers These Days by Jody Clarington

Careers at the Royal Canadian Mounted Police (RCMP)

The Transcript

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

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


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


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


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


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


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


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


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


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


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

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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


Robyn Hollohan (23:00):
Thank you.


Sam Demma (23:02):
Hey, it’s Sam again. I hope you enjoyed that amazing conversation on the High Performing Educator podcast. If you, or you know, deserves some extra recognition and appreciation for the work they do in education, please consider applying or nominating them for the High Performing Educator awards, go to www.highperformingeducator.com/award. You can also find the link in the show notes. I’m super excited to spotlight and feature 20 people in 2022, and I’m hoping you or someone, you know, can be one of those educators. I’ll talk to you on the next episode, all the best.

Join the Educator Network & Connect with Robyn Hollohan

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.

Julie Mathé – Principal at St. Mother Teresa High School

Julie Mathé - Principal at St. Mother Teresa High School
About Julie Mathé

Julie Mathé (@JulieMathe66) has been an educator with the Ottawa Catholic School Board for over 25 years. She began her career teaching multiple subjects in the intermediate panel and honed her craft in the secondary panel teaching French Immersion and Religion Immersion. She moved into administration where she began her role of vice-principal at Immaculata High School.

Julie was then assigned to St. Patrick Catholic Intermediate School, followed by St. Francis Xavier High School and finally St. Joseph Catholic High School. With 11 years as vice-principal, Julie was appointed Principal of Frank Ryan Catholic Intermediate School and then St. Mother Teresa High School, where she currently works.

Julie loves what she does and has a passion for uplifting staff and students. She is currently also teaching PQP II for CPCO. Julie is wife to James Paterson and proud mother of two daughters, Anjelia (22 yrs) and Sabrina (20 yrs). She also has two cats and a dog. She loves spending time with her family.

She is grateful that her daughters still like to plan activities with her on a daily basis knowing that this could change at the drop of a hat. Julie also loves music and playing pool. Once retired, Julie hopes to travel with her family.

Connect with Julie: Email | Twitter

Listen Now

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

Resources Mentioned

St. Mother Teresa High School

The Ottawa Catholic School Board

Principal’s Qualification Program PQP

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


Julie Mathé (00:08):
Oh, my name is Julie, Mathé and I am the proud principal of St. Mother Theresa high school in Neapan, Ontario. And we work under the Ottawa Catholic school board.


Sam Demma (00:17):
Beautiful. first of all, I apologize. I love the way you pronounce your name way more than the way I did.


Julie Mathé (00:24):
It’s all good.


Sam Demma (00:25):
When did you realize growing up that education was the calling for you or the career you would get into?


Julie Mathé (00:34):
Well, like many other educators, I was inspired by teacher at a very young age. I grew up in a French Canadian home and attended a French Catholic school. I only spoke French and when an English Catholic school was built much closer to home, my parents enrolled me in that new school. So entering grade five with all new students, the new French to make, not speaking a word of English was pretty scary to say the least. I was really an English language learner when programming for students like that didn’t exist. Mm. My teacher at the time took the time to get to know me, my interests, my strengths and weaknesses. He made appropriate accommodations for me to reach my personal goals and then got me involved in school activities. He did everything he could to help me succeed. And that’s when I knew I wanted to do the same thing and I wanted to have that positive impact on youth. And as I ruined my career as a classroom teacher in the auto Catholic school board had leadership opportunities and experience working with great administrators. I discovered my passion and vocation for leading.


Sam Demma (01:45):
I love that you mentioned you were really young and that teacher made an impact. Bring me back into that situation for a sec second, and kind of shed some light on the things that that teacher did for you that you think looking back made a really big difference.


Julie Mathé (02:00):
Just really getting the time taking the time to get to know me more on a personal level. And he found out very quickly that I was quite athletic mm-hmm. And so he was one of those teachers that coached a lot of things at the school and just got me out on those teams and participated and helped me make friends. And he, his wife at the time was also French speaking. And so there are times even during the weekends that with my parents’ permission, I would go over with some other students and spend time at their pool. And just, just taking, just really spending quality time with me. And even those accommodations in the classroom were as simple as you know spelling didn’t count as much when I wrote things out. As long as the content was clear he gave me extra practice to do at he worked with my parents to help me get some extra supports and, and some extra learning as an English language learner. Like he was like phenomenal. And, and just to add, he actually, we became very close and he followed me throughout my schooling career as well. Oh, wow. And he actually named his daughter he gave her my name as a middle name, so, oh,


Sam Demma (03:24):
Wow.


Julie Mathé (03:24):
Wow. yeah. Very special relationship.


Sam Demma (03:27):
It sounds like he just really cared about you as a person and went above and beyond to help you.


Julie Mathé (03:35):
Oh, completely, completely.


Sam Demma (03:38):
So tell me more about the moment you got into education. What the journey looked like that brought you to where you are today, like the different schools you worked in and yeah, the different roles.


Julie Mathé (03:50):
So I, I was very fortunate that I worked in a number of schools and one of my goals when I became a teacher was not to stay at the same school for a very long period of time. So I could experience working with different people, different demographics of population working with different administrators. And so I’ve been in above five or six different schools. And I first started as a teacher of many different subjects between grade seven and grade 10. And I actually traveled from classroom to classroom and between school and portable my first couple of years and finally settled down in teaching at the grade seven, eight level for about four years. And I taught all French courses. Nice. So whether it was religion and French, the language itself history, geography and so did that for a few years and then moved into teaching high school and basically taught in grades nine to 12, almost every subject you could teach in French. And then really honed in, in my last few years in the classroom as a grade 11 and 12 French and religion teacher. And I was a department head at the time and I worked with great administrators who maybe saw some potential there and got some practice work in the office as an acting vice principal and decided to do the journey, taking the courses required to become an administrator. And then the rest was history. I became an administrator and I’ve been an administrator for about 16 years. Now.


Sam Demma (05:34):
You mentioned getting into administration helped you realize how much you love leading. What about leadership and leading do you love, what are the things that you think make it such a meaningful role and opportunity?


Julie Mathé (05:51):
I think the great thing about leading is once you’ve gained a lot of experience and had experience in many different schools you’re able to bring things to the table that we call best practices. And so I was able to bring best practices to schools that I’ve that I’ve worked at. And also in being in different schools, every time I joined a school, I learned their best practices as well, and just marrying those together and being able to move a staff along in their journey of lifelong learning in their journey of what it means to teach now in the way we’re teaching. It’s very different from even when I started teaching leading has become more of bringing people along and not shutting people out. And there’s nothing I love more than to see people come together and collaborate and work for the same goal.


Sam Demma (06:51):
I love it. What are some of the challenges that come along with leadership, but also some of the pros or opportunities?


Julie Mathé (07:01):
I guess some of the challenges are when there’s resistance to it and you know, that what you’re trying to do is needed work and good work. And I always say you know, doing God’s work is, has never been easy. And being a leader is very similar. You do come across those challenges and those you know could be difficult parents. It could be difficult students, it could be difficult staff but it’s too hone your skills on having those courageous conversations and still move the, that middle crowd along and hopefully get those that are questioning to start seeing the good that’s being done. So that’s I guess, kind of a, a pro and con in one. Yeah. I have to say that the most recent challenges really have been around this pandemic and how to support students and staff with their morale.


Sam Demma (08:00):
Hmm. With challenges come opportunities, or at least I believe that to be true. yes. What do you think some of the opportunities that are presenting themselves in education are right now?


Julie Mathé (08:14):
Well I think the greatest opportunity we have right now is is this, I call it an awakening that our world is finally having around equity. And I have to say that, you know, aside from youth and, and faith, my faith, this awakening has given me hope, and this is an opportunity for us to work even harder than ever to end racism and promote equity. With the most recent wrongful deaths and accompanying discoveries we’ve been awakened, shaken and forced to take action, and we’re doing just that in our school and, and in all our schools in this board.


Sam Demma (09:00):
I couldn’t agree more, I think being stuck at home and also being confronted with all of these challenges has given us all, hopefully the time to reflect as well on our own actions and our collective actions that have an impact on the people around us. And yeah, diversity and inclusion has always been important, but I’m so glad that a spotlight has been placed on it and actions are being taken to change things and actively work towards improving situations for many different groups of students and learners and human beings.


Julie Mathé (09:33):
Abso absolutely. And, and we have to be intentional about the work that we’re doing. We have to say it out loud. We have to show it in our buildings, in our classrooms. We have to walk the talk. These kids have been marginalized for their entire lives. Yeah. And unfortunately it’s taken, you know, these horrible acts in the world to bring it to light and for us to really take a good look at it and look at, take a good look at ourselves. And yeah. And there there’s, there’s no more excuses for us.


Sam Demma (10:11):
What are some of the things that have gone on in the school or in the classrooms that you’ve witnessed or other teachers in your school have witnessed that give you the hope that things are moving forward?


Julie Mathé (10:24):
Well as I mentioned, we are all doing work in our schools and, and St Mary therea high school is no different. We’ve done a lot of work around equity. And so we’ve taken the time and continue to take the time to educate and inform both staff and students. Nice. We wanna create a better understanding of our student population, which in turn further promotes, respect and kindness. We’ve made our support very visible whether it’s pride posters or symbols in every room, we have a gay straight Alliance. And we, they have a very strong student voice that we support. We have a black student association and they have a very strong voice. We’ve just finished a full month celebration of black history month. We have a, a wall in our atrium called the unlearn wall. Ah, and it’s pictures of different skin tones to show that we are more alike than we are different regardless of our skin color. We have a lot of indigenous art in the atrium. We have a new Muslim student committee nice that just wanna share their culture with everyone and educate everyone. We’re making sure now that our curriculum reflects every student, including their culture and we just, at the end of the day, Sam, we want this to be a safe place for students and families. So everyone needs to see themselves in our school and feel safe.


Sam Demma (11:51):
I love it. I absolutely love it. I it’s funny when you talk about the atrium, I was thinking about like the, the a, I think there’s like a piece in your heart called the atrium. That’s like a valve and it’s like the heart of your school has all this important stuff in it. And that’s what kind of came to mind visually, like you’re working on the heart of the school with these topics and, and projects, which is amazing. What do you.


Julie Mathé (12:15):
Absolutely.


Sam Demma (12:18):
What, what are some of the things you’re excited about in education over the next couple of years that you think will continue to change or grow or evolve?


Julie Mathé (12:28):
I, I think one thing I’m obviously passionate about equity and I think that’s gonna continue to evolve. Yeah. And I’m so excited to see where it takes us. I, I’m excited as an administrator, but I’m excited as a mom. Yeah. You know, just to see where where we go with this. And and I hope we go all the way yeah. The other thing I’m excited about is just the idea of having now our school board has two schools that are virtual schools, one for elementary, and one for seven to 12. And that was formalized last year during the pandemic. And I’m excited to see where that goes because it has certainly helped a lot of our students, especially those that had a very difficult time being in a bricks and mortar type of school.


Julie Mathé (13:18):
Think of kids that have, you know, anxieties or depression or students that have needs at home that is really hard to leave the home. I think this is doing a lot of good for them and giving them every opportunity to succeed. Like every other student in a bricks and mortar type is school. So I’m really excited about that. I’m also excited about where we’re going with the grade nine program being a D streamed coming September, see what that looks like and see what assessment around those courses look like. If that changes at all, just to help improve a student confidence and self worth.


Sam Demma (13:59):
You mentioned earlier, morale has been a challenge. How have you noticed that and its effect on the school community?


Julie Mathé (14:10):
Well it, during the time that we were I’m gonna call it basically in lockdown, even though we had students in the building, but we didn’t have all students in the building at the same time. You could tell students, even walking through the building, we’re happy to be in the building, but just didn’t have that extra hop in their step. You know, their, their movement in the school was so limited because of C and we didn’t have opportu opportunities like sports or committees. And so it, it was challenging for them. And even though they, they did really wanna be here at the school, most of them anyhow. And so we had to do some work around how do we uplift their morale and, and same with staff, you know, a lot of what was missing for staff was that social aspect, because they were in the classroom for long hours with the students as well, without much movement. So we had some work to do around that.


Sam Demma (15:08):
Got you. Awesome. when you think about, you mentioned the one educator who had a big impact on you as a student point, you think about your journey into administration, your journey into education. Do you have any other mentors or resources? Sometimes people are a resource, but also maybe some courses or books or things that you found helpful that you learned from along the way?


Julie Mathé (15:32):
Well, I I’ll say two things for sure. I definitely had like I said, I mentioned before I worked with some great administrators and nice, and you take the best from the best and, and things that you don’t like or things that don’t suit who you are, you don’t take with you. So I got to take a lot of things of how, how they, how they look at the process of, of running through scenarios, how they work with staff little things that they do to uplift staff things like that. Definitely took a lot of that with me. A sec, the second thing is the courses that we take to become an administrator are phenomenal professional development. Even if you’re not going into administration, you learn so much from those courses that you get a better understanding why administrators made certain decisions in a school, and it’s kind of an aha moment that I had in taking those courses and kind of come full circle where I’m now one of the co-instructors for the principal’s qualification course.


Sam Demma (16:40):
Nice. That’s amazing. It’s PQP right?


Julie Mathé (16:45):
It is PQP

Sam Demma (16:49):
I’ve had other guests tell me about it. I did a little bit of research on it just to familiarize myself with it. What does the process look like for an educator who loves their work in the classroom, but would like to maybe one day get into administration?


Julie Mathé (17:04):
Well aside from taking the necessary courses, it’s is taking every opportunity to get some leadership experience and that could be in a variety of ways. It doesn’t actually have to be as an acting vice principal the way I did, but I could certainly look as if you’re leading a large committee on the school. You’re part of a committee at the school board level. You’re, you’re coming in and, and asking questions. You could spend half a day with an administrator to see what it looks like. There’s just different ways of, of learning about the role rather than assuming what it looks like because of what you think you see, cuz there’s so much more that goes on behind closed doors. And, and what I often say to teachers going into administration is first of all, they will love it.


Julie Mathé (17:58):
Mm. Secondly your relationship with students does change. You’re not the quick go- person that you are in the classroom, especially, especially if you were a successful teacher where you were popular and you knew kids wanted to take your courses that relationship changes, but it changes in the way that you’re helping the student as a whole now, and you’re also helping their family. And that’s a different relationship relationship that you start building. And the rewards for that are tremendous. You just feel so good when, you know, you’re making right or better decisions for students and their families. And you’re able to support them in ways that you wouldn’t do as a classroom teacher, you know, whereas you’re connecting them with resources in the community or you’re connecting them with a social worker or you’re providing support financially. It’s it’s, it’s different and it’s really good.


Sam Demma (18:58):
I’m curious to know if you could bundle up all your experiences in education teaching and learning from others and go back in time, tap your younger self on the shoulder and say, this is what this is something that I would’ve liked for you to have heard when you just got into this work, like knowing what you know now, what advice would you share with your younger self? Not, not because you wanna change something about your path, but for another educator who’s listening to this. Who’s just starting in this vocation. What would some words of advice be?


Julie Mathé (19:35):
The vocation of administration?


Sam Demma (19:37):
Mean just education as a whole, like teaching and getting involved.


Julie Mathé (19:42):
As a classroom teacher, it would be to observe other teachers learn about the school culture come in with ideas, but be open to what you’re hearing and try things before you suggest new ideas.


Sam Demma (19:59):
I love that. And it sounds like you may have even had some other pieces of advice for administration if someone was just getting into an admin role, would the feedback be similar or


Julie Mathé (20:12):
It, it would well, they, the listening piece and, and the watching for the first year. Absolutely. Yeah. But the most important piece is to learn to live in the gray. There’s no black and white in administration. And although we do have rules and policies and guidelines, there is a gray area for for extenuating circumstances. So you do treat every student and every family different because they are different, but that’s your work around equity. That’s how it becomes an equity piece. And so you have to be able to work in the gray and you have to be able to listen with empathy at all times,


Sam Demma (20:53):
You exude enthusiasm and positive energy and hope. What, what, what inspires you and motivates you to show up every single day and continue doing this amazing work?


Julie Mathé (21:06):
I absolutely, as you can tell, I love what I do. Mm. I, I say probably weekly to someone who asks me or someone who doesn’t even ask me. I love what I do. I have hope because I have my faith. I have hope because I have a family that supports me. I have hope because I see change in our world for the better. And and I get to work with young people and may keep me vibrant and hopeful.


Sam Demma (21:38):
I love it. if someone would like to reach out and borrow some of your positive energy by ranging a phone call or asking you a question, what would be the best way for a fellow educator to get in touch with you?


Julie Mathé (21:51):
They can certainly access our school website, our St. Mother Theresa high school website. And my email address is right there.


Sam Demma (21:59):
Awesome. All right, Julie, thank you so much for coming on the podcast. It is a pleasure to have you keep up with the great work and we’ll talk soon.


Julie Mathé (22:07):
Thanks so much, Sam. I, it was my pleasure and it was nice meeting you.

Join the Educator Network & Connect with Julie Mathé

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.

Peter Bowman – Principal of Orillia Secondary School

Peter Bowman - Principal of Orillia Secondary School
About Peter Bowman

Peter Bowman is the Principal of Orillia Secondary School in Orillia, Ontario. He began his career working with young people as a soccer coach at the age of 12. It wasn’t until 1991 that he began getting paid to work with teens as a computer science and mathematics teacher at Hodan Nalayeh Secondary School in Vaughan, Ontario.

He then moved north to Barrie where he taught science and math at Barrie Central Collegiate and Barrie North Collegiate. In 2007, he had the co-privilege of launching the North Barrie Alternative School program. From there he moved into administration as a Vice Principal of both Bear Creek S.S. and Barrie North Collegiate before being placed as Principal in Orillia. Over the course of his thirty-plus years, he has remained active in the sports community. He has served as Honorary President of the GBSSA, member association of OFSAA.

He has championed the development of Ultimate as a sanctioned school sport since he started playing and coaching it in 1995. He is thrilled that he is still able to help coach the school team today. Additionally he has been active backcountry camping, cycling, coaching soccer and playing drums whenever and wherever.

He is driven to see others reach their potential by providing leadership opportunities as much as possible. He is energized by others but also likes quiet times away – and there’s nothing wrong with that!

Connect with Peter: Email

Listen Now

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

Resources Mentioned

Orillia Secondary School

Simcoe County District School Board

Ontario Federation of School Athletic Associations

Georgian Bay Secondary Association (GBSSA)

The Transcript

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

Sam Demma (00:02):
Peter, welcome to the high performing educator. Huge pleasure to have you on the show here today. Please start by introducing yourself.


Peter Bowman (00:09):
Well, thanks for having me. My name’s Peter Bowman, principal at Orillia Secondary School currently and in my 30 year career as an educator, I’ve been in a couple of different school boards. Started in York region and then moved to Simcoe county and have been a classroom teacher, a variety of things. I’ve done some computer science, some math, chemistry. At one point I was in alternative education. So for five years, I was tasked with opening the Barrie North Alternative school program. Nice. And that was an awesome adventure. And then shortly after that got into administration and I’ve been vice principal at Bear Creek secondary school in Barrie and Barrie north collegiate and presently find myself principal in Orillia.


Sam Demma (00:55):
When did you realize growing up that education was the career you wanted to pursue?


Peter Bowman (01:00):
Well, I’m not actually convinced that it is yet. I’ll wait and see how things go. fascinatingly, when I graduated high school and I had a great high school career but I walked outta that high school and I said, I’m done with high school forever. And I have been there ever since it seems.


Peter Bowman (01:21):
So, so I, I was graduating from university almost on a whim or a dare from my roommate at the time I applied to teacher’s college. I’m thoroughly convinced that I was part of what was communicated as a glitch in the acceptance software and got in to teachers college at Lakehead. I was intrigued at the prospect of going to thunder bay for a year. I loved the outdoors. And so that was an interesting prospect. So I took off did teachers college wasn’t convinced I knew what I was gonna do, whether I would teach or not. But then landed a job at one secondary school sort of north end Toronto, and initially said, I’d stay for as long as I thought it was good. And I’m still, still going.


Sam Demma (02:08):
Did, did you have any educators in your life think and encourage you to think you were gonna get into this work and encourage you to do so or more so founded?


Peter Bowman (02:20):
I mean, my high school days were great. I was in a, a relatively new high school and a lot of the teachers were young-ish and a lot of opportunities, a lot of clubs and teams and activities and stuff. It’s interesting. I was talking with a colleague the other day and, and a name popped in Mar Ross was my grade nine fied teacher. Hmm. A very unique individual and he just had this way of lighting a fire under everybody. And for whatever reason, he, he maybe noticed something in me, but he kind of took me under his wing a bit, I guess got me doing some time keeping for the football team and involved in some other things. And, and, and in time gave me those opportunities for leadership, but also facilitated sending me to bark lake leadership camp. Mm. And so as a youngster, I think I would’ve been 14 or 15, went to bark lake and they taught you explicit leadership concepts mm.


Peter Bowman (03:21):
And gave you opportunities to demonstrate leading. And from that, I then got a job working in summer camps. I spent a number of years working at the Ontario camp for the death. Nice. And learned all kinds of things there and, and had opportunities to to lead, but also to, to struggle through challenges and, and work with teams of young people, as well as campers and, and other other staff. So I, I think it was not explicitly Mar Ross kind of lighting that fire under my butt to do more than just B. But I certainly identify him as one of the players. That was pretty key. And, and what I really like is in our school district, there’s, there’s a Mar Mar Ross Memorial award. Oh, wow. Given to excellent coaches. Mm. And through every year we have, you know, three really, really cool honors that are given out in athletics. And, and it’s really important for me to be in attendance at that annual meeting to, to just see who’s receiving the award and hear the awesome things that they’re doing. And, and I draw that connection to Mar and the impact that he had.


Sam Demma (04:35):
You mentioned Mar had this way of lighting a fire under people. What did that, obviously, not literally, but what did


Peter Bowman (04:46):
That, but I bet you, he would, he’s the kind of guy that I bet you, he would. So the, the one story I tell he, he was a, a unique character. So like literally if there were three guys walking down the hall and you looked up, your eyes would naturally go to him. Hmm. For no really solid reason. I mean, yes. He had really bushy eyebrows and that might have been it, but so one day back in that day, they had what was called level six. It was like an enriched fied class. And so this was all of the top athletes from all the feeder schools. All the elementary schools came in and they chose this level six fied in grade nine. So he had us, and I don’t know what we were doing. We were probably supposed to be lined up in our squads, ready to start the day.


Peter Bowman (05:32):
Obviously we were not performing to standards that he said, and he came in for whatever reason. He had a set of Kodiak boots on what PHED teacher has, Kodiak boots. He was probably outlining, lining the field. And, and so we had these boots on and he was not pleased. And he launched the, the boot across the, the gym. like, I can still tell you from what entrance to what corner that boot the blue. And he immediately had her attention for the rest of the day. Cuz you just, you, you loved what he wanted you to do because you loved him as a, as a leader. He was comfortable with who he was and and was open to, to banter with kids and stuff. So it was just, it was really an authentic, good vibe in that classroom, but he, again, just unique. Right? So he, that character draws you in


Sam Demma (06:26):
A hundred percent. How do you think that those experiences, as well as the other teachers and educators and coaches you’ve had, has informed the way that, you know, you lead today or you try to leave that same impact on other students?


Peter Bowman (06:42):
I don’t think it’s explicitly Mar that did, did this kind of teaching. There’s a lot of influence that I’ve had. But certainly servant leadership is one of the things that I, I cling to. So it’s not a lording over somebody else, an authority position. That’s, that’s gonna backfire way more than it’s gonna work in your favor. And I don’t care if you’re talking, working with adults or kids. Yep. So that servant leadership. So if I’m the classroom teacher trying to teach you how to, you know, expand, binomials I’m there to help you. I’m not there to dictate what your life is gonna look like. So that’s, that’s a big part. And then the other part is authenticity. Mm-Hmm . If I run into a kid at the grocery store, I’m the same guy that was in the math class.


Peter Bowman (07:30):
I’m not, I’m not different in, in one position or place than another, I don’t think. And I’d like to, you know, assume that that’s the way others will perceive me as well. Cuz I think if you try to be somebody you’re not most people see through that very quickly. And, and I mean, it’s not easy to say, but if, if you have insecurities and you try to cover that that’s a formula for disaster. So I think it’s, it’s valid to have your insecurities and, and to be open about where that may play out in your relationship with kids in a classroom or wherever. And so it’s, I dunno, that authenticity is, is so critical because that, that gives people the opportunity to see you wart and all.


Sam Demma (08:19):
I couldn’t agree more. Take me back to for a minute bark lake. Why, why do you think it’s so important? Students have opportunities like that to be exposed to different ideas, perspectives and leadership. I leadership concepts.


Peter Bowman (08:36):
So it’s not even just that bark lake had that program. That was so critical. Mm-Hmm it was also the age. They, they were very uniform that you were, and I can’t remember if it was 14 or 15, you had to be that age. I think it was 15. Yeah. So there was nobody that was 14. There was nobody that was 16. You had to be 15. And that that’s, I think more impactful than people realized, cuz was timing is critical. Mm-Hmm I don’t have my driver’s license yet. I, I may not have had much in the way of part-time job experience. So you’re at a critical agent stage. And so I look at grade nine and 10 in my school and I’m like, you kids have got to jump into something. I don’t care if you end up being a regular attendee at our Dungeons and dragons club or, or if you’re the, you know, the point guard for our basketball team, I want you to be doing something.


Peter Bowman (09:31):
I walked into a drama class the other day and we’re putting on a musical this year. And so it was amazing. I walk in the teachers, the it’s a team teach scenario are kind of at opposite corners in the, in the theater. There’s a student front front row center, you know, elbows on the stage in charge of choreography. Obviously there’s a student that’s sort of center of the audience location. Flipping through pages. That’s kids are reading their lines. Obviously the student director, I, I couldn’t be happier. Like I don’t wanna walk into a class and see that the teacher has to do everything. So in that moment, those kids are being given those leadership opportunities. It, it ties into personal confidence. I, I don’t care if that choreographer student ends up being a choreographer. Mm you’re. You’re comfortable with who you are.


Peter Bowman (10:27):
You’re confident to speak out when, when someone’s not where they need to be. You learn to collaborate cuz you’re not yelling it out. You are, you are trying to coax them into being in the right spot at the right times so that it ends up being a great product. So those, those things I, I value so much. I, I remember when I got the outdoors club going at Vaughn secondary and I was a young pimple faced teacher with a ponytail . And I would wear a dress shirt just so that kids knew that I was a staff member right. Like it was one of those early days. And, and I thought at first I needed to get the canoe trip information and get all the material ready and do all the teaching and instructing and very quickly realized that’s so not what I should be doing.


Peter Bowman (11:14):
Mm. So I, I identified kids that had a little bit of experience or had a little bit of time and, and passion. And we would meet for hours before our, our canoe trip club meeting so that they were prepared to lead them through the sessions on how to pack, how to prep a menu. And what I loved is I, I hear from those kids now, you know, decades later telling me about the canoe trips that they’ve been on. And I want that for my own children. Right. I want them to have done enough on our family to do trips that, you know, they’re now at a age and stage where they’re going off on their own. And I’m not quite at a point where I trust my son to read a map on Georgia bay, but on smaller inland lakes, he’s good to go.


Sam Demma (11:58):
That’s awesome. That’s amazing. It sounds like community is a through line theme through all of this. Like you, you know, students helping each other, everyone getting involved in playing a role. It sounds like the, the school you were at and probably the one you’re at right now, like one of the emphasis is building strong community. What are some of the things you focus on in the school culture?


Peter Bowman (12:23):
So right now I’m trying to push we’re we’re appropriate project based learning and, and again, where possible. Multidisciplines so nice. I met with, with a colleague the other day. We’ve got this beautiful blank brick wall on our third floor that has sunshine almost all day. So I’m talking with, with Philly and I’m saying, is there a way that we can maybe get a living while going?


Sam Demma (12:51):
Mm.


Peter Bowman (12:52):
And so she’s jumped right on board, and that’s the thing like, she, like, we’ve got great people. So she jumps right on board, and she’s already talked to the environ person at the board office. But I love that she and I are on the same page and that we’re thinking, well, we’ve got a Makerspace club and a guy who loves computer programs. So maybe we can get in our Arduino or a raspberry pie to, to program the, the cycling of water for, for hydration. And, and we’ve got a fantastic machine shop here, right? So guys can, can weld up frames and brackets and and build the structure. So that’s where I want to go with that. I’ve got a I’ll call it an art installation in the main entrance way of our school. Hmm. That’s got six old random computer monitors.


Peter Bowman (13:40):
Again, the, the tech guys built the frame to, to Mount all these monitors. And then the computer guys programmed these little raspberry pies to take a kid’s image from our digital media art class and break it up into six quadrants of, of the, of the screen. Yeah. Cool. So that you now have these funky little, so your, your image that you created is then exploded into these six pieces. And that’s three different disciplines that have a project, right. When you walk in the front door. Cool. so that kind of thinking it doesn’t always pan out. Like I have more failures than I have successes, but I like that because then that’s a student that says I did that.


Sam Demma (14:25):
Mm.


Peter Bowman (14:26):
What is, or new kids coming in that can say, I can do that.


Sam Demma (14:31):
Hmm. What is your perspective on failure? Like, I I’ve listened to some people that I respect and they say things like failures or stepping stones to future learnings, you know, and as much as that’s a positive thing, obviously in the moment, it kind of sucks. but how do you perceive failure and, and approach the those actions?


Peter Bowman (14:54):
I’m certainly not, I’m not gonna drop a t-shirt phrase, but yeah, it’s critical. Yeah. I, my alternative school days as you can imagine, these are kids that struggled and maybe didn’t have a lot of encouragement. Maybe didn’t have a lot of success in their time, in and around school. We often referred to ourselves as the land and misfit toys, which I thought was kind of appropriate. But in that we banded together and, and had a lot of fun. But again, it’s the math teacher. You’re almost the, the worst guy in the planet, right? Yeah. Cause I’m taking kids that have very likely had horrific math experiences. And the big thing I always said is if, if you know, we, we look at homework or 15 minutes after class work time if I went around and I saw that the page was blank. And if a student said, well, I tried, I said, no, if you tried, there’d be all over that page.


Sam Demma (15:51):
Mm.


Peter Bowman (15:53):
And so we got into this sort of mindset that you know, and this was before the modern version of the vertical classroom, which is all the rage, but it was every kid at a marker. And every kid who’s up with a whiteboard and you throw something out there and I don’t care if it’s right or wrong, you are going to write something. And, and eventually, cuz it certainly doesn’t happen right away. Eventually every kid is, is willing to take a shot. Hmm. And I think that’s that to me is victory. Again, most of those kids that I, that I taught how to graph a linear relationship are probably not doing that for a living right now. Yeah. but the boldness to make that first step to try and come up with a table of values that I think is something that they’re probably tapping into as a as a skill set or as a, as a willingness to trust themselves to try.


Sam Demma (16:54):
Mm yeah. It’s like a character trait you build through different activities, which is why, when you mentioned earlier saying leadership camp, wasn’t only about learning a leadership concept. It was about being a part of something. It was about getting involved, building confidence in an activity. I think school as a whole does that in so many different subjects. And if we find something that we love doing as well, while we’re there, it’s like added bonus. But the, yeah, I think the skills last a lifetime well,


Peter Bowman (17:26):
And, and the shared experiences. Yeah. Right. Like it is, it’s one of the things I absolutely love is when I, when I chat with former students. And, and sometimes like I’ll still run into kids in Barry cause that’s where I live. And I’ve taught in a couple of schools in Barry. And so you’ll run into kids periodically. And they vividly remember scenarios and situations as, as do educators. But the problem is, yeah, you, you end up with so many kids and so many experiences you, yeah. That those moments may not make your top 10 for, but for that particular student, it, it was and like with the old school man, we did some stuff that was crazy. Awesome. And again, it wasn’t that they’re gonna learn how to parse out the subject and predicate in a sentence. It’s it’s that they know that if you relax and try and enjoy life or we bit sometimes good things can happen.


Peter Bowman (18:24):
We, I think it was at it wasn’t all school. It was at a regular school. We had a field trip. This math class had done way beyond what I’d ever imagined. Hmm. They were just so willing to go on the journey of trying stuff. So I, I asked if we could go on a field trip and the vice principal at the time said help me understand, do you wanna take a math class on a field trip? Where are you gonna go? That is math . So I was able to document it, letting us go to Toronto. So from Barry to Toronto, and this is back in the day when you were allowed to rent passenger van. So we rented the passenger van cause it was a very small class. We drove to Toronto and we were gonna go down to the lake shore and we were gonna figure out how far away center island was from lake Ontario using trigonometry.


Peter Bowman (19:10):
And we were gonna measure certain Heights of buildings using trigonometry trigonometry. So we did a bit of that. Oh. And by the way, it was around Christmas and we were gonna stop at Yorkdale and, you know, wander around a little bit. And that was okay too. So for whatever crazy reason, wherever we parked in Yorkdale, again, we’re all traveling together like who in the right mind wants to hang out with a math teacher, but we all walk in, whatever door happened to be open from where we parked and we follow this long corridor and then we go up these stairs and not this, we ended up on the roof of Yorkdale, you know.

Peter Bowman (19:44):
Well, I’m standing on the roof with, and, and as we, as we come out and we’re realizing we’re on the roof, you know, the, the immediate don’t let that door close. So, you know, we laughed about it and, and then left. I don’t remember what else we did on the trip, but I’m sure those guys remember that experience. Right.


Sam Demma (20:01):
Yeah.


Peter Bowman (20:02):
So I don’t know. I really think those opportunities are so vital. And that’s why when I walk around the school as principal and I see coaches here to the wee hours working on stuff and, you know, teachers lining up trips to Europe and stuff like that. That’s, that’s awesome. I absolutely love that extra effort that goes into things.


Sam Demma (20:23):
Hmm. Shared experiences is a big one. I was, I was listening to a podcast recently and they were talking about building relationships with other people and shared experiences is one of the top ways to do that because you have this memory and moment in time, that’s linked with that other individual. And they were talking about it in a, you know, a relationship like an intimate relationship way and you know, like going on dates and why it’s important to spend with your significant other. But yeah, just as much applies, I think, to just building friendships and lifelong friends. Speaking of like lifelong friends and friendships the educators that had a big impact on you, do you still stay in touch with some of those, those individuals and also do you have any mentors that helped you along the journey that you wanna give a quick shout out to besides Mar?


Peter Bowman (21:15):
That’s a good question. I don’t off the top of my head. I don’t think I have any that I, I seek out. It’s kind of funny because right now as principal there are some supply teachers that are retired, teachers that come in that used to work in the school I was in. So it is kind of funny to run into some of those folks. Mentorship’s an interesting thing, cuz we, we love to formalize everything. Yeah, right. We love to turn everything into a numbered memo and a, and a program and a structured something or other. And I, I don’t see, I don’t see that happening very well as a formalized process in education. Mm. My, my mentorship is, is all over the map. You know, getting into administration is a really significant shift from, from classroom teaching. And so to find people, I, I mean, we always use the phrase, phone, a friend to find people who you resonate with as a, as an approach, cuz not everyone’s the same.


Peter Bowman (22:23):
There are certainly colleagues that I have great deal of respect for, but if the two of us had to run a school together, I think it would be a disaster. Because our, our approach is just so different. There’d be conflict and style and, and, and in some case decision making, mm. So the mentors are, are those phone of friends. That I guess if I checked my phone to see, you know, frequency of text messaging there’s lots. And I think it’s important also to recognize that the formalized mentorship, they always talk about find somebody that is in the position you want to be in and, and aspire to. And then, and then work there. I actually have some mentors that, that are not in that sort of next step mm-hmm they’re, they’re either at the same step or they’re maybe a step behind or two steps behind. And it’s really just somebody that, that similar passion and in a lot of cases that similar lens. And so if your, if your lens is, how can I best help kids? You got a good shot at being on my mentor list.


Sam Demma (23:33):
I love it. I think you, you just got me thinking about a thought I’ve had for a while and couldn’t, couldn’t bring to words and it’s this idea that yeah, mentors don’t always have to be someone in the exact position you wanna be in in the future. It could also be somebody who I think it could also be someone who’s in a totally different field who can bring a unique perspective into the thing you’re hoping to do.


Peter Bowman (24:01):
And I’ve, I’ve read various books on, on mentoring, like iron sharp iron and all these other, there’s a lot of writing that goes into it. And they, they do say sometimes it’s not within your industry. But I, like, I also say in some respects, the kids that I’ve worked with yeah. Have mentored me as well. Like I think of my early days as a vice principal, that’s a, that’s a really tricky role to play at school. Yep. And, and there are some kids that I would say you might call high flyers regular yeah. Interactions and those kids as a new vice principal certainly helped me figure out what would and wouldn’t work. Mm. And so in that case, the iron sharpening iron yeah. That happened.


Sam Demma (24:48):
Mm. Yeah. I love that.


Peter Bowman (24:49):
But only because you’re authentic. Yeah. Right. If I, if I tried to have that, that, you know, rock solid authority position, I don’t think you would ever get to that mentoring sort of relationship with somebody. Or, and again, it, I don’t know if I’m doing proper justice to that concept. I’m sure there are folks out there that have studied mentoring that are freaking out when I say this, but mentoring is really about learning. Yeah. And, and where do you find that learning opportunity? And I, I don’t think we should ever limit where that learning can come from.


Sam Demma (25:19):
Great perspective. Speaking of learning, you mentioned iron sharpens, iron, any other resources that you have read or courses you’ve been through or yeah, just resources in general, they’ve been helpful for you throughout your, your career. I’m just curious. And yeah. If another educators listening, maybe they could look into it.


Peter Bowman (25:39):
So like honestly, the, the biggest resource I have are my ears.


Sam Demma (25:45):
Mm.


Peter Bowman (25:46):
They’re not particularly large. They’re getting a little hairier, but it’s, it’s listening and, and allowing yourself to listen more. The recently the one book I read was white fragility challenging read as a, as a white male and coming from that place of privilege again, I didn’t necessarily follow everything that was being described in the book, but it really forced me to, to not pay lip service, to trying to understand white privilege. Yeah. And, and that, that hit me last year. And I shared with my staff actually, I, I shot a little video and I know you’re not supposed to operate your cell phone when driving a car, but I did shoot a little video while driving. I was, I was going to pick up my, my one kid and I was a little bit late. So I might have been going a little beyond what the speed limit was telling me I was supposed to do. And I actually had this, this thought in my head, ah, what’s the worst that could happen. I’ll get a ticket. And then it hit me that’s cuz I’m, I’m white. Mm. That is not the worst that can happen for a lot of people.


Peter Bowman (27:05):
And, and I was, I was messed up. Like, I was even late because I had to pull over. And even now actually saying this Sam, like it, it Wells me up a little bit because that’s, that’s a horrible thing to have thought. But thankfully as I’m trying to read and trying to understand and try and do better, I’m, I’m getting caught in some of that stuff. Right. And I recognize that other other experiences are, are very complex and, and I need to try and do a little better. So weight privilege was a tough read. It it, it got through to me in, in ways that a lot of other PD and workshops and stuff hadn’t, and again, it, it may not be the, the magic ticket for others, but I, I certainly found it a very challenging read as a white male.


Sam Demma (27:53):
I appreciate you sharing that and I’m sure other people will be encouraged to check it out after hearing this. If someone, you know, listens to this conversation wants to ask you a question, connect or reach out what would be the best way for them to get in touch with you?


Peter Bowman (28:08):
I’m happy to chat. Like I, I very much wear my heart on my sleeve and and I’m certainly open to things. Welcome to send an email to me or call the school Orillia Secondary School and askto speak to the principal. We’re crazy busy with all that is school, but I’m, I’m certainly open to, to phone calls and whatever. I do social media, but increasingly I find there’s so much negativity and so much challenge with that, that I’m, I’m trying to back off. I never did get into Facebook. I created an account one year and, and friended my wife. That was what I gave her for her birthday or something. Because she knew how anti-Facebook I was and, and Twitter and, and Instagram I do. But it just, I find that people are just looking for opportunity to make that a, a negative space and that frustrates me because I can’t control it as well. And I, I also feel I do a bad enough job with the friends. I actually see, I don’t need to feel like I’m doing a bad job with the people I don’t necessarily run into.


Sam Demma (29:17):
Yeah, no, I agree. I, I took a year off social media about a year and a half ago now and it changed my perspective a lot.


Peter Bowman (29:27):
Is tricky because there’s, but there’s so much good that can come up. And, and if, if you could be part of a social media platform that forbid darkness and evil and then I’m in cuz there are a lot of great kitten photos and there’s a lot of great sayings and there’s a lot of deep insights that can occur. And these are wonderful platforms to, to challenge your brain and challenge your heart. But man, there’s so much poison it’s it’s really just worth it at times.


Sam Demma (30:02):
I appreciate Peter you taking the time to come on here and chat share some of your own insights and journeys and funny stories. and I, I hope to stay in touch in the future and continue to watch the great things that happen once the living wall comes to life. You’re gonna have to send me a picture of it.


Peter Bowman (30:20):
Knowing, knowing school board protocols and procedures, this could be years.


Sam Demma (30:24):
Yeah. but anyway, keep up the great work.


Peter Bowman (30:29):
I appreciate you doing this and highlighting some of the good things that are going on, because they’re certainly way more good than bad.

Join the Educator Network & Connect with Peter Bowman

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.

Terresa Amidei – Activities Director for Desert Ridge Academy

Terresa Amidei - Activities Director for Desert Ridge Academy
About Terresa Amidei

Terresa Amidei (@DRAsb2) has been an educator for 23 years.  She grew up in North Pole, Alaska and is currently the Activities Director for Desert Ridge Academy, a public middle school in Southern California. 

She cares about student voice and advocacy and works to be sure every student on campus is seen, heard, loved, and valued.  She says teaching is exhausting, but so, so worth it.  The work all educators do is vital!

Connect with Terresa: Email | Instagram | Linkedin | Twitter

Listen Now

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

Resources Mentioned

Desert Ridge Academy

California Activities Directors Association (CADA)

What is American Sign Language (ASL)

SAVE Promise Club

PickWaste

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 special guest is Terresa Amidei. She has been an educator for 23 years. She grew up in North Pole, Alaska, and is currently the activity director for Desert Ridge academy, a public middle school in Southern California. She deeply cares about student voice and advocacy and works to make sure every student on campus is seen, heard, loved, and valued.


Sam Demma (01:04):
She says teaching is exhausting, but so, so worth it. The work all educators do is vital. You can reach her at her email, which she’ll share at the end of this interview or through her Instagram @draleadership. I cannot wait to share this, this conversation with you because it was so inspiring, and so filled with amazing ideas that you can implement into your schools and with your students. I will see you on the other side, talk soon. Teresa, welcome to the High Performing Educator podcast. Huge pleasure to have you on the show here today. Why don’t you start by introducing yourself and sharing a little bit about what brought you to where you are in education today?


Terresa Amidei (01:41):
Oh, sure thing. Thanks for having me, Sam. This is fantastic. So I am Mrs.Amidei. I am the activity director at Desert Ridge Academy. We are in the Coachella valley and it is hot, it is so hot. Fun fact, summer school last week; 122 degrees. Swear, the actual temperature. So, the next part of your question was for what brought me here? Well, a fantastic thing. Funny story. I went to CADA, which is the California Activities Directors Association, and I happened to hear Sam talk about his amazing PickWaste thing, which is recycling and how he was student voice, student advocacy, making a change for the better. And that’s how I met Sam and how I got into education was this, I thought like this, hmm, what really matters? Hmm, what, what matters? What will make a difference? Where, what should I spend all my energy and talent on? And it was education and then not only being an educator, but then I was middle school because middle school, there’s no one who gets to be an adult that says, you know what, if I could just go back to middle school, bless you. If I could go back to middle school, my life would be so amazing. Middle school is the best years. That’s only true for kids that come here because we really do try to make middle school, not so middle schooly. Do you know what I’m talking about?


Sam Demma (03:02):
yeah, I absolutely. I absolutely love that. And you know, before we even started the interview, I saw this little, what I thought was a tattoo on your wrist. And for those of you that are listening and don’t see the video, there’s this little butterfly on her wrist. And I thought it was a tattoo. And so I asked Theresa what it was. And can you explain a little bit about that, how it originated and how it’s being used within the school?


Terresa Amidei (03:20):
Okay. Well fun. Another fun fact, our school is situated. We’re in Southern California. So we’re in the migratory path of the Monarch butterfly between here and Mexico. So a few years ago we got a grant and we actually had some butterflies. And now I wish I would’ve put that picture up that were painted as a mural on our building. And so the kids were like, wait a minute. I thought we were Diamondbacks. Like, why are we getting butterflies? So my student leaders came up with this way to make our, our butterflies make sense for them. They use this initiative, it’s called the D butterfly project. And it’s like this, you know, there’s a lot of kids, especially post pandemic. And during the pandemic and this year and a half of lockdown, they were struggling, right? Their mental health was suffering. Their emotional health was bad.


Terresa Amidei (04:03):
Their physical health was maybe they, you know, they were stuck middle schoolers. It’s the hardest part because like they don’t have jobs and they can’t drive. So they can’t leave their house. Right. Unless someone’s picking them up or we have zooms like this, where I’m like, come on, we have this activity just come on down. We’ll have a quick dance party. Woo, woo. So my kids noticed the mental health was not so great. Right. But kids, it’s such a hard thing. Like, they’re not gonna say, Hey, hold a little sign. I’m suffering. Like I’m having, I’m struggling. I’m having a hard time. I’m thinking of hurting myself. But what they will do is take Sharpie and make a little butterfly, which is what I do every day. Now, when we see that as a trusted adult, what we do is I look and if, if you were holding it up, I would say, oh, Sam, I see that you have a butterfly.


Terresa Amidei (04:50):
I’m a trusted adult at desert Ridge. Can I help you? I, I can get you any kinda help and I can listen to anything that you need. Right. and I’m happy to say that I, I was in that situation and I was able to get a kid help so that, you know, it just takes one to make it worth the effort. Right. And even if you say, no this is just a support butterfly, cuz you can put one on to say you’re supporting other people. So it’s not so stigmatizing to be like, Hey, I need help. I’m you know, if everyone’s like, oh no, we’re all rocking this. Like we’re all here to support each other. Then I would say, oh thank you so much, Sam, for your support. That means a world to, to someone who’s really struggling. And then I’d also go like this check on Sam next week in case it was a legit butterfly.


Terresa Amidei (05:33):
And it’s just been a really great, great project. It’s so simple. It costs nothing. In fact, some of my students in leadership last year, we presented virtually of course at the national youth violence prevention summit. And we shared this idea and there was a kid in Georgia who was like, miss a, I love that butterfly project. I mean, that’s not exactly how I sounded, but to me that’s how I sounded. And he go and it’s, I mean, everyone has a pin. If there’s kids who are also on distance learning, we also had a thing where if your parents were like, don’t write on yourself, you know, that’s a thing. We just added the butterflies onto our name. So where I have mine with my pronouns, my she and her we would just add a little butterfly fun fact, if you go eight, I eight kinda makes a butterfly. So that was my butterfly when, when we were on distance.


Sam Demma (06:23):
Wow. That’s awesome. That’s so cool. Does that idea or project relate to the hashtag save promise? I saw that in your, your email and I was wondering what that was all about as well.


Terresa Amidei (06:32):
Yeah. Okay. So save promise is another organization that we are a part of and we have a club I’m the advisor for that club as well. Nice. So the safe promise is stands for students against violence everywhere. Mm. It actually came out of the Sandy hook promise group and save promise club was another one. And so they kind of merged and they had this fantastic organization where they’re just saying, Hey, we gotta minimize our gun violence. And to do that, to do that, it starts with eliminating isolation, social I isolation. Like if you, I mean, it makes sense. You’re like, yes, that makes sense. If you feel like you don’t have a place in the world, if you feel like you can’t get any help, if you feel like no one notices, if you’re there or not, then of course you might be, you know, drawn into violence because nothing matters.


Terresa Amidei (07:23):
So for us, we, we were really happy to be a part of that club. In fact we got oh, what was, I, I wanna say it was a relationship. And like like what do you call it when you get like a little award? And we were like, oh, you guys are doing such a great job of like, you know, being innovative and connecting students. And I was like, yes. Because we only just started it last year. We just saw this is a serious need. I mean, not to get all serious on a, on a upbeat podcast. But when we, when the whole nation was closed down, you know, due to COVID wow. The school shootings were dramatically dropped because there were, there were no kids to be engaged in violence. When we started opening up, it was, it was heartbreaking to hear like, oh, there was another case and then another case and then something else.


Terresa Amidei (08:09):
And it’s like, guys, we can’t go back to the same way of operating. We, we have to be there for each other. We have to rise up by lifting others. If you see somebody who’s sitting by themselves, don’t let the sit by themselves. You know, like you can say, like, if I saw you by yourself, Sam, I would say, Hey Sam, do you, do you need someone to stay with you? I mean, some people are introverts, you know? And they’re like, no, I’m really good by myself. That’s great. But I need to ask to be sure, because if you’re like, no, I really just really want, I just feel terrible. Like I’m, I’m by myself, you know, mm-hmm so part, part of that initiative is we, we participated in a start with hello campaign, which is simply like, hi, hello, Hey. Yeah. How you doing?


Terresa Amidei (08:55):
You know, like acknowledging you exist, that’s where it starts. So you don’t feel so isolated. And then later in the year we had a whole districtwide where say something campaign. So it’s like, when you see something, most people who are gonna be drawn into any kind of violence, whether it’s like, oh, I’m gonna, I got some beef. I’m gonna have to fight with that person at the bus stop. You know, they say something, someone hears it before it actually happens almost every time. So part of that campaign is like, Hey, let us know. Like our number one thing is keeping kids safe. Yeah. We wanna educate you. But we I’m, I’m also trying to make fully formed functioning, loving adults, you know? Yeah. So I don’t want you to get a black eye. Like, how are you gonna you’re you’re like all scared of the bus stop cuz you think someone’s gonna try to get you like that.


Terresa Amidei (09:43):
That’s no way to live. So that’s kind of the things we’re trying to be ahead of the game and be like, no, no, no, no, we, we don’t play that game. Like no, no, no, no, no. You don’t have to sit by yourself. Like no, no, no, no, no, no. You need a friend come on over. And the other cool thing we’ve done Sam, like I’m just on a roll I better, I better have some wine keep no, no, no. I’m good. I’m good. Another thing we started is we noticed you know, there was a lot of turmoil in the country. I don’t know if you noticed, have you noticed? Yeah. A lot of divide, a lot of people, like not talking to each other, a lot of people, like, I don’t believe you or you no, you’re this. So you must not be that.


Terresa Amidei (10:20):
Or if you’re this, then you’re all these other things. People are very complex. And I think we don’t, you know, take that time to get to know each other when we realize, oh my gosh, we’re really the same. We’re really the same. Like you care about the environment. I know that from the work that you did. Right. And so I care about the environment. Like I turn on my water, I get wet. I turn off my water. Yeah. I get some soap. I turn it on. I turn it off. Yeah. That’s that’s me. You might, you didn’t know that till now. But we had that love of, of the world and the environment in common. And if we don’t have a chance to ever talk about it, we will never know that we’re really the same. Mm. You know? And, and it’s like, when you know somebody and you care about someone, it’s like, you know, I’m not gonna hurt you or I, I’m not gonna want to hurt you or I’m gonna understand you better.


Terresa Amidei (11:07):
Or I’m gonna be more willing to listen to what you have to say, because we’re the same. Yeah. We have the same things in mind. So one of the clubs that we started when we were noticing all this, you know, national turmoil, people, adults being mean at each other, adults yelling at each other adults like, Ooh, I hate you because we, we just started a club called the rise above club. And it’s a spot where, I mean, I hope I can launch it with like, you know, and make it something great. But it’s the idea that we gotta be better than that. You know? And like kids, adults always think, oh, kids like, you know, kids, they’re little, I’m telling you kid, you’re a kid Sam. Well, okay. You’re probably really an adult, but I’m like, oh, you’re much younger than me. So to me, they’re kids. Right? Yeah. Kids have great ideas. Yep. Kids can change the world. They’re not the future leaders. They’re the leaders now. Yeah. They’re the leaders now. And they need a space to like, figure this all out. Like how are they gonna be able to talk about things if they don’t understand it? How are they gonna change something? If they can’t have a voice, how are they gonna be able to navigate the world when it’s all confusing and scary and make them have anxiety?


Sam Demma (12:18):
Yeah.


Terresa Amidei (12:19):
So for me, the club is it’s about student engagement, student advocacy, speaking up how to have a voice. Like there’s so many kids who don’t even know like, oh, that’s the process of speaking to the school board and getting policy change. Oh, I could write an email to every Senator which I did on my veteran’s day. Cuz I thought, well, this is an important day. I’m gonna use my day to make sure everyone knows what I’m thinking. Sam. It took all day. But you know what? I did it. Why? Because I thought it mattered. I thought it mattered. And, and even, even if no one reads it, I know I have spoke my truth to people who have are in a position to make a change, make some kind of change. So I’ve done what I can do from my little space.


Sam Demma (13:06):
Yeah. No it’s so true. Just so much, so much good stuff. So many cool ideas. Thank you so much for sharing. What led you in education towards the extra mile mentality? It sounds like you’re involved in so many things in the school. You know, you’re making an impact on so many levels as opposed to just being a teacher. No, there’s nothing wrong with just being the teacher and teaching the class and going home. quote unquote, but there’s so much more to it than that, but it’s like, you know, you, you get involved in so many different things. Where did that drive come from? And do you think that’s been a very self-fulfilling experience as well because you probably get more out of being a teacher and an educator as well by getting involved in so many different things.


Terresa Amidei (13:51):
Yeah. That’s excellent question. And here here’s the thing. First of all, I do have a, a wonderfully supportive family, my children and my my, my husband, you know, they, they know that this work is important. Because I always tell ’em this work is so important. Yeah. Like, like I I’m thinking about the work that I could do. I mean, I, I could do so many things. Right. Like I could have any kind of job, but I always say when it comes to education you know, I’m exhausted like on the daily, you know, like when they always do the COVID screening and they’re like, do you have a headache? Do you have muscle fatigue? And I’m like oh shoot. I do. because I’ve been here for like 15 hours. Yeah. And I’m like, wait, is it because I’ve been typing and is this why I have a headache?


Terresa Amidei (14:36):
Oh, is it because I was outside and I was 122. We were doing a tour of the campus. Yes. That is why I have a wait, can I wait? I’m like, okay. I can still taste. We’re good. We’re all good. We’re all good. It it’s I always say this, like, it’s just it’s not supposed to be an easy job. Mm-Hmm like some people think, oh, teachers it’s so easy. You’ve got the summers off fun fact. I worked three sessions of summer school this summer. I, I didn’t have any time off. That was self-imposed because I wanted to help the kids. I wanted to make a difference. Ooh. I wanted, I, I, I, I’m not, I always say this shouldn’t be an easy job. It should be a job. That’s worth it. Yeah. The job is really difficult if you’re doing it, if you’re doing it well, that’s how I see it.


Terresa Amidei (15:22):
If you’re doing it well, you should be tired because you’ve put everything into it. Yep. Like imagine whatever sport that you wanna play. You know, and it’s the, like, we just had the Olympics you know, you have an excellent, like the goat Simone. Right. And she’s doing it even. She’s like, wait, you know, like, wait you know, I gotta watch out for myself. Right. That’s one little side lesson, but, but she’s gonna be tired. She’s gonna be sweaty. Right. Because she’s giving it at all. She’s not coming in. And she’s like you know, she’s, she’s doing like amazing, innovative things that have never been done. Right. So I’m thinking, yeah, I’m in a classroom. But the work that we do, what most people don’t know, unless you’ve been an educator is how many decisions that you’re doing and how many things that you’re man, like my mind is always firing.


Terresa Amidei (16:12):
Like, like this is every, like the Sies right now. It looks like this in my brain. Right. because I’m like, okay, I gotta watch out for this kid. I know that kid’s dog just died. I know this mom is in COVID this one’s battling cancer. Like I’m managing all that stuff and trying to be like, you need to help others because you’re gonna feel better if you help others, if you serve other people. So for me, this job is like, it’s mission critical. It’s mission critical because whatever I do here, if I’m doing a good job, I’m gonna create happy, fully functioning, nonviolent, helpful humans. Mm. And that’s what I wanna see. You know, that thing, like be the change you wanna see. That’s the change I wanna see. I wanna see people who care, but also like have fun. Like I I’m, I work with children, you know, elementary kids, middle school kids, high school kids, even high school kids.


Terresa Amidei (17:06):
Right. Okay. Maybe they turn 18 when they’re in high school. Right. senior year. But are they really adults? Like, do they really understand all this stuff? And like have a driver’s license and know how to vote and pay a mortgage? Like, you know what I mean? How to get a rental application? Wait, the answer’s no, they don’t know any of those things. So it’s like, you still gotta remember they’re still children. Right. They’re still navigating what it’s gonna be to be like, oh, this is the life that I wanna have for myself. Mm-Hmm and this is the things that are important to me. I mean, there’s so many advocates out there, like thank goodness that are young people. Right. even like, I look at Amanda Gorman and I’m like, oh my gosh, that poem was just gives me the chills. Right.


Terresa Amidei (17:46):
But she’s in her twenties. Mm-Hmm , you know, this is a world that belongs to everyone who’s here. So for me, I, I just want, I just want kids to come in and be able to make mistakes, but like, you know, turn it into things that are gonna work for other people. Like, you know, we create the welcome messages and we don’t just make posters and we’re trying to lift people up. Like, we’ve got little secret, you know, like, oh, we’re gonna leave the, okay, I’ll tell you secretly okay. Like Friday, we’re having this welcome back dance. Of course, with the whole COVID like, you know, we’re very mindful of all those rules. And we’re like, okay, 10 of you here and 10 there. And we’re playing the games because they’re just so craving interaction. They they’re just craving this interaction. Right. So, you know, it wouldn’t be a time like, Hey, I’m gonna invite you to dance and we’re gonna do, we’re gonna learn times tables.


Terresa Amidei (18:35):
Cause I’m gonna get you caught up. Like that would not be an event that would go over while. Right. So safely giving them this interaction. But then here’s the secret. We already made these little love notes for every single person at the school and every single adult at the school. And while the dance is going on, we have a secret, you know, happiness ninja team where we’re gonna tape them on every single desk so that when they come in on Monday, they’re gonna go what now? I mean, I hope they do that. Some will be like, what, what is this? Like, you know, and whatever. Yeah. Because they’re kids, but some it’s gonna matter to some kid and some kid is gonna keep this little note and some kid is gonna tape it onto their little Chromebook or stick it in their backpack. And you know what and will probably, and this is the hardest part of leadership. We will probably never know that it made an impact on that. Yeah. We might never know, you know, like in a school, we we’ve got like a thousand kids and, and adults here. Right. And so in that, in that huge number, you know, you, you will not get any kind of feedback. That’s like, I love that. Keep that more of that, you know, they’re, they’re not gonna say anything. Yeah. But I just have to believe like it matters.


Sam Demma (19:50):
Yeah.


Terresa Amidei (19:50):
Being welcome social, you know what I mean?


Sam Demma (19:52):
Yeah. It’s like, you know, a tree falls into forest just cause you don’t hear it doesn’t mean it doesn’t fall. Right. It’s the same thing with student impact like it. Right. Right. You know, just cuz you don’t see the positive mental changes in physical changes that a kid might be undergoing due to something at school they’re still happening. Right. And that’s such a good reminder. You know, I like to think of educators, people like yourself as gardeners, you guys are planting seeds and watering them every day and sometimes you don’t see them grow. Sometimes you do, but they all grow, you know?


Terresa Amidei (20:21):
Well, and here’s the other thing, like what you put into it. So what if I’m, what if I’m like super critical, you know? And I’m like super short with you and I’m like, just sit down, Sam. That’s growing too. Yeah. You know what I mean? Yeah. That grows too. So I mean, and we’re all, we’re all human and it’s hot and there’s lots, lots of moving pieces. So, you know, I, I try to be mindful. I don’t always, you know, hit the mark, but I also try if I realize I’m like, Ooh, I was kind of harsh to Sam. I, I always try to be like, Sam, come on. I gotta make, I gotta make amends on that one. Cuz that I didn’t, I, I need you to understand, like even if you’re correcting a kid, like, I still love you. This is fine, but you can’t do these two things like stop doing this and then I still love you. You’re good. And now it’s over for me. If you stop doing that. right. Yeah. we just gotta have a way that we are like, oh, okay. Communicate, communicating what I need so that you can be successful. I’m just, I, I feel like I’m like the German guard, like help me help you. Yeah. That’s what I’m trying to do.


Sam Demma (21:23):
That’s awesome. Love it. Cool. And what are you most looking forward to this year? I know it’s gonna be maybe looking a little different than the past couple years. but, or maybe not, but what are you looking most forward to?


Terresa Amidei (21:36):
It’s okay. I mean, you know, not to sound so cliche, but it’s, it’s like that it is the little time when you catch a, well, you know what? I’m not gonna say miss a, I love that activity. I love getting my note. Oh miss a. I love that poster was so cute, but what they, what will they will do is they’ll come in and they’ll go like this, miss am. Hi. That tells me I’m doing the right thing. Or I’ll see a kid and they’ll be like, I’ll catch ’em and I’ll see ’em I’m like, I’m like, they’re getting their note and they’re like


Sam Demma (22:06):
Quick little smile.


Terresa Amidei (22:07):
yeah. And then I’m like, yes. When here’s something to happen on Monday. Okay. You ready for this one? Sam? It is. So this is so important because here’s the other thing with leadership. You don’t have to like, I mean, I’m trying to get all kids. I mean all like all of them, I’m trying to get all of them right. To where they need to go successfully, but you gotta do it. It’s like you gotta make those special moments. Like one kid at a time, one kid at a time, like this is, this is how here for me. Like the amount of reinforcement. If I can get one kid that’s enough to get me another week. You know what I’m saying? Mm. So this happened on Monday. My kids were, it was our last week of summer school, right. Of the last session.


Terresa Amidei (22:49):
And we were giving tours to the new kids who were coming in. So sixth graders who had never been here from seventh graders who had never been here because of COVID. Okay. And I was already like, you know, we had practiced in that super hot, hot heat. And I had like Otter pops for after, when it was done, then I’m not being paid by that. They’re just the cheapest Popsicle. I’m just saying Hey. So we were practicing, we’re doing all this stuff. And I had told my kids, look, I, some parents are gonna try to sneak in and I’m gonna be like, no, no, no parents, because I can’t have you lead a tour. I don’t know who those parents are. Right. I gotta keep you safe. That’s my number one job. Yeah. So there was this kid that came in, I’ll have to demonstrate the kid comes in and they’re with a parent and I’m like, wow, like getting ready.


Terresa Amidei (23:31):
Like I’m getting ready. I’m not in my pose, but I’m getting ready. Like, you gotta go, you can’t be here. Right. And the mom says, I’m an interpreter for my daughter. And I was like, whoa. And I’m like, what, what are you interpreting? And she says we’re doing, I need to do sign language for her. Okay. Now this is where it gets really good. Don’t make me cry, Sam don’t do it. I won’t okay. This is where it gets really good. Okay. So everybody’s messed up and you can’t really, you know, you can’t really see how anywhere they’re like this. Right. And so this mom says I’m doing a you know, ASL. And I said, oh my gosh. And so then we’re like my name. And we started doing, and then the girl, okay, you gotta imagine it. Okay. So with her mouth, she goes like this, she goes,


Sam Demma (24:13):
Mm.


Terresa Amidei (24:14):
Like this and it gets better because one of the clubs we have is ASL. So I, I bring over the little QR code where, you know, we have this for all the kids and I find the ASL club and I hold it up for her and her mom. Ooh. Yeah. I’m getting goosebumps. That’s how, you know, it’s the right thing. I pull up this card and I say, Hey, we have an ASL club. And she just went while she’s still like, and she just leans into her mom and her mom and her are like that. Okay. That, that alone will get me two more weeds of effort, because think about it. Are there a lot of kids who are gonna come to our school and need ASL interpretation? No, but this girl came now think about it. She came, it’s a new school. It’s already scary.


Terresa Amidei (25:00):
Anyway, she hasn’t been to campus forever and she now she’s here and, and she’s probably worried, oh my gosh, I’m not gonna be able to talk to anybody. Like no one will understand what I’m doing. Like everyone’s gonna think. I mean, well, plus I just watched Coda last night. It’s so good. Anyway. So I’m, I’m thinking about that. And then, and I didn’t know she was coming, no one told me like, oh, Hey, you’re gonna need to have a, you know, services for this kid. No one. I didn’t know. So the fact that we are like able to accommodate it and I’m like, I have a, we already have a spot for you. We have a spot for you already. You didn’t even have to say anything. We have a club that’s already everything that you like, it’s your field. Like, it’s like, if I was a kid and I was coming to school and I’m like, what?


Terresa Amidei (25:43):
You have a sticker and hot latte club. What, it’s exactly my people with exactly the things that I like and need that I identify with. You already have a space for me. Like, just think about how I mean, and it wasn’t, I mean, just think about how she was like that information to know there would be people and clubs hearing and, and not who could, she could already communicate. Like she wouldn’t already have to advocate for herself because it was already there. Mm we’re already ready for her. What, what do you think? What do you suppose a difference that would make for that family? And, and for that kid, now that she’s coming to our school


Sam Demma (26:26):
Safety, you know, they know there’s a family away from the family, right. It’s like, right. Every student might not need ASL, but every student needs a community where they feel welcomed and involved and loved and you know, included. And I think that’s exactly what that does.


Terresa Amidei (26:42):
right. And I mean, and to me, her face was like, you get me. Yeah. You get me and you have a space already ready for me. You saved me a, a space on the bus. Yeah. That’s what it says to me. So that like, I, it wasn’t, I, I keep a little sticking out. Like I keep all my little inspirational things. Mine is like, okay. It, it didn’t have to be a big thing. It just had to be the right thing. Like nothing heroic, just the right thing. That was, it was the right thing to have that club.


Sam Demma (27:09):
Yeah. I love that.


Terresa Amidei (27:10):
And, and you never know, you just never know when you’re gonna need it. You know? Like I said, I didn’t know she was coming and I’m like, boom, I got you. You know, some other kid came out like, boom, I got you too. Yeah. Oh, we don’t. Oh, we don’t have a club. You know what? Come sit down. We’ll find you advisor. We’ll make it right now.


Sam Demma (27:26):
That’s awesome. that’s so cool. Yeah. So how long have you been working in education?


Terresa Amidei (27:33):
Ooh this is my 23rd year.


Sam Demma (27:36):
Let’s go. Thank you for your service.


Terresa Amidei (27:42):
you’re welcome. That was easy. Yeah.


Sam Demma (27:45):
that was the first time anyone’s ever pushed that button. I love it.


Terresa Amidei (27:50):
It wasn’t, it wasn’t easy. It was hard, but, but worth it, like I said, it was hard but worth it.


Sam Demma (27:55):
Yeah. I hear you. So knowing what you know now and what the experiences you’ve had and the things you’ve learned, if you could go back and speak to Tonya year one, what advice would you give me to yourself?


Terresa Amidei (28:08):
Sam? Why’d you have to go there. Why’d you have to go there, Sam . Okay. Well, so many things have changed right, since that time, but there, if there’s anyone out there who’s listening, who’s an aspiring educator. I say, jump, jump all in and be all in from the very beginning. The, I mean, I see kids all the time, like in this community, cuz I, I live where I work and you know, my, my own children are like, oh mom, we don’t wanna go to the store with you. Cuz people are always like, miss, is that you? Or they’ll be like, oh, was Ms. Like what she got in her cart? I’m like, what? Nothing, nothing gonna see here. Just all vegetables and fruits but what I would, what I, I, when I have seen kids that are now like, oh my gosh it’s so my first job I was doing eighth grade. And so that was 23 years ago. So they were 14. So 14 to 23? Yeah. 37.


Sam Demma (29:01):
Oh


Terresa Amidei (29:02):
Yeah. I, I haven’t had the thing where those kids, kids are in my class yet. That hasn’t happened yet. I’m waiting for that. But, but I see him and like I saw one guy at Costco and like, he was, I’m like, you have a Costco card and I’m like, wait, you’re married, wait, you can drive like, wait, I’m like you. And he had like a toddler. And I was like, oh my gosh, why? And I say then like, I’m like, wow sorry about anything that I might have messed up you know? Cause I just was trying so hard, you know, trying so hard back then, but you don’t have, you really don’t have the skills for several years, like a, a full on, you know, repertoire of like everything, you know, plus I’ve taught like every subject before I got into leadership.


Terresa Amidei (29:46):
So math, science, English, social studies, intervention, computer Jo geography and, and now leadership. Right? So I’m like, oh no, I know. So I would say when I got to year 15, I was like, yeah, I think I’m pretty good. you know, like I’m like, I think I’m, you know what, I think I’m not being doing an right job. Yeah. I mean, yeah, yeah. I think I’m getting this right. And then I would say maybe like by year 18, 19, it was like, I know, I know what I know. You know, I know what I know. I know my value. I know that I understand this I’ve I’ve been around this block. Like, you know, kids are always like, oh, how’d you hear me? And I’m like, oh bro, I’m a mom. I’m a wife and I’ve taught middle school for 23 years. You really think I’m missing any of that. That’s going on in the corner. Cause I’m not, you know like I already know, I already know what you’re gonna do, you know? And so you can plan for it. So my, my only advice for my young self would be like, you’re gonna get there, you’re on the right path. Your, your ideas are golden. You just need to just firm it up a little bit. Right. And then, and then you’ll be here. Woo. With


Sam Demma (30:56):
Sam


Terresa Amidei (30:57):
I’ll be like, know, I’ll be like this one day. You’ll be with Sam, the recycling guy that you met at cat . You’ll never believe it


Sam Demma (31:05):
In 122 degree weather.


Terresa Amidei (31:07):
I know that. Awesome. Doesn’t global warming. Let’s seriously get on board.


Sam Demma (31:12):
Terresa, this has been so, so fun. Thank you so much for taking the time to chat about your experiences, what’s going on in your school. Everything that you’ve gone through and your journey into education, this has been so, so cool. If someone is listening and wants to reach out and just have a conversation, what would be the best way for them to get in touch with you?


Terresa Amidei (31:31):
Yeah. I would say email. I can, do you want me to drop that to you? And then you can,


Sam Demma (31:36):
I’ll put in the show notes, I’ll put it in the show notes as well, but if you want, you can even say it now or spell it out for


Terresa Amidei (31:42):
All right. Well, do you see my name right on the little thing? So put a . in between there. So terresa.amidei@desertsands.us.


Sam Demma (31:52):
Cool. Easy, simple. Thank you so much again. This is awesome, Keep up the great work.


Terresa Amidei (31:57):
Sam. You’re doing such great work yourself. I just wanna say thanks for reaching out. Like anytime, anytime you need some filler, just call me.


Sam Demma (32:04):
I will, appreciate it.


Terresa Amidei (32:05):
I love it. I love it.


Sam Demma (32:07):
All right. Well talk soon.


Terresa Amidei (32:09):
Okay. Bye Sam.


Sam Demma (32:10):
And there you have it. Another amazing guest, an amazing interview on the High Performing Educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review so other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show; if you want meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network, you’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

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Kevin Fochs – Executive Director of Alaska FFA

Kevin Fochs - Executive Director of Alaska FFA
About Kevin Fochs

Kevin Fochs (@fochs_for_hd60) is the Executive Director of the Alaska FFA. Kevin spent 32 years in the classroom and is an award-winning agriculture educator and FFA advisor.

Kevin specializes in leadership development of youth and educating them about the opportunities and importance of agriculture. He is responsible for the oversight and management of the Alaska FFA Association and the Alaska FFA Foundation.

Connect with Kevin: Email | Instagram | Linkedin | Twitter

Listen Now

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

Resources Mentioned

Alaska Future Farmers of America Association (FFA)

Agriculture Education at Montana State University-Bozeman

Masters of Education at Montana State University-Bozeman

Hobson Public School

The Transcript

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

Sam Demma (00:00):
Welcome back to another episode of the High Performing Educator podcast. This is your host and youth speaker, Sam Demma. Today I have the privilege of being joined by Kevin Fochs. He is the executive director of the Alaska FFA. Kevin spent 32 years in the classroom and is an award winning agricultural educator and FFA advisor. Kevin specializes in leadership development of youth and educating them about the opportunities and importance of agriculture. He is responsible for the oversight and management of the Alaska FFA Association and the Alaska FFA Foundation. Kevin does amazing work and we have a very enjoyable, laid back, but authentic conversation on today’s episode. I hope you enjoy it and I’ll see you on the other side. Kevin, welcome to the High Performing Educator podcast. Huge pleasure to have you on the show here today. Why don’t you start by introducing yourself and sharing a little bit about what brought you to where you are in your own life’s journey so far?


Kevin Fochs (01:32):
Yeah, well, I grew up on a cattle ranch in Montana actually, ’cause kids spent most of my life, life or youth in on a farm and ranch, raising cows and milking cows, riding horses. And when I graduated from high school, my mom said “Hey, you need to go on to college” and I was kind of fighting that I wasn’t actually thought, oh, I’ll just keep be work for a while and then think about it but she insisted, which was a very good thing. And so I went to Montana State, actually got a degree in agriculture education, started teaching in the state of Montana, taught there for, actually taught 6 years in a little town called Hobson. And and then I took a year off and got my master’s degree in school administration, which I never did use, but went to and then went to a town of Livingston. It was kind, it’s kind of a funny story, how I got to Livingston.


Kevin Fochs (02:31):
I finished up my master’s degree and the agriculture teacher that was there called I’m take a sabbatical for a year’s pregnant in Livingston. So he says, will you come teach for me for a year? And I said, sure, that sounds good. I didn’t have a job at the time. And so I went thinking I was gonna be there a year and he decided he was never, he was gonna stay on the ranch. So I stayed there and taught for 26 more. So, wow. So I taught 32 years in Montana. Wow. And actually taught those twin girls too, which was kinda cool when when they were, they took my class and the, the first week of school they, I had the kids introduce themselves and these two twins introduce themselves. And, and I says, you know, if you don’t, if you don’t like your ag teacher, you can blame your dad. And they, they would come up to afterwards, like what you about getting started in Oxton. So, yeah.


Sam Demma (03:37):
So that’s awesome. And


Kevin Fochs (03:38):
Then I, you know, I retired 32 years in Montana retired. I was, but, and I last about four months and I’m like, no, this isn’t ready. This isn’t where I wanna be. So not ready for retirement. So that’s brought me to Alaska. So I took the job up here in 2014 as their state FFA advisor. So I oversee all the FFA chapters in the state. So I’ve been doing that going on seven years. So


Sam Demma (04:08):
That’s awesome. And it sounds like your mom played a big role in you going to school and continuing your education. Did you have other educators in your life that tapped you on the shoulder and said, Hey, Kevin, you know, you should consider doing this work or getting into agricultural education. Did you have other educators that inspired you? And if you did, what did they do that made a huge impact on you? If you can remember any of them,


Kevin Fochs (04:32):
You know, I probably you know, my family, yeah. On my mom’s side was a lot of educators. My grandma was an elementary teacher. I had, I had three of my uncles actually taught my mom’s brothers and, and really, you know, I’m real close to, or really my, my uncle John made a big impression on me as youth. You know, part of my history. I lost my kinda a tragic story when I was young. I lost my my grandfather and uncle and my dad were hit by a train and killed when I was wow. Little, my mom at the time had four girls and myself and was pregnant with my little sister birdie. So she ran our ranch for about three years before she remarried. So wow. Real strong lady. So got a lot of, I listened to my mom, I guess growing up and making, you know, having her tell me to go to school, I guess was probably a good thing.


Kevin Fochs (05:38):
I actually looked at being a vet and got accepted to Colorado state finances. Weren’t that great for me? So I couldn’t afford to go to school there. So that’s what took me to, to MSU. And I actually started in architecture and that didn’t sit real well with me. So I actually got good grades in architecture, but decided I wanted to get into something that was, you know, probably still keep me associated with agriculture. Nice. That’s what led me to agriculture education had a, had a great ag teacher in high school, you know, ate, taught for over 40 years. Wow. Still, still talk to Gary Olson frequently. So yeah. Good guy.


Sam Demma (06:26):
Oh, that’s amazing. And thank you for sharing that part of your story. Yeah. I appreciate that must have been a really difficult experience growing up. But I believe that our adversity shapes our values and our principles and the rest of our life. And I’m curious to know what are some of the principles and values that your mom raised you with to help you pursue and continue through this, that difficult challenge at that point in your life or things that you think, ah, I believe this because of my mom. Any, any of those things come to mind? I feel like our, you know, parents play a big role in how we grow up as young people and educators play a big role in how students grow up as well. Curious.


Kevin Fochs (07:05):
Yeah. You know hard work I guess. And, and the ability to do what you set your mind to do, I guess, you know, in a matter of hardship, you know, my mom remarried and had two boys too, so there’s eight kids in our family, but my stepdad real close to him. Cause I was so little when my, my dad passed, my real dad passed away that he was my father, you know? But he used to always say, there’s no such word as I can’t,


Sam Demma (07:35):
Love that.


Kevin Fochs (07:36):
So yeah, that, that’s kinda a, something that drives you, you know, and just seeing the, the hard work and the strength of my mom.


Sam Demma (07:45):
I love that. Thank you for sharing. And, and what do you think keeps you going now? You know, what keeps you, you said you’re well past retirement or you stopped teaching in the classroom and now you’re, you’re doing a lot of work with students in agriculture and you know, it’s been keeping you in Alaska for the past couple years. What is your motivator today? What keeps you going?


Kevin Fochs (08:05):
You know, working with youth keeps you young, that’s fun.


Sam Demma (08:09):
Yeah.


Kevin Fochs (08:10):
And I guess you can always see the impact, you know, that even if you just change, you know, one person’s life there’s to the impact that you make with youth and particularly in Alaska being a young state and not having a lot of strength in their agriculture education programs in the state. So being able to grow that and seeing that you’ve made change, I guess that’s rewarding. So but, but youth always keep you young and you know, and still even touching base with those kids that you impacted when you’re teaching or, or associated with an FFA, you know, is rewarding.


Sam Demma (08:54):
Ah, I love that. And when you think of students whose impact you have seen or heard of maybe even 10 years down the road, sometimes you can probably attest to this. You don’t really know you impacted a kid until 10 years later when they come back and tell you other times, you know, right away do any impact stories of students that that have happened over the past 20, 30 years, however long you’ve been working with youth stick out in your mind are any stories that you can recall that are like, wow, this is, this was amazing. And maybe it’s a very serious story, so you can change their name if you wanna keep it private. But I’m curious if anything comes to mind.


Kevin Fochs (09:29):
Yeah. Oh yeah. There’s a lot of stories. You know, I always said, you know, the kids that were struggling, that you could see that you made a change with were the, probably the most rewarding, you know, a lot of times you have really intelligent students, really capable students and you don’t know that you made an impact on, so the ones that, you know, that’re having tough time with school or with life and, you know, I guess they’re the most rewarding, but one student in particular, I don’t know, I’ve told this story. It’s kinda my success story. I guess a teacher, I had a, I had a student that came into my class as a freshman. He was wearing sandals and short, you know, he was a city kid. He wasn’t your typical FFA type student. And he immediately brought his drop ad slip up to me and said, Hey, I didn’t sign up for this ag class.


Kevin Fochs (10:23):
I’m will you sign my drop ad? And you know, the school’s policy was, they couldn’t change class till the end of the week. Anyway, this was like beginning of school year. And I said, well know what, yeah, I will, at the end of the week, if you want me to sign it, bring it back up. But why don’t you, you know, stick with class till Friday and see what you, you see what you think. And bring it back up Friday if you wanna change so well, the end of the week comes up and he goes, you know, this sounds like an interesting class. I think I’ll, I’ll take this class. You know, he, the funny part is he was, didn’t have any association with agriculture whatsoever. He grew up in, you know, in town and as a sophomore, he ran for our chapter officer and he actually partnered with another classmate and they started raising pigs and he went on and he was really competitive and FFA, our FFA organization had speaking contests.


Kevin Fochs (11:28):
He went to national convention as the state winning speaker and competed nationally in a speaking event. And wow got elected to, to state office in FFA. The president president Clinton at that time came and toured Montana when he was a state officer. And he was one, one of like four people that got to spend a couple days with the president showing him agriculture in Montana. Nice. He went on Montana state and, and, and he got into vet science and he, he met a gal and was in vet science, ended up marrying this gal. He’s now managing the farm and ranch of his wife’s parents who retired. And he runs a 10,000 acre ranch in Montana growing grain and hay. Wow. Livestock and yeah. So pretty cool story. The, the highlights of that story when he got married, he actually asked, asked me to stand in. So


Sam Demma (12:36):
Was that’s amazing.


Kevin Fochs (12:39):
That’s yeah. Success story didn’t have any interest in agriculture whatsoever, but you, you know, impacted him and showed him that there’s opportunity in that as a career. And


Sam Demma (12:55):
That’s amazing. So when, when you think back to that first week of school, and this might be a long time ago, so I apologize for the pressure, but when you, when you think back to that first week that he was in your class, what do you think made him wanna stay by the time Friday came around, but you know, was it just the introduction that week and he might have been interested in the subject. Do you think you did some things that made him feel more welcome and involved, or what do you think by Friday made him not bring that slip to you and have you sign it?


Kevin Fochs (13:27):
Don’t know, I guess hopefully that, you know, I, I always tried to treat all kids with respect and, you know, care about kids. You know, I was accused of spending more time with my students sometimes than my own kids, which I don’t, think’s a bad thing, you know, so I kind was a father figure to some kids, you know, because they spend a lot of, a lot more time, a lot, some, some of ’em probably spent more time with me in class and on FFA activities than they did with their parents. A lot of ’em, but, you know, just welcoming. And I think you know, the nice thing about teaching agriculture was that it’s an elective. It’s not a required course, like some academics. And and, and there was a lot of variety. I really tried to show kids the big picture of agriculture when they were freshman.


Kevin Fochs (14:19):
We did a lot of things. You know, I actually, one thing I did was kinda unique is I actually gave them a list of, of materials of subject units that we were gonna teach. And I would let ’em vote on them, I would say, okay, we’re gonna, I’m gonna teach you most of this stuff, that’s on the list, but I wanna see where your interest flies. And so you know, we had animal signs and plant science and computers and mechanics, little stuff like welding carpentry. And, you know, that’s the neat thing about agriculture. You teach a lot of different subject areas. And so, so I’d give them a little buy in because they thought, you know, that they were, you know, getting to choose what they wanted to learn. Some, you know, that’s a, but most, you know, the one thing I wouldn’t give ’em a choice on, I would preface that too, is, is I had public speaking down as one of one of their choices. And that usually I got the worst voting, you know, nobody likes to public speak, but I would say this one is probably gonna get the least number of votes, but you’re still gonna do a speech this year, you know? And I made all my classes and good speeches during the year. So


Sam Demma (15:34):
That’s awesome.


Kevin Fochs (15:35):
All my classes. Cause I just, it’s just a, it’s a scary thing for people to speak. You know, they say it’s a big fear of people, but I think it’s really important that sometime in your life you’ll have to stand out in front of somebody and speak,


Sam Demma (15:50):
Yeah. Whether it’s one or 50 or thousand, it makes no difference getting up in front of someone and speaking, whether it’s one on one or with a bunch of people is a fearful thing to do. But I would argue it’s also one of the most important skills. Like you’re saying whether you want to get a job or whether you want to make sure you can ask that girl or guy out on a date I mean, can use in every capacity. Right?


Kevin Fochs (16:14):
Exactly. Exactly.


Sam Demma (16:16):
That’s a


Kevin Fochs (16:17):
Brilliant, you’re always,


Sam Demma (16:18):
That’s a brilliant idea though, having your class vote on the subjects or the chapters, like maybe you have a whole year curriculum, but instead of doing it in the way that you wanted to organize it, you, you could even yeah. Get the kids to vote on it and then whatever ones they wanna do first, you just put those the, you know, the start of the school year and work through it. I think a lot of teachers listening to this will love that idea and maybe even implement it in their classroom. So thanks so much for sharing this year and last year, and hopefully not the year coming have been very different than the rest of education up until this point in time. What are some of the challenges you’ve been faced with personally and how have you tried to overcome them?


Kevin Fochs (16:59):
Yeah. You know education, I think so, you know, it seems like budget is always an issue. I guess you learn to live with that. You do things that, that you can to, to supplant maybe some of the money that you don’t don’t have. You know, I wrote a lot of grants and my, and continue to write grants to support the programs that I’m doing now. So trying to alleviate that, you know, finding good support from community, I had a real strong alumni group that supported a lot of the activities that we did and they would financially support a lot of the things that we did with our, at least with our FFA organization. So that was good. You know, the, the COVID challenges that we’re facing is, are huge. You know, I actually worked in my house for 16 months. I just, realistically just came back to my office just a month ago.


Kevin Fochs (17:59):
So it’s been a challenge and I applaud the teachers that are, that are out there in the trenches trying to teach in this atmosphere. I, you know, it’s, you know, I told somebody, honestly, I told somebody if, if I was still in the classroom trying to teach what I taught to my kids, you know, agriculture’s a lot of hands on stuff like welding. And you know, we had a greenhouse where I, where I taught. So we worked in the greenhouse, grew plants and you know, we were actually raised chickens and used them in the school, we school farm. So we did some interesting things, but a lot of hands on skills and how you, you know, how you become innovative and are still able to teach those hands, this, but, but, you know, we’ve, I’ve operated in that climate, you know, the last two years we, we did our state FFA convention virtually, and we’re one of the first states in the, that put on our convention.


Kevin Fochs (19:16):
Granted we have a, we have a small membership in our state. So we have some advantages that way, but, but it was, you know, just stepping up and saying, Hey, we’re gonna make this happen. Kinda goes back to that, no such word as I can. You know, we just we’re gonna make it happen and do what we can and that’s what we did moving forward. And I think they were successful. You know, it brought some things to light that I think are positive. In Alaska, we’re such a we don’t have a lot of roads in our state. You know, the Western part of Alaska is pretty much you get there by a boat or plane or in the winter, you know, you take snowmobile up the river. So a lot of the villages and a lot of the, the communities are, are really remote.


Kevin Fochs (20:08):
So the thing that I see is I think we’ll deliver some of our future events and our conventions and our leadership events, I think will deliver them remotely and in person. So we’ll be able to provide some opportunities for kids that maybe weren’t able to do that just because of the distance. I mean, here’s, here’s a crazy story. I had a FFA chapter in cake and they came to our state convention. It cost about $7,000 to travel to our state convention. wow. If you could believe that. I mean, that’s normally what, you know, in Montana, that’s not even, I wouldn’t even pay that kids to, to, you know, national convention in Indianapolis. So, so, you know, huge, you know, two taking plane fair and taking another plane to get here and then, you know, yeah, just huge amount of expenses. So, so, so those barriers with travel are huge.


Kevin Fochs (21:13):
So, you know, being able to look at things a little differently and deliver some things remotely, I’ll good for us out. We saw a huge impact. I mean, we, you know, our convention had numbers in this. Well, you know, when you look at Facebook, we had over 8,000 people accessing some of the events that we were doing in our convention. And normally we have 250, 300 people at our convention in attendance, so, wow. So definitely reached a lot of people that weren’t, we hadn’t reached before. So that’s pretty neat, you know, so we’ll, we’ll look at that as we move forward.


Sam Demma (21:52):
Nice. Ah, I love that. And I would assume it’s also harder to get the word out maybe this year about FFA, but I remember on our previous phone call, you told me that you’ve still been able to keep the groups going and most of the chapters are still running in schools. And since you started, you know, you went from a couple FFA chapters to, I think you said 18. Is that how many are currently in Alaska?


Kevin Fochs (22:12):
Yeah, we started with six and when I first took this job and had like round, we had our actual membership was a 17 and we’ve grown our membership over 500 and we grew to 18 chapters. We’re actually had some, we’ve lost some members. I’ll be honest with you. We lost some members and lost some chapters is last couple years with COVID. So yeah. So we’re trying to rebuild that because there’s still that in person, there there’s a need for people to meet in person and have that relationship, I think, to draw new members and, you know, and just show kids what we’re about. So,


Sam Demma (22:55):
Yeah. And I hear, I hear you have a huge team as well. Is that true?


Kevin Fochs (23:01):
Oh, oh, as far as I, I do have state officer team, you have five state officers that help conduct our activities across the state. We’re just gearing up for things that we will go out and visit chapters this fall and do activities with them workshops. Matter of fact, they’re coming in next week to do those workshops, that training. Oh, great group. Great group.


Sam Demma (23:27):
Awesome. And if you could go back and speak to your younger self and give yourself advice on education, on teaching, on working with young people, knowing what you know now, and based on the experiences you’ve had over the past 20, 30 years, what advice would you give a younger self?


Kevin Fochs (23:48):
You know, that’s probably comes more from a personal side was I’m kind of a workaholic. So that was pro I guess if I had to do it everything over again, I’d probably to devote more. I’d take more time to, to be with family and do things that were personal. My work was and still is kinda my life. So, so it cost me, you know marriage. So yeah. So if I was gonna talk to people starting out, I’d say that, you know save some time for your personal life. That’s, that’s very important. So,


Sam Demma (24:32):
Ah, thanks for sharing that. I appreciate that. That’s it’s honest and I appreciate the, the honesty. Awesome. Kevin, thank you so much for doing this really appreciate you taking your time to come on here. Means a lot, and I know that educators listening took away some great ideas and hopefully can implement some of them as well. If someone li is listening to this and wants to reach out, maybe just send you an email or just, you know, get in touch with you, what would be the best way for them to do so?


Kevin Fochs (24:58):
Yeah, they can, they can share email me my emails, my last name’s pronounced Fox, but it’s spelled F O C S so it’s K Fox, alaska.edu, so, okay. And yeah, they’re welcome to send me an email. I’d be happy to talk to ’em, you know, I’ve done presentations for teachers that are just starting out and always enjoy doing that. Cause you know, they ask a lot of good questions and you can relate some, some stories, you know, that things that you’ve done, that you do different and


Sam Demma (25:33):
Love it. Yeah. That’s awesome. And they’ll see your beautiful HBAR mustache as well. They choose to book you but awesome. Thank you. Thank you so much,


Kevin Fochs (25:43):
Paul. You know, can I close with one thing though?


Sam Demma (25:46):
Yeah, please.


Kevin Fochs (25:47):
You know, and may I’m at fault too, you know, I had my youngest daughter, she, she was talking about she kind of said she didn’t wanna go to college. And you know, I had a college professor that retired from the university and even admitted that maybe sometimes we, we look at college as you know, we all want our kids to go to college. We all want them to get a college education. Like my mom consistent that I do. And I think that’s good, but I think there’s some, some some other opportunities out there that we need to pull from too. I think there’s some technical schools and other career choices that, that are easier to attain and, and are, are really rewarding careers and good paying careers. You know, my daughter, I insisted that she, she go to college and she was like, she’s kind of she’s hardheaded like her dad, you know, she said, oh, I’m gonna go into the military.


Kevin Fochs (26:43):
And I says, well, that’d be good. You can get an education in the military. That’s alright. You know, and, and she thought about that for a while. And she says, no, I’m not gonna do that. She goes, well, I’m, I’m gonna become a hairdresser. And I says, well, that’d be a good way to pay for your college. You cut hair while you getting your education. And then she, she was indignant, you know, my oldest three kids went to Montana state and she was indignant that she wasn’t gonna go to Montana state and follow in her older brothers and sisters footsteps. So she was she’s insisted that she was gonna the university of Montana. And in, in Montana, that’s kinda, there are rivals, you know, in football and, and our big rivalry between U of M and Montana state. And I says, well, okay, I suppose, you know, I was like, honestly, didn’t want to go to U of M, but I says, why don’t you as a senior, why don’t you go check it out and go to their orientation?


Kevin Fochs (27:42):
And so she did, and she came back and, and and she said, dad, I’m not gonna go to U of M I didn’t like it up there. So I’m gonna go to Montana state. So she did. And she started out and you know, getting the college education probably because I had forced her. And then she decided that she was gonna just get a two year degree in accounting. And, and she went to, you know, gall college there and got her accounting degree and is doing real well. She’s now sales manager for state farm insurance agent. So she, you know, is doing extremely well, you know, started off making more money than any of my kids that went, got a college education and, you know, like job and stuff. So, so I think, you know, sometimes maybe I don’t fault parents wanting their kids to go to college education, but sometimes they need to listen to, cause there was a lot of good occupations out there that kids can get. And I saw that, you know, teaching too, I had a lot of kids go to technical schools and go to two year programs and, and doing very well and enable to come back into their own communities and work and live and, and make a good living. So just a side note,


Sam Demma (29:01):
Oh, I appreciate you sharing that. I’m also someone that took a very different path. I went to school for only two months actually, and then decided to postpone my education to pursue all the work I’m doing with students. And back when I first started and told my parents that they would’ve thought I was absolutely crazy, in fact, they did. Right. you know but it’s important. I think that, that we love what we do and to love what we do. We have to sometimes go against other people’s opinions initially. But hopefully at some point in our future, it pays off. Right. yep, exactly. And I, I appreciate you sharing that, especially now there’s so many opportunities that didn’t exist, you know, 50, 60, 70, a hundred, 200 years ago. Like they, and, and some of them don’t even make sense unless you’re a student growing up right now and experiencing them first end. So yeah, it’s such an important thing to share. Cuz one thing that you say to a student could stick with them for the rest of their life. You know, you, you tell a student something about not being able to do something or being more realistic, and that might be the one thing that changes their future career choice and, and you don’t even know it. Right. So


Kevin Fochs (30:12):
Yes, funny to say, but that I, you know, I was a good student. I, I got good grades all through school and through college and I got one D in in college and it was in a, and it was in a class called introduction to agriculture education and it was introductory class for, for people to become teachers and agriculture. And it made me dang mad that I guess maybe that’s, part of the reason I ended up being a teacher is I was like, God, I can do this. You know, what do I get a D for


Sam Demma (30:46):
ah, I like that. Oh yeah. And sometimes when people say you can’t do something, it also gives you a little spark or fire to, to prove that person wrong and to continue pursuing the thing that you want to do. Or prove yourself right. You know, you overcome the challenge of not doing so well and now look at you, you know, 30 years later, but oh, that’s awesome. That’s awesome. Oh, amazing. Thanks for sharing that story. Any other things come to mind? You wanna, you wanna share with these educators listening before we wrap up?


Kevin Fochs (31:14):
Oh, I think that’s good. I, you know, I could go on and on and tell stories, but that’s probably enough stories. If they wanna get ahold of me, I’d be happy to talk to ’em too. I, you know, I, I will say that I applaud all the educators, you know, for what they do the time they spend with kids. And I guess when you look, there has to be some rewards besides money because they don’t get well paid for what they do, you know? So I applaud, I applaud you for, for the last two years of being able to get through the, the dilemma that you’re faced with and change the direction you you’ve been, you know, teaching the way you’ve been teaching. So still be able to do that.


Sam Demma (32:00):
Yeah, they appreciate it. I can tell you that for sure.


Kevin Fochs (32:03):
Thank you. Thank you for inviting me.


Sam Demma (32:05):
Yeah. Thank you for coming on. This has been awesome, keep up the great work. Don’t retire soon ’cause we need you too. Kevin. totally joking, but yeah. Keep up the great work. Stay in touch and yeah. You know, I look forward to hearing all the cool stuff you continue to do over in Alaska.


Kevin Fochs (32:21):
Thanks.


Sam Demma (32:23):
And there you have it. Another amazing guest, an amazing interview on the High Performing Educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review so other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show; if you want meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network, you’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Kevin Fochs

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.