CAIS members can view up to date COVID-19 resources and school samples here.
CAIS Independent School Leadership Diploma Program - Summer 2022
Modules will be presented in person at Lakefield College School July 2-3, 2022 and virtually July 12-14 and July 19-21, 2022.
ARE YOU NEW TO THE LI (this is your first time taking any modules)?
Typically, we expect participants who are committed to completing the full Diploma Program to register first for the Foundations for School Leadership Program. This year, this program is being offered in person at Lakefield College School in Lakefield, Ontario, July 2-6.
However, at this time, we recognize that comfort levels with travel vary, and the Foundations program is likely to sell out (as it did last year!). Therefore, for this year, if you are waitlisted or are not currently comfortable with travel, we encourage you to register for virtual modules in Week 2 (July 12-14) and Week 3 (July 19-21). We will happily apply these modules toward your Diploma and you take the Foundations program in the future.
Participants in these modules are not required to commit to the full Diploma program. Aspiring and current CAIS school leaders are always welcome to take these as “stand-alone” workshops.
- Participants who register for the two-module Innovation Roadmap from July 4-6 and one of the Diploma modules on July 2-3 and will earn three modules towards the CAIS Diploma in Independent School Leadership!
- For virtual modules, participants can register for one module per week.
- Attendance in all sessions is required for module credit.
- A minimum of 10 participants is required for each module.
- Week 1 will be offered in person at Lakefield College School. Weeks 2 and 3 will be offered virtually on the Zoom platform.
- In person Fees, Week 1
- CAIS Members - $605.00/module, includes module program, 1 night accommodation at Lakefield College School (Saturday, July 2) and meals; Non-member fee is $780.00.
- Virtual Fees, Weeks 2 and 3
- CAIS Members - $375.00/module, except Mental Health First Aid Supporting Youth and Child Protection - Systems for Safeguarding Children from Sexual Abuse and Victimization are $415.00; Non-member fee is $515.00 and $625.00 for Mental Health First Aid Supporting Youth and Systems for Safeguarding Children from Sexual Abuse and Victimization.
Diploma Week 1 - In person Lakefield College School
July 2-3, 2022
Indigenous Ways of Learning and Leading
|Spelexilh, Anjeanette Dawson, Counsellor/Indigenous Specialist, Kenneth Gordon Maplewood School|
|Culture of Well-being - A Holistic School Approach||
Ed Kidd, Headmaster, Ridley College and Hannah Kidd, Lower School Counsellor, Ridley College
Leadership in Environmental Sustainability
|Michèle Andrews, Co-Founder & Executive Director of DoorNumberOne.org, & Director of the Climate Action Accelerator Program.|
|July 4-6, 2022||
|The Innovation Roadmap (counts as 2 Diploma modules!)||
Justin Medved, Associate Head - Academics, The York School; Garth Nichols, VP, Strategic Innovation & Design, Havergal College; Grant Lichtman, Author, Speaker, Facilitator of CAIS Long Term Disruption Workshops
- Indigenous Ways of Learning & Leading
- Leadership in Environmental Sustainability
- The Innovation Roadmap (Counts as Two Modules)
- Culture of Well-being - A Holistic School Approach
Indigenous, First Nations, Aboriginal, Inuit or Metis learners have been learning in westernized schools for over 153 years. Whether it has been in an Independent, Catholic or Private School, Indigenous students certainly have had their challenges to adapt to an education system that wasn’t the way Indigenous people taught their children prior to contact. Indigneous people have never been included in consultation on what the curriculum would include or how to support in creating new teachers.
Many schools are looking for ways to implement indigenous history, indigenous culture, indigenous language into the Education Programs and are interested in supporting their staff in moving towards Truth and Reconciliation. In order for First Nations, Inuit or Metis students to feel a sense of belonging, leaders must go into this work with an open heart and an open mind. The teaching is “you're only as good as your leader.” Remember we are all working together in creating good human beings. Be inclusive, ask questions, and reach out to Indigenous communities.
The Indigenous Ways of Learning and Leading module will guide you with strategies and ideas as to how to begin this important work. We will sit in the uncomfortableness of sharing, understanding and learning where to begin, ask ourselves what we could be doing differently and actually planning the work.
We will start at the beginning and understand how we as educators, teachers, and learners got here. We will challenge ourselves and fully participate and listen to others' ideas. To be a part of this process, participants will use their voices, ask questions and share ideas. We are all here for the same reason, to accept the truth.
Participants will explore the following questions:
- Does the school have a comprehensive plan and strategy as to how to include Indigenous Education? Let's create it together, support one another, this is Indigenous Education.
- Does your school have an indigenous person supporting teachers, staff, faculty in bringing the Indigenous perspective into the school?
- In what way is Indigenous history and ways of learning and leading, a priority for your school and what are the possibilities?
- How can your school embed indigenous knowledge, teachings and content throughout the curricular and co-curricular programs?
- How can your school provide opportunities for staff, faculty and students to learn about the intersections between economic, social, political and struggles of Indigenous people in Canada.
- What strategies can your school commit to in order to ensure sustainability in all aspects of Indigenous Education (i.e., creating a budget to honor Indigenous Education, to bring in artists in residence, hire Indigenous staff and for recruiting).
Facilitator: Spelexílh, Anjeanette Dawson
Skwxwú7mesh úxwumixw – Squamish Nation
I am an Indigenous Educator, Counselor, Traditional Wool
Weaver, Indigenous Educator, Cultural Worker, Knowledge
Keeper, Historian and Workshop Facilitator,
I have been involved in Indigenous Education for 35 years and have worked in band operated, catholic, private, public and independent schools. I have earned the following degrees: Graduate Diploma in Indigenous Education – Education for Reconciliation and Masters of Education, Indigenous Education: Truth, Reconciliation and Indigenous Resurgence from Simon Fraser University.
I was one of ten women to revive the traditional art of Wool Weaving in our community. I have blankets hanging in the Squamish – Lil’wat Cultural Center in Whistler and two blankets in the Aboriginal Atrium at Simon Fraser University. I made the shawl for the Opening Ceremonies for the 2010 Vancouver Winter Olympics.
I facilitate workshops regarding Pre-contact, Residential School, culture, language, protocol, and use a teaching kit I have accumulated over the years that includes fur, hides, cedar, mountain goat wool and other props.
My passion is to share my perspectives regarding Indigenous Education and working with teachers indigenizing their lesson plans and materials. I would like to offer workshops to individuals that are the decision makers in institutions from K5 - University.
To truly work towards Reconciliation, we must begin to do this work together. The Creator has blessed me with many opportunities to work with Indigenous and non Indigenous people in creating safe places to learn and teach.
I look forward to what the Creator holds for me in the future and whose paths I cross to continue this important work in the field of Indigenous Education.
Chen kwen mantumiyap
Spelexilh, Anjeanette Dawson
GDE, Indigenous Education for Reconciliation
MEd., Truth, Reconciliation and Resurgence
We are facing humanity’s most complex and significant challenge - addressing the intersecting social and environmental crises of our time. The latest Intergovernmental Panel on Climate Change (IPCC) reports are unequivocal - every action we take from today forward matters. What we do before 2030 matters most. We must not let this brief window of time close when we can set ourselves on a new trajectory towards a just and regenerated future. Along with the climate scientists, the voices of our children are all around us, calling for help, demanding our action.
As leaders in Canadian K-12 education, we are being called to take our place amongst the leaders in this global transition. We must set a bold path forward, transforming our institutions, inspiring our school communities, all while equipping our students for the world that awaits them.
Leading change in climate action and environmental sustainability needs a hopeful, inspirational, approach, with practical ways everyone can become involved in meaningful impact. We will discuss strategies to complement what you may already have in place. This module is for formal and informal leaders from every corner of a school community, from operations to curriculum and program to administration.
Learning Intentions: Participants will:
- Fundamentals on the climate, biodiversity and related crises.
- A new paradigm for environmental sustainability in 2022 and beyond.
- How to embark on whole-school climate action, including specific strategies and initiatives that can engage everyone in a school community in high-impact action.
- Leading practices across programming, student life, operations, and capital projects. Examples from K-12 schools, higher education, and beyond will be used to inform and inspire our learning, as well as successes and challenges from the workshop participants.
- Connections will be made to the 2021 CAIS National Standards
In advance of the session, participants will be invited to answer a brief set of questions to ensure that their specific learning goals can be addressed through the course of the workshop.
Facilitator: Michèle Andrews
Michèle Andrews is the Co-Founder & Executive Director of DoorNumberOne.org, & Director of the Climate Action Accelerator Program.
In 2020, Michèle co-founded DoorNumberOne.org, a not-for-profit providing practical inspiration for the transition to a just, beautiful and regenerated world. The Climate Action Accelerator Program launched in January 2022 with its pilot cohort of 13 leading CAIS schools across Canada. The schools have committed to a 3-year program of collaborative workshops and mentoring with a team including senior administration, faculty, operations, and student leaders. The focus is for each school to create and implement a high-impact, whole-school climate action plan. The program will produce resources, case studies and lessons learned for all schools to reference.
Michèle led the CAIS Green Schools Project from its inception in the 2018-19 school year until it's pause in March 2020. She had a career in independent schools from 2002 to 2019 in a variety of roles in Senior Administration, as Head of School, and as Board Chair. She worked at the Toronto Waldorf School for 10 years as Head, where environmental responsibility and stewardship were deeply embedded into the pedagogical program and the school culture.
DoorNumberOne.org is also in the development of a 13-acre commercial and community site in Eastern Ontario which is a registered Living Building Challenge and Living Community Challenge. These challenges represent the highest standard of green building design in the world.
She has a Bachelor of Commerce from Queen’s University, and a Masters in Education from OISE/University of Toronto, with a focus on organizational change and adult learning. She had a successful career in strategy, leadership and organizational development in the private and not-for-profit sectors before stepping into the world of K-12 education.
Michèle is a volunteer ambassador and Living Future Accredited member of the International Living Future Institute. She is also a member of Al Gore’s Climate Reality Leadership Corps. She is dedicating her professional and volunteer time to contribute to the transition to a healthy, sustainable, just future. She and her husband now live on a 10 acre rural property in eastern Ontario where they are trying their hand at growing their own food and regenerating the land.
Modules that are bolded are required for the LI Diploma
Diploma Week 2 - VIRTUAL
July 12-14, 2022
Faculty & Staff Culture
Jason Rogers, Head of School, Rundle College
Bruce Mutch, Executive Director of Enrollment and Advancement, Ashbury College
|Mental Health First Aid Supporting Youth 🆕||
Christina Yurchuk, The Michener Institute of Education at the University Health Network
Information Technology: Innovative Approaches in the Academic and Operational Realm
|Jim LaPlante, Executive Director, Information & Innovation, Upper Canada College|
Diploma Week 3 - VIRTUAL
July 19-21, 2022
|Education Program Foundation||
Myke Healy, Director Teaching & Learning, Trinity College School
Val Cambre, Principal & CEO, Teal and Co.
Women in Leadership
Katrina Samson, Principal, Havergal College & Claire Kelly, Assistant Head of School, Student Life, Appleby College
|Child Protection - Systems for Safeguarding Children from Sexual Abuse and Victimization 🆕||
Karyn Kibsey, Manager of Training and Education for the Canadian Centre for Child Protection
Days & Times for Each Week
Tuesday - 12:00 - 4:30 PM ET
Wednesday - 12:00 - 4:00 PM ET*
Thursday - 12:00 - 4:00 PM ET*
There is a Break from 2:00-2:30 PM ET each day.
*30 minutes of optional networking time is offered following the Wednesday and Thursday sessions.
- Education Program Foundation
- Enrolment Management
- Faculty & Staff Culture - FULL - Register to join waitlist
- Human Resources
- Information Technology: Innovative Approaches in the Academic and Operational Realm
- Mental Health First Aid Supporting Youth
- Child Protection - Systems for Safeguarding Children from Sexual Abuse and Victimization
- Women and Leadership
A helpful metaphor for the different departments in CAIS schools is to imagine a series of interlocking gears. The academic program is located at the center of this ‘machine’ with direct connections to school purpose, leadership, enrolment management, human resources, and facilities. Our schools are first and foremost learning institutions, and all leaders within CAIS benefit from understanding the challenges and opportunities within academic programming.
This module provides an overview of essential topics facing academic leaders in CAIS schools and how wider school structures connect with and impact the education program. While academic mandates and curricula differ by province, this module will identify the effective foundational traits in educational programming.
- Discuss the role of educational programs in school equity, diversity, and inclusion work
- Understand different models of division heads, department heads, and instructional leaders
- Learn how research can best inform professional learning for faculty
- Look at how educational leaders initiate, support, evaluate and sustain change in schools
- Discuss effective practices to support academic integrity
- Review the elements of proactive and effective faculty growth and development programs
- Understand the business pressures, hard constraints, and soft constraints in timetabling
- Appreciate the challenges of teacher training and retention within the independent school landscape in Canada
- Share ideas on the academic structures that support student mental health and wellness
- Consider how the science of the developing brain informs educational programming
CAIS 2021 National Standard Alignment
Close alignment will be made with the following CAIS 2021 National Standards:
Standard 4 - Education Program Foundation
Standard 5 - Learning and Teaching
Direct connections will also be made to CAIS 2021 National Standards:
Standard 1 - School Purpose (e.g. academic mission and vision)
Standard 2 - School Leadership (e.g. academic leadership structures)
Standard 6 - Student Well-Being and Support (e.g. faculty involvement in academic and student support)
Standard 10 - Human Resources (e.g. professional development for teachers)
- Develop an understanding of The Admission Funnel (taking a family through inquiry to applicant, to candidate to decision, offer and enrolment) , Marketing, Student Assessment, Consensus Building and Financial Assistance
- Understand the concept of our CAIS schools as co-operative competitors
- Understand ethics in the Admission process
- Explore the mindset of Families of the 21st century: Wooing the millennium generation
Alignment will be made with the CAIS 2021 National Standard Nine: Recruitment and Community Engagement
Facilitator: Bruce Mutch
Bruce Mutch joined Ashbury College as Director of Admissions in 2012 and moved into his current role as Director of Enrollment and Advancement in 2017. Originally from Prince Edward Island, Bruce has spent his entire career in the independent school industry, working for some of North America’s most recognized day and boarding institutions. Prior to joining the Ashbury College family, Bruce worked as the Director of Enrollment at Strathcona-Tweedsmuir School in Calgary, AB. Previously, Bruce spent 6 years at Ridley College as Assistant Director of Admissions and Assistant Housemaster, and two years at Hillside School in Marlborough, Massachusetts as French Teacher and Assistant Head of House.
Bruce is an independent school graduate of Wilbraham and Monson Academy in Wilbraham, Massachusetts. He earned his Bachelor of Arts degree from Lake Forest College in Lake Forest, Illinois, where he balanced academics with a love for hockey, captaining the Varsity team his Junior and Senior years. He later moved on to coaching roles in hockey, lacrosse, rugby and volleyball at Hillside School, Ridley College and Strathcona-Tweedsmuir School.
Outside of school, Bruce enjoys golf, running, reading and spending time with friends and family.
The Faculty and Staff Culture module is designed to provide participants with information concerning the complexities of creating, managing, and leading a vibrant, effective faculty culture within an educational setting. Participants will review basic management theory, discuss the difference between leadership and management, begin the process of developing their own management philosophy and will be given an exposure to the controversies and issues facing a current educational manager/leader. All of this will apply directly to the overall concept of Faculty and Staff Culture.
Connections to the CAIS 2021 National Standards will be made.
Learning Intentions: Participants will:
- understand the meaning and complexities of faculty and staff culture.
- start thinking about one’s own management/leadership style.
- expose participants to a wide variety of management theories and styles.
- clearly define faculty and staff culture and understand its relevance in an independent school environment.
Facilitator: Jason Rogers, Head of School, Rundle College
Jason Rogers is currently the Headmaster of Rundle College in Calgary, Alberta. Rundle College is a preK-12 coeducational day school that boasts over 1100 students and 200 staff and faculty. Rundle College is recognized as one of the elite private schools in Alberta and is unique as it has one specialized campus named Rundle Academy which is solely for students with learning disabilities. In 2021, Rundle opened Canada’s first virtual school for students with learning disabilities, Rundle Studio. The Studio supports students in Alberta and around the world. Since 2013, Rundle College has been consistently ranked in the top 3 high schools in Alberta and Rundle Academy has maintained a rank in the top 5% of all schools in the province.
Prior to taking on the headship at Rundle College, Jason has served as classroom teacher, head of admissions, assistant principal and principal within the Rundle College community. He has also chaired Rundle College’s steering committees for technology and professional development. Jason has a Masters Degree in educational leadership from the University of Calgary, is in the final stages of completing his doctorate and recently received his Diploma in Independent School Leadership from CAIS.
Outside of school, Jason has a love of family, travel, writing and the outdoors. Jason has published articles on topics such as universal design for learning, creative study skills and the art of public speaking. Jason has had the opportunity to present to teachers, administration and parents in most Canadian provinces. Finally, in spite of growing up in Saskatchewan and cheering for the Roughriders his whole life, Jason and his wife now have made Calgary home.
The Role of Human Resources as a Strategic Partner:
A review of the Human Resources function in Schools and Organizations and its critical role as a strategic partner in driving organizational outcomes.
Through reviewing a talent strategy framework, taking a comprehensive look at the various areas of discipline in HR, including: recruitment, retention, performance management, employee relations, compensation and policy management and how to ensure practices are aligned to and contributing toward the goals, mission and vision of the organization, participants will gain a greater understanding of where Human Resources can make an impact and become a trusted and credible partner to the organization.
Reviewing current and best HR practices within the context of an education/school setting and exploring how to implement and make changes.
Alignment will be made to the CAIS 2021 National Standards.
- Learning Intentions:
- Examine some of the current and emerging trends and practices that we see today in human resources management
- Understand the challenges in ensuring there are effective HR practices and processes in responding to employment market changes
- Review the key elements of a positive employee experience and understand the impact of HR practices on the employee lifecycle within an organization
Facilitator: Val Cambre
An innovative Leader passionate about Talent Strategy, Val’s knowledge and expertise in Human Resources focuses in the areas of Employee Engagement, Organizational Design, Performance and Succession Planning. As a leader, she ensures the successful achievement of enterprise-wide initiatives and business needs are effectively supported through a strategic process.
With over 25 years of experience in talent and operational strategy, Val has worked with organizations ranging from 100 to over 10,000 employees across Canada with expertise in aligning talent management processes to the vision and mission of the organization.
Val is currently the President and CEO of Teal & Co. Inc., a boutique organizational consulting firm focused on talent strategy, leadership development, HR advisory and professional coaching.
Prior to launching Teal & Co., in 2017, Val spent more than 14 years at Appleby College where she established and led the HR function. She successfully developed and implemented various people programs including a faculty growth and development program, and mentorship program. Among her successes at Appleby College, was being recognized as a Top 100 Employer in Canada in 2007 and 2008, the first time for an Independent School in Canada.
Achieving her CHRP designation at the Rotman School of Management at the University of Toronto, and being a long-standing member of the HRPA, Val has taught in the HR Certification program at Sheridan College and continues to facilitate the HR module and Next Steppers Program for emerging leaders at CAIS. With a commitment to community, Val has served on several not-for-profit boards including the Board of Action Against Hunger where she is currently the Chair of the HR & Compensation Committee and is an active CAMH Womenmind member and advocate for women and girl’s mental health.
The intent of this course is to prepare leaders for the full breadth of IT systems and support in their schools. It will look at approaches to IT in the academic and operational realm. Participants will review overall IT strategy for their schools, what protections are in place, and why they are necessary. We will look briefly at Canadian and international approaches to data privacy and legislation and what you need to know for your schools. As well, we will look at data and analytics, explore how they can support decision making, global best practices with data, and work on opportunities to define and develop strategic approaches to using data effectively.
Participants will explore:
- Supporting Innovation and the Classrooms (and outside the classroom).
- Intentional innovation programs in schools and where the IT Department might fit in.
- How to manage and support learning tools.
- What has been learned in the past two years, what are questions to ask now moving forward?
- What data collection strategies make sense to support school programming?
- Frameworks for choosing IT systems, from classroom tools like Padlet to system tools like an LMS (Google Classroom, D2L, etc.)
Infrastructure and Tools
- Different school technology configurations - Pros and Cons
- Digital Ecosystems and why they are important - what are the best practices for Canadian schools?
- Operational systems vs Academic systems.
- Where does IT planning fit into school strategic planning?
Network Protection and Integrity
- What protection and security at a school is different from, say, a bank.
- What is the value of a network audit? Have you seen your latest?
- What ways should schools protect against cyber threats?
- Have you read your student/employee acceptable use policy?
- How do your school upscale faculty, staff and students to understand cyber threats?
Provincial, Federal, and International Data Protection
- What legislation applies to your school and how does your school comply?
Facilitator Bio: Jim LaPlante
Jim LaPlante currently the Executive Director, Information and Innovation at Upper Canada College. He has been involved in education and technology for 30 years. He started his career in education as a Physics and Calculus teacher and, since 2004, has been actively involved in IT leadership in the Independent School System. Over the last few years, Jim has been on three CAIS accreditation teams and shared the on-site Coordinator duties for UCC, actively involved in the CAIS IT Leadership Conference, as well as co-hosting the CAIS National Engagement Forums on 21st Century Classroom Design, School infrastructure and the Internet of Things, and the Evolution of 1:1 Programs in Independent Schools. At UCC, Jim oversees Help Desk service and support, classroom and operation technology integration, and the department of Data and Analytics. Currently, Jim is supporting school wide strategic initiatives like new timetable development and implementation, remote exam delivery, a community wide census, and the Principal’s Innovation Fund.
- recognize signs that a young person may be experiencing a decline in their mental well-being or a mental health or substance use crisis
- initiate conversations that encourage a young person to talk about a mental health or substance use problem
- discuss professional and other supports that could help with recovery to improved mental well-being
- assist in a mental health or substance use crisis situation
- check in with one’s own mental well-being and take action as needed
- recognize signs that may indicate a problem,
- feel more confident in knowing how they can help and
- themselves experience improved mental well-being.
- the work of the Canadian Centre for Child Protection (C3P)
- the issue of child sexual abuse and the prevalence of the problem in Canada
- establishing safeguarding structures within the school environment
- the Commit to Kids® framework to guide the development of safeguarding policies and assess risk
- Kids in the Know® prevention education to help students build skills that increase their personal safety and reduce their risk of victimization online and offline
Karyn Kibsey is the Manager of Training and Education for the Canadian Centre for Child Protection. The Canadian Centre’s goal is to reduce the incidence of missing and sexually exploited children by providing programs and services to Canadians. It operates Cybertip.ca – Canada’s tipline to report the online sexual exploitation of children. Karyn works with professionals in education, child serving-organizations, and sport to provide insights into issues of child sexual abuse and exploitation, misconduct, policies and procedures to protect children, emerging issues and trends impacting youth, and the online safety of children.
- Cultivate greater self-awareness of leadership traits and skills
- Examine past and present career points to envision future directions
- Develop an understanding of how to build a culture of leadership development for women in schools
- Think critically about career patterns, supports and obstacles through fictional and non-fictional narratives.
- Connect with colleagues from across Canada and have fun!
Dr. Katrina Samson is a vibrant, passionate educator who is committed to a student-centred approach. Her educational background includes a dual-focused Bachelor of Arts in English Literature and Health Studies, and a Bachelor of Education from Queen’s University, where she continues her involvement with the school as a member of the Queen’s University Council. Her post-graduate studies include a Master’s degree in Human Kinetics and Sports Administration from the University of Ottawa and a PhD in Educational Leadership and Administration from the University of Toronto focusing on leadership development and succession planning in independent schools. Katrina taught English literature for nearly 20 years at Appleby College, where she also held successive leadership roles such as: Department Head, Upper School Director, Assistant Head of School Student Life, and finally Head of School.
She is currently Principal of Havergal College, where she joined in 2021, taking her commitment to women in leadership and focusing on building a culture where gender equity, wellbeing and intellectual curiosity is at the heart of the learning experience. A strong advocate for the advancement of women and children, Dr. Samson has carried her passion to her volunteer role as a board member for Armagh (a transitional housing and support program for women who have suffered domestic abuse) and as a co-teacher of the “Women in Leadership” module for the Canadian Accredited Independent Schools Leadership Institute. Katrina is the proud mom of four children and she and her husband have spent their professional careers living and working in independent schools and spend much of their time with family in Oakville and Toronto.
Facilitator Bio: Dr. Claire Kelly
Claire Kelly serves as Assistant Head of School: Student Life, at Appleby College in Oakville, Ontario. She teaches AP Capstone Research, and Grade 12 English, and was formerly Director, Curriculum & Research at the school, helping to lead curricular innovation and pedagogical research. She also coaches and advises students. Claire earned her PhD from OISE/UT (’19) in Leadership, Higher, and Adult Education, with a dissertation exploring organization change, in particular, career patterns of women and gender representation in independent school headships in Canada. She has presented her research in various contexts, including the American Educational Research Association (AERA) and The Association of Boarding Schools (TABS).
She has been a CAIS LI Women in Leadership module facilitator twice before and is delighted to be returning to this role. Claire’s passions include empowering students to think critically and to use their voices for change. She lives with her husband and two sons on campus, and loves to travel, run, paddle, and play guitar.