April 9 - 11, 2017.
by Dr. Tom Matthews, Headmaster at St. George's School
St. George's School is halfway through its ten-year strategic plan, One Boy at a Time. By any measure, it's a big and bold plan. We are positioning St. George's to be a world leader in the education of boys. We started with the basics, which for us meant recommitting to being deliberately and proactively a boy's school. In this era – when some single-gender schools remain so for reasons of tradition, and while others are considering or have already become co-ed – that in itself is a major commitment.
Boys learn differently from girls, and our research-based understanding of this has led to examining everything that we do, from our pedagogy, to our programs, to our facilities.
The Grade 10 Cohort program is representative of how we're thinking and rethinking the education of boys. For this academic year we have four cohorts of about 20 students each:
- Connect 10 encourages boys to work within and toward a global perspective that considers self and others in dynamic communities.
- Discovery 10 integrates academic learning into cultural and wilderness experiences.
- Express 10 offers students an enriched performing arts environment, including storytelling, song, and dance.
- Fusion 10 enables students to see the concepts they encounter in science and math come alive through design and making.
Students in each Cohort take several of their classes, including one elective block, together for the entire year. The model allows faculty to develop unique learning opportunities for students that blur the typical classroom boundaries and that encourages greater connections with real-world learning.
We are also making sure that our facilities match the needs of our boys. We encourage our students to be actively engaged, to work collaboratively and to have access to the tools and technology they need. We are radically thinking about our classroom and hallway designs. At St. George's we talk about neighbourhoods within the school – places that have a sense of engagement and interaction and movement.
We also want to make sure that our students understand the rich cultural legacy that shapes who we are. We acknowledge that St. George's is situated on the unceded traditional territory of the Musqueam First Nations and we are actively pursuing partnerships with this and other Indigenous communities.
Our school's motto is SINE TIMORE AUT FAVORE (Without Fear or Favour), and as Headmaster I have to acknowledge that there are times when our grand ideas and initiatives cause me some healthy fear, as well as some sense of the significant responsibilities we all have to future generations. Big and bold ideas often do that.
by Dr. Tom Matthews, Headmaster at St. George's School
St. George's School is halfway through its ten-year strategic plan, One Boy at a Time. By any measure, it's a big and bold plan. We are positioning St. George's to be a world leader in the education of boys. We started with the basics, which for us meant recommitting to being deliberately and proactively a boy's school. In this era – when some single-gender schools remain so for reasons of tradition, and while others are considering or have already become co-ed – that in itself is a major commitment ...
by Laurence Kutler, Head of School at Talmud Torah | Herzliah
What will our students remember ten years from now? I think it's safe to say they won't remember individual tests and assignments – those numbers and data that sometimes are in danger of consuming all our energies and focus.
I do think they will remember the humanity of our school, the warmth of the teachers and staff, the nurturing community that we focus on creating at Talmud Torah | Herzliah ...
by Allan Hardy, Principal at Greenwood College School
At Greenwood, we believe strongly that students should be provided with multiple opportunities to challenge their minds, their bodies and their spirits. And now we have a spectacular artwork that demonstrates these beliefs.
"Singing the Light," by Toronto artist Sarah Hall, is 60 feet high by 18 feet wide and continuously spans five floors of our school. The central tree that stretches the length of the piece, together with the birds that come to rest within the piece and then fly off on their own, are allegories for the school community ...
by Ted Spear, Ph.D., Head at Island Pacific School
At Island Pacific School we believe that when kids are given a strong foundation and the right kinds of support, they can achieve truly remarkable things.
This belief is put into practice in our Masterworks program. Small by design – IPS has a total of about 65 students spread across Grades 6 to 9 – our school has created an intellectually creative challenge for our graduating students ...
Neuchâtel Junior College - Bill Boyer, Head of School.
"We have many of the same concerns as other CAIS schools," says Neuchâtel's Head of School, Bill Boyer, "and that includes refreshing our facilities, fundraising, and ensuring a compelling education inside – and especially outside – the classroom."
"What is unique about our school is that we renew our entire student body every year. We offer Grade 12 only, and so each and every year we see a new group of students. That has its challenges and its pleasures."...
by Martha Perry, Principal at St. Clement's School
As the product of a girls' school, I believe strongly in the presence and the nurturing of women in leadership. It is a comfort to know that CAIS believes in this as well.
Over the last four years, a module on Women and Leadership – first started by Kathy Nikidis, past Head of Miss Edgar's and Miss Cramp's School – has been included at the CAIS Leadership Institute. It has been important in fostering conversations among female colleagues about research, candid experiences, and considerations of next steps ...
by Stuart Grainger, Headmaster at Trinity College School
The start of an academic year brings a new energy to those of us in education – students, staff and faculty alike. A fresh beginning provides another opportunity to set short-term and long-term goals, another chance to sharpen habits and routines and, ultimately, the ability to make our lives and communities better ...
by Graham Hookey, Head of School at Kempenfelt Bay School
Since 1984 I have written a weekly column for local newspapers in the communities in which I have lived. My purposes are quite simple. First, I feel that discussions surrounding education and parenting (the main thrusts of my writing) are both necessary and helpful. I throw ideas up in the air, share the insights and research of others, and then hope some of it settles in such a way that it's helpful to parents as they take on the ever-challenging role of raising children ...
As schools begin the new academic year, CAIS wants to wish Rodger Wright a relaxing, fulfilling – and happy – retirement.
After 33 years as Headmaster – at Trinity College and Collingwood School – Rodger Wright retired in June. But he did not go without a song ...
By Jason B. Rogers, Headmaster at Rundle College
When I was five years old, if someone had asked me this, I probably would have answered, "I might not be able to fly now! But I'm about to take off!"
I remember donning my Superman costume and running in circles in my backyard attempting to get a little bit of lift. My younger brother, who so often was the innocent bystander in need of rescue, often sat by awaiting my triumphant arrival ...
By Paul G. Kitchen, Head of School at Rothesay Netherwood School
In 1965 I was a new grade 9 boarding student beginning what I thought would be a grand adventure. Both of my brothers had spent five years at boarding school, so I didn't ask any questions. When I was going into grade 9, it just seemed that it was my turn. Little did I know that my turn would end up lasting 46 years ...
By Blayne Addley, Headmaster at Halifax Grammar School
The Halifax Grammar School is currently designing a new campus. It's being brought to life founded on the core principals of collaboration and group-work, and will celebrate liberal arts education, which I strongly believe will help develop the best and brightest opportunities for our current and future students ...
By Dorothy Byers, Head of School at St. Mildred's-Lightbourn School
Human beings are socialized creatures: we need social interaction to thrive. Working in education enables the development of deep relationships with the children, parents, and adults with whom we work. The impact of these relationships may take years to understand or come to fruition. Let me share one that is profoundly impactful in my life ...
By Geoff Dowd, Principal of Trafalgar School for Girls
My undergraduate readings in education during the early 1970s created a fair degree of internal cognitive dissonance: they included Ivan Illich urging us to de-school society and Neil Postman disparaging systems that focused too much on how to make a living, rather than live a life. Taught by professors long removed from school classrooms (if they were ever there), I seemed to learn more about why education was not working...
By Jim Power, Principal of Upper Canada College
Growth mindsets, 21st-century learning skills, cross-cultural competencies – these are among the important topics vigorously promoted in schools these days. But it's important to remember something that has been true since Plato first wrote about his cave: schools are, at their deepest core, about the fundamental and pivotal relationship between student and teacher...