National Leaders Conference
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2015 Grant Recipients
View Grant Recipients' Findings:
Online Learning
Tammy Earle and Cara Lee, Rothesay Netherwood School
Purpose & Findings
Purpose: Explored blended learning (books, online classes, conference) as a method of learning when designing a new Gr. 10 course. This evolved into looking at blended learning at RNS for the future.
Findings: Implementation is key. If the technology and online components are carefully integrated into the curriculum, then students see value in the task and outcomes are often met.
Read more in CAIS Connect
Inclusion of International Students at a Day School
Glenn Zederayko and Chad Holtum, Glenlyon Norfolk School
Purpose & Findings
Purpose: To further advance everyone’s ability to assess the value of creating a homestay program and prepare them to execute the program in an effective, positive way.
Findings: Many pros and cons, challenges and significant costs to establish and run the program.
Read more in CAIS Connect
Experiential Learning
Denise Lamarche and Becky Anderson, St. Michaels University School
Purpose & Findings
Purpose: Examine the experiential learning opportunities provided to students in Grade 10 at SMUS
Findings: Feedback from students, parents and faculty was very positive. The benefits of shifting our grade 10 program to include experiential learning opportunities for all students far outweighed any reason not to move in this direction.
Read more in CAIS Connect
Health and Wellbeing Project
Sarah Craig, Branksome Hall
Purpose & Findings
Purpose: Implement an Employee Health and Wellness program to improve health and wellbeing for individuals and shift the wellness culture at Branksome Hall.
Findings: The first year of the Employee Health and Wellbeing Program had a significant impact on improving the overall culture of health and wellbeing at the school. Qualitative and quantitative data provided metrics to support this finding.
Read more in CAIS Connect
Student Centered Assessments
Helen Pereira-Raso, Holy Trinity School
Purpose & Findings
Purpose: To understand how the relationship between the teacher and student change when they are collaborating on student-centered assessment practices.
Findings: The single most important factor is for educators to approach their work from a mindset or stance that begins with trusting students as capable and contributing members to the learning process.
Read more in CAIS Connect
Early Education Transitions
Shailau Spivak and Danielle Hourigan, Hillfield Strathallan College
Purpose & Findings
Purpose: This study looked at how early years programs prepared students for success in a preschool setting.
Findings: A student’s participation in a preschool program at HSC positively impacted their ability to transition to elementary and overall performance in those programs.
Read more in CAIS Connect
2015 CAIS Collaboration Grant Recipients
Technology as a Disruptor
Mary Anne Van Acker, The Bishop Strachan School and Jim LaPlante, Upper Canada College
Purpose & Findings
Purpose: To provide CAIS schools with a snapshot into current and emergent trends in technology that are potentially impactful and disruptive to education.
Findings: Schools should consider including innovation leaders as part of the school’s leadership team. Further, innovation teams should be built to manage both sustainable and disruptive innovation.
Read more in CAIS Connect
The 2051 Project
Justin Medved, The York School & Garth Nichols, Havergal College
Purpose & Findings
Purpose: Research, architect and steward the Project 2051 conversation about the compelling reasons and opportunities that exist for academic and business innovation in CAIS Schools.
Findings: There is a need that is felt to continue the conversation about academic and business innovation in Canadian independent schools.
Read more in CAIS Connect
In Search of Lost Time
Glen Downey, The York School, William Peat & Adrian Hoad-Reddick, Hillfield Strathallan College
Purpose & Findings
Purpose: to offer an approach to developing what we have traditionally thought of as a “timetable” that is appropriate for 21st-century, independent, K-12 institutions in Canada.
Findings: The manner in which timetables are often revised by educational administrators is not sufficient in making the kinds of significant and systemic changes to scheduling that will improve student learning.
Read more in CAIS Connect