Leading LEARNING IN CORRIDORS
HOLY TRINITY SCHOOL | FALL 2016
Publication Director
Carolynne Bull
Editors
Margo Northcote
Stephen Vogan
Art Direction
Kim Speed
Photography
Stickman Stunts Photography
Storey Wilkins Photography
WTB Photography
Contributors
Carolynne Bull
Julie Childerhose
Fr. Stephen Crowther
James Darling
Nina Dolgovykh
Tracy Faucher
Danielle Gibb
Kate Greenway
Barry Hughes
Maria Locacciato
Helen Pereira-Raso
Milton Jay Rubin and Susan Qui Ying Chen
Cheryl Savage
Meagan Suckling '08
Stephanie Stephens
Rob Thomson
Please send comments and suggestions to Carolynne Bull at cbull@hts.on.ca.
CORRIDORS CONTENTS
HOW HTS IS
L eadingIN LEARNING
I FEEL VERY FORTUNATE KNOWING THAT MY DAUGHTER WILL BENEFIT FROM SUCH A CONSIDERED AND FORWARDTHINKING APPROACH TO HER FUTURE. "LEADING IN LEARNING" SAYS IT ALL.
- Khalen Meredith Parent
In a Fraser Institute paper entitled: Ontario’s Private Schools: Who Chooses Them and Why? the reasons given for why parents choose schools like ours were not surprising - a focus on learning and teaching, high expectations, an ordered environment, collegial collaboration between school and home, and strong leadership. While all of these are still important today, in recent years there has been a realization that globalization and technology are transforming the workplace for today's twentysomething’s, and that students are going to need more than the hard-won prize of a university degree to have a well-paid, fulfilling, and enjoyable career.
All the leading research tells us that the style of education that schools have traditionally offered is less valid if we are to prepare our students for an era where learning will go deeper and be more abstract than ever before. While good marks, strength of character, and a solid system of values will always be vital, employers now also want soft skills such as critical thinking; communications skills; analytical and research skills; computer and technical literacy; flexibility and adaptability; and interpersonal abilities.
With this in mind, in 2013, we took a close look at how HTS could structure an education that ensures our students have the best possible start. The result was our five year strategic plan, Shaped by Experience. The plan has five themes:
1. Student Learning
2. Incredible People
3. Amazing Spaces for Learning
4. Sustainability
5. Relationships and Reputation
Some of the themes are self explanatory but it could be argued that the first two are the most crucial if we are to be a school that promotes the skills and competencies needed for the 21st century, while enabling every student to discover, realize, and demonstrate his or her true potential, passion, and unique gifts.
At the heart of the first theme is a personalized program for students in which highly skilled faculty plan learning experiences that include multiple instructional strategies and personalized experiences depending on the identified needs of the students. These could include large and small group activities, lectures, online courses, independent study, and experiential programs.
If we are to develop students with the capacity and motivation to identify, understand, interpret, create, and communicate knowledge, we must also make sure they have the best trained and most highly skilled teachers. Our teachers now have the knowledge and skills necessary to place personalized learning and support at the heart of everything we do.
We are providing high-quality professional teacher development so that we continue to offer an experience that is rigorous, rewarding, and enjoyable for our students.
INSPIRED. IT'S HOW I FELT AFTER HEARING ABOUT THE NEW ENHANCED STUDENT-LEARNING MODEL.
"SHAPED BY EXPERIENCE" IS MORE THAN JUST ACADEMICS AND SCHOOL EXPANSION. IT'S REVOLUTIONARY AND I AM PROUD THAT MY CHILDREN WILL BE THRIVING ADULTS BECAUSE OF IT.
- Michelle Risi-Anagnostopoulos Parent and Campaign Co-chair
Underpinning the attainment of our vision, and the most visible manifestation of Shaped by Experience, will be the creation of new facilities for the arts, for learning, for health and fitness, and for innovation. We are all excited that we will soon see the completion of Phase 1 of this three-phase project, which will help us to deliver an education that is second to none.
To give parents a thorough understanding of our aims, back in February we held a series of presentations called Leading In Learning. The focus was on Theme 1: Student Learning. I hope you will read more about these developments and the exciting possibilities they give us in this edition of Corridors
As we meet our strategic goals, HTS is providing an education that is built on our commitment to academic excellence but also meets the skills and competencies needed for today's students to achieve success in the future. At HTS, we are truly “leading in learning.”
BY BARRY HUGHES, HEAD OF SCHOOL
THE POWER OF PERSONALIZED LEARNING LIES NOT IN WHAT WE TEACH OR EVEN HOW WE TEACH BUT IN DEEPLY UNDERSTANDING WHO WE TEACH.
- Helen Pereira-Raso Deputy Head
Shaped by Experience is our covenant with the future. Through it, our purpose is to develop confident learners with the skills, wisdom and courage to seize the opportunities that lie ahead, as well as the agility to embrace the profound changes that will surely confront them. We are preparing our students to thrive and excel in a world that is yet to be known by creating diverse pathways to authentic, inspiring and indelible learning experiences. People don’t look alike or think alike, so why should we expect them to learn in the same way? At HTS, we don’t. However, while we favour personalized learning over the one-style-suits-all teaching method, what that means can vary greatly. For some, the term includes everything from more choice in course selection to virtual classrooms and student-regulated schooling. At HTS, personalized learning means gaining deep knowledge of the learner. The power of personalized learning lies not in what we teach or even how we teach, but in deeply understanding who we teach. In our classrooms, knowing our students – recognizing, supporting, challenging and valuing their cognitive and character differences – enables us to provide the resources that will make learning rich and meaningful for every student.
Every student deserves to learn in the way he or she learns best. As a result, we continue to invest in developing the professional skills of our faculty and by implementing strategies to support diverse learning needs.
CREATING A NETWORK OF LEARNING
However rich and diverse our program though, we believe a vital part of helping our students attain their full potential is exposing them to voices, perspectives and experiences from beyond the walls of our school. To do this, we have created a learning network that spans borders, bridges cultures and grants entry to a bigger, broader world of opportunity.
At the heart of this network are the alliances we have forged with partners who can help us deepen and broaden our commitment to support all learners. An exciting example is our recent partnership with One Schoolhouse, a fully accredited online school offering Advanced Placement (AP) courses.
Students wishing to augment their academic portfolio, particularly those seeking admission to American colleges, are now able to earn College Board–approved AP credits online.
Through our partnership with Sheridan College, we are able to advance faculty training as well as offer specialized English language proficiency programs for students who wish to expand their command of the language. Additionally, in affiliation with STEM MINDS and digital innovation hub, NewMakeIt, we provide our learners with certification programs in engineering and design software.
Our learning network enables our students to take advantage of enriching personal connections. It connects them with their peers across Canada and around the world so they can share and compare learning and life experiences. It gives them access to professionals with deep and diverse skill sets, whose advice and encouragement gives a boost to their burgeoning interests. It also exposes them to gifted speakers, including our alumni, who enlighten, inspire and exemplify a wellness of body, mind and spirit.
Recent research indicates that students who have established strong networks early in their school years have a competitive advantage so we now intend to expand our learning network to include internships. Apart from the social and professional skills acquired, internships give students a chance to “test drive” different career choices. Identifying early on in life what they enjoy doing the most can allow students to focus their pathway.
COMMUNITY OF CHARACTER
Learning is a relational endeavour, one that is predicated on healthy, open interactions among and between students, teachers, parents and the broader school community. In order to equip our learners for success, school leaders must maintain an environment that is safe, inclusive, caring and equitable for all. To facilitate this our school is, and will remain, committed to the principles of respect, integrity, confidence and leadership.
EVERY INDIVIDUAL MATTERS.
EVERY INDIVIDUAL HAS A ROLE TO PLAY. EVERY INDIVIDUAL MAKES A DIFFERENCE.
- Jane Goodall
Primatologist
Putting principle into practice, HTS students are championing human rights for all through their coursework, and through initiatives such as our Gay-Straight Alliance (GSA) and the Amnesty International club. We also continue to ensure that physical and mental wellbeing are at the heart of our work, and we are proud to be launching our own chapter of Jack.org this year.
We are very proud of our graduates. Our alumni are making exceptional contributions to their communities, and as such, are a testament to the HTS experience. By being intentional in the ways we teach our students, by being responsive to their needs, and by being fully committed to developing their character, we intend that every student who graduates will be equipped to thrive and do great things in the world.
BY HELEN PEREIRA-RASO, DEPUTY HEAD
BY NINA DOLGOVYKH, SENIOR SCHOOL SCIENCE TEACHER
The answers to some long standing questions in education on how to teach students and what to teach them are rapidly-changing. What is changing the most however, is the role of teachers in leading their students in learning, the students’ ownership of their work and their appreciation of collaborative study.
A few decades ago, a simple passing of knowledge and skills to students was the purpose of education. However, technology has made information readily available and skills easier to acquire. Emerging education trends emphasize the process of thinking; it is about a search of how to approach a challenge if you do not know how to resolve or even address it. It is turning teaching into a form of creative invention, where students are provided with multiple opportunities to get engaged with meaningful, life-like cooperative and individual experiential learning, time for creativity and innovation, and opportunities to make mistakes and learn from them. A good science teacher is no longer simply an information giver, but an opportunity provider.
Our students have once again proved that they are at the frontier of science. In May, two Grade 12 students, Daniel Mogilny and Matteo Bomben, presented their research at the Intel International Science and Engineering Fair (ISEF) in Phoenix, Arizona, the world’s largest international precollege science competition. Daniel’s work on applying Deep Learning - a new branch of machine learning inspired by advances in neuroscience - to social media texts is leading to unprecedented psychological personality classification and has potential utilizing in multiple areas ranging from marketing to preventing terrorists attacks. Matteo's research is aimed at developing an effective novel cancer and viral infection treatment via Antisense RNA-Guided Selective Protein Expression. Respectively, Daniel received a Data Award and a Systems Software award and Matteo received a Cellular and Molecular Biology award.
These two Grade 12 students not only represented 25% of the entire Canadian team, but received impressive awards. Daniel finished second in Systems Software and Matteo placed third in Cellular and Molecular Biology.
Additionally, Grade 11 student, Anmol Tukrel won several prizes, including a gold medal at the York Region Science and Engineering Fair and a silver medal at the Canada Wide Science Fair for his innovative project using Artificial Intelligence to help visually impaired individuals.
At the Science Olympics at the University of Western Ontario, our team of 22 students from Grades 9 to 12 competed against approximately one thousand other participants. Our first place finish in precise problem solving, called Fermi Questions, reached a new level of success, as the judges were shocked to not have found a single mistake in our answers. We were told this has never happened before! In the Robotics competition, the final round involved only
WHEN I STARTED WORKING ON MY PROJECTS, I LEARNED THAT ANYONE WHO WAS WILLING TO WORK HARD, THINK DIFFERENTLY, AND CHALLENGE THE STATUS QUO COULD BE AT THE FOREFRONT OF SCIENTIFIC INNOVATION. COUNTLESS FACULTY MEMBERS AT HOLY TRINITY SCHOOL HAVE PROVIDED MY CLASSMATES AND ME WITH A TREMENDOUS AMOUNT OF SUPPORT AS WE SOUGHT TO EXPAND THE BOUNDARIES OF BOTH SCIENTIFIC RESEARCH AND OUR OWN POTENTIAL. WITHOUT THE SCHOOL'S SUPPORT, I LIKELY NEVER WOULD HAVE STARTED WORKING ON SCIENCE FAIR PROJECTS.
- Matteo Bomben '16
three robots, all of which were from HTS. As a result, we received first, second, and third place finishes. We also came third in a difficult and highly competitive chemistry event called Compound Boggle. Our Science Olympics team also competed at the University of Guelph, where we placed third in the Junior Light Bot computer programming event and second in Senior Chemical Challenge performing titration and some organic chemistry labs.
Our Science Olympians’ success would not have been possible without school-wide exposure to, and appreciation of, inquiry-based problem solving addressed through both independent and cooperative learning activities. Whether designing, constructing, and testing a working roller coaster model, solving a “collision crime” in physics, dissecting a pig and creating a thrilling biology CSI video, performing a titration lab in chemistry, or planning and conducting an independent integrated Bio-Chem research-based project, our students are encouraged to drive their own education and benefit not only from learning with and from their teachers, but also their peers.
For a science teacher, nothing can be more rewarding than planting the seed of scientific curiosity in their students and watching it flourish. I have had the opportunity to watch this happen and believe that our students are well equipped to appreciate and take advantage of the many emerging technologies. I hope they will stay interested in science for the rest of their lives and that they will pass this interest on to their children.
Anmol Tukrel '17 and Nina Dolgovykh, Senior School Science Teacher
“The opportunity to grow up in such a remarkable atmosphere is a privilege I will always be thankful for. HTS has given me life-changing experiences and opportunities.”
- Scholarship Recipient
A Tradition of Excellence
The Graduation Endowment Fund provides financial aid to deserving students who could not afford an education at HTS. This fund ensures that another student receives the same incredible educational experience that your child has received.
We are proud to share that we have had our first recipient of the Graduation Endowment Fund graduate this year.
Lilly and Jim Barone, Graduation Endowment Co-chairs with their son, Julian '16
Class of 2016
We extend our heartfelt congratulations to the Class of 2016. We hope the experiences gained at HTS will allow you to continue to set new goals, explore the edges and discover an endless world of possibilities.
CLASS OF 2016 HIGHLIGHTS
110STUDENTS
$1.2 MILLION
Students that achieved Academic Honours (80% or higher) totalled
90
28
QuARMS
497 of the 90 students achieved Academic Excellence (90% or higher)
The Class of 2016 had both a Loran Scholar and QuARMS Scholar were o ered university scholarships worth over
University o ers were made to the Class of 2016
CLASS OF 2016 UNIVERSITY OFFERS AND DESTINATIONS
We are very proud of these statistics as we are of our students. These graduates committed to our academic program and the results have paid off as seen by the following acceptances to highly competitive programs at prominent Canadian and international institutions.
AREAS OF STUDY
OF 2016
CANADA
Acadia University (NS)
Bishop’s University (QC)
Brescia University College (ON)
Brock University (ON)
Carleton University (ON)
Concordia University (QC)
Dalhousie University (NS)
Huron University College (ON)
Lakehead University (ON)
Laurentian University (ON)
McGill University (QC)
McMaster University (ON)
Nipissing University (ON)
Queen’s University (ON)
Ryerson University (ON)
Simon Fraser University (BC)
Trent University (ON)
University of British Columbia (BC)
University of Guelph (ON)
University of Ontario Institute of Technology (ON)
University of Ottawa (ON)
University of Prince
Edward Island (PEI)
University of Toronto (ON)
University of Waterloo (ON)
University of Western Ontario (ON)
Wilfrid Laurier University (ON)
York University (ON)
UNITED STATES
Alvin Ailey School (NY)
American Musical and Dramatic Academy (NY)
Bentley University (MA)
Boston Conservatory (MA)
Fordham University (NY)
New York University (NY)
Northeastern University (MA)
The American Academy of Dramatic Arts (NY)
The New School (NY)
University of California
- Santa Barbara (CA)
University of California
- Santa Cruz (CA)
University of Pittsburgh (PA)
OTHER
Durham University (UK)
Imperial College London (UK)
King’s College London (UK)
Queen Mary University of London (UK)
Royal College of Surgeons (Ireland)
University of Edinburgh (UK)
University of Glasgow (UK)
University of London (UK)
University of Manchester (UK)
University of Nottingham (UK)
University of St Andrews (UK)
Abbey Shields, 2016 Valedictorian
(Destinations highlighted in bold)
LIVING A LIFE Purposeful
BY FATHER STEPHEN CROWTHER, CHAPLAIN
The other day I met a Canadian man who is working in Silicon Valley. He told me that a university graduate approached him recently seeking help with his resumé. The young man said, “I am looking for work in computer programming. Does my resumé seem appropriate? I have included the courses I completed and the volunteer and work experience I performed. Is this what businesses are looking for?”
“One thing is lacking,” my acquaintance replied. “Above all else, a Silicon Valley business wants to know what you are passionate about. Employers want to know about the challenges you would like to solve. They want to know what goals are meaningful to you and what you are committed to. In this part of the world there are a great number of people with resumés containing long lists of courses and experiences. Far too many are ‘climbers’ who have no commitment and no passion other than to use one job in order to find another job that, to their way of thinking, is somehow better. Such people are ‘here today and gone tomorrow’ because they have lost touch with their heart. Their trajectory has little to do with what they believe in and is more about prestige or pay. No company wants someone like that. What companies are looking for is a person who is in it for the long haul and who wants to make a difference. They want a team player who will network with and value the resources of others. Rewrite your resumé and let your future employer know what you passionately believe in.”
Not too long ago, in Chapel, we read from Luke’s gospel about a man who called out to Jesus as he passed by. Jesus was busy, having much to do in a brief time. However, his vision included responding to those whom God put in his path. He went over to the man and got right to the point asking, “What do you want me to do for you?” The man knew exactly what he wanted and said to Jesus, “I want to see again.” Jesus immediately granted the man’s request saying, “Your faith has healed you.”
This passage, like the story of the recent graduate and the Canadian man in Silicon Valley, reminds us of how important it is to know what we want in the scheme of things. It is essential to know what is meaningful and worth striving for in the broader picture. As the Proverbs of King Solomon say, “Where there is no vision, the people perish.” We were created to have purposeful lives and we are not at peace until we know what that purpose is. Without a vision we become lost in a passionless and fruitless search that is more about getting ahead and acquiring, than it is about living from the heart while relating well to others, to God’s world and to the Creator.
Mathematicians BECOMING BETTER
BY JULIE CHILDERHOSE, LOWER SCHOOL MATH LEAD TEACHER
As a math teacher for over 20 years, I have observed many shifts in mathematical teaching and learning. From time to time, concern has been expressed that “proper” math skills are not being taught, that current programs are simply too language-based, or that we need to go “back to basics.” I have made it my goal to better understand the way young students learn math and to incorporate this into teaching practices in the Lower School.
At HTS, we believe in teaching a balanced numeracy program that combines a solid foundation of basic skills with the application of higher-level problem solving. We also believe that keeping informed about current practices in teaching and learning math is essential. In order for us to deliver a top-notch mathematics program in our Lower School, we need to be current, well-trained and experienced.
We are fortunate to have teachers who deeply value mathematics, and we have been given an exciting opportunity for professional development. Mrs. Rose Salerno, an experienced math instructor and expert in understanding the way children learn mathematics, is the instructor of a York University course that will certify our Lower School teachers in Part I of the Primary/ Junior Math Additional Qualifications (AQ).
In Ontario, we focus on five strands in mathematics: numeration/ number sense, measurement, geometry, data management/ probability, and patterning/algebra. The AQ course focuses on numeration/number sense, which includes topics such as counting principles, developmental stages of mathematical learning, computational concepts, assessment strategies and exploring research about how students best learn mathematics. Using the format of the three-part lesson, teachers can effectively incorporate problem solving, manipulatives and technology into their teaching. Throughout the modules, teachers will use professional development time to collaborate, reflect and learn as professionals.
Learning mathematics should be a positive experience for students. Through AQ professional development for Lower School faculty, we are equipping teachers with the tools to construct a learning environment that supports each student. We believe that every child can be successful in math, and that what this success looks and feels like will not necessarily be the same for every child. Ultimately, our goal is to help our young learners become independent and confident mathematicians, and we believe we are well on our way to achieving this goal.
It has been exciting to observe the Lower School math teachers putting their learning into practice in their classes. I see and hear students from Kindergarten to Grade 6 using the correct math language, discussing why and how patterns exist, and solving challenging math questions that push their understanding far beyond curriculum expectations. Although direct instruction remains an important part of our math program, the elementary student’s math learning experience is quite different from what it used to be. In addition, our students are not only using hands-on and digital math materials, they are using them appropriately and with purpose, to further understand and build number sense. As math teachers, we are now assessing and evaluating our students’ learning before, during, and after math journeys. We no longer rely solely on numerical answers or a test to show student understanding. Our Lower School teachers are applying what research tells us are the best math practices, and, as a result, our students are becoming better mathematicians.
CONNECTED
media and d i g i t a l co n n e c t i v i t y
are providing a platfor m for our e n t i r e to share and learn together.
BY STEPHANIE STEPHENS, EXECUTIVE DIRECTOR OF INNOVATION AND TECHNOLOGY
As lead learners, we need reliable platforms that give us access to current and relevant information, allow us to communicate with our community and provide us with an audience to share our expertise. Social media is becoming the tool that gives us all of these resources. Not only does it provide us with global awareness and context, but it also puts HTS on the map as an educational institution that is making a difference. A simple search of a few keywords will prove this to be true. Here are a few examples of how our students and faculty are using social media inside and out of the classroom:
GUIDING OUR STUDENTS TO USE TWITTER SAFELY SUPPORTED OUR PROJECT WORK. IT ALSO ENABLED STUDENTS TO SUCCINCTLY EXPRESS THEMSELVES IN COMMENTS BOTH ON THEIR OWN WORK AND ON ANOTHER STUDENT’S THOUGHTS.
- Carol Anne Calderone, Middle
School Art Teacher
DOCUMENTING THE LEARNING JOURNEY
In this example, the art teacher has asked the students to photograph their work in progress, write a brief reflection on what they have learned and post their work on social media at the end of the class.
DIGITAL PORTFOLIOS
All children in the school have access to cloud-based storage and unlimited capacity to document the work they create in class. Even our youngest students are encouraged to take ownership of their learning. These folders are shared with parents and grandparents so that the whole family can view the learning. We also archive the documentation so our students will be able to reflect on their progress for many years to come.
IT PROVIDED AN OPPORTUNITY FOR STUDENTS WHO ARE MORE RELUCTANT TO PARTICIPATE IN LARGE GROUP ORAL DISCUSSIONS TO SHOWCASE THEIR ABILITIES TO ENGAGE IN ACADEMIC DISCOURSE WITH THEIR PEERS. THE INSIGHTS SHARED AND THE CRITICAL-THINKING SKILLS I WITNESSED IN THIS FORUM WERE TRULY AMAZING, AND FOR SOME STUDENTS IT WAS THEIR SHINING MOMENT IN ENGLISH 4U – A LOVELY WAY TO CONCLUDE THEIR CAREERS AS HTS ENGLISH STUDENTS. - Heather Churchill ' 02 Senior School English Teacher
REFLECTING ON LEARNING
With the use of Google+ Communities, students are able to get feedback about their work from a broader audience, as well as share reflections about what they have learned.
GIVING OUR STUDENT LEADERS A VOICE
Our student leaders are promoting their cause and reporting on the outcomes.
SHARING EXPERTISE
Our teachers are sharing their knowledge through social media channels.
A BROADER AUDIENCE
With powerful communication tools, like Google Hangouts, classes can directly communicate with experts or classes in other schools or communities from around the world.
LEARNING IN ACTION
Many of our Lower School classes provide a daily tweet that fuels dinner conversation at home. Check out these great Twitter feeds from our Lower School:
@HTSKindieA
@HTSKindieB
@1BHTS2016
IDEA SHARING
Middle and Senior School students are using teacher-moderated, private Google+ Communities to share their perspective and solicit feedback from their peers and teachers.
@HTS3B
@HTSkidslovemath
@HTSscikids
Teachers in every department throughout the school are tweeting about the learning experiences in their classrooms. Be sure to check them out!
CELEBRATING SUCCESS
Social media gives us a platform to announce and showcase all the wonderful things our community members have achieved.
SHARING COMMUNITY NEWS
The @HTSRichmondHill Twitter feed is a great repository of what is happening at HTS and builds an understanding of what HTS looks like as a whole.
PROFESSIONAL DEVELOPMENT
Our staff and faculty use social media to learn about the current tools and resources, collaborate with experts and other colleagues from around the world, share their experiences, gain feedback, and celebrate success.
Whether they choose to define it or not, our students’ online presence is being considered by those who will make choices about leadership opportunities, program entry, scholarships, careers and so much more. This is one of the reasons why our faculty and administration are working hard to provide great examples and significant opportunity for our students to tell the story of who they are as authentically as possible. They are learning to use the tools to collaborate professionally, to show how they learn and to celebrate what they are achieving, with guidance and support to do so safely and thoughtfully by the HTS faculty.
Dr.Kate Greenway
DRAMA DEPARTMENT HEAD
Dr. Kate Greenway has virtually spent a lifetime in the classroom, both teaching and learning. Having recently received her PhD in Education from York University while providing a personalized learning experience for HTS students for over 24 years, Kate is the embodiment of leading in learning.
Kate received her Master’s in Education in 2009. Her thesis, tracing the history of an artifact she encountered at the Holocaust Memorial Museum during an HTS Breakaway Trip, received the award for best graduating major research paper.
“I am interested in how we tell stories, whose stories get told, and how they are received,” Kate says. “In my PhD my focus was the portrayal of adoption in arts and culture, with implications about the stories all learners bring to their experience that often go unnoticed or untold.”
After seven years of independent study, Kate defended her non-traditional, multimodal dissertation this past March, utilizing self-study, memoir, creative non-fiction and artmaking to push the boundaries of why and how research is used, as well as how information is presented.
I HAVE BEEN TAKING UNIVERSITY COURSES VIRTUALLY ALL OF MY ADULT LIFE. I LOVE LEARNING AND DO BELIEVE IN LIFELONG EDUCATION.
-Dr. Kate Greenway
In the classroom, Kate allows her students’ interests to guide her courses, which include Studies in Literature, Writer’s Craft, English and Drama. Student voices are heard and their opinions honoured as they share their understanding and ideas around issues that are most relevant in their lives. They are co-designers in every aspect of learning.
During her tenure at HTS, Kate has been an innovator outside of the classroom as well. In her first year, she piloted a student-written project for Remembrance Day that is now a rite of passage for Senior drama students. In her Core program (a forerunner of our current Breakaway Trips), Grade 9 students bonded on education-related class trips.
She brought us the Fringe Festival, modelled on famous festivals in Edinburgh and Toronto, now an annual end-ofyear event in the Senior School. And, of course, every year she can be found co-directing and producing the school play, a near-professional calibre endeavour that stretches the talent and imagination of students and staff alike.
Kate notes, “I have been taking university courses virtually all of my adult life. I love learning and do believe in lifelong education. I wonder what my next academic journey will be.” HTS is pleased to tell Kate’s continuing education story, and we are honoured to have our Senior School students grow and learn from such a forward-thinking and caring instructional leader. Congratulations, Dr. Greenway!
THE ULTIMATE STORY
I’m a firm believer in learning by doing and this year I took it to a whole new level as coach of the Ultimate Frisbee teama sport I had never seen played.
Luckily, the team was strong, consisting of many returning players including knowledgeable Grade 11 and 12 students. All players stepped up to provide practice ideas and answered all my inane questions about the rules and lingo. With words like hucking, forcing, cutting, and handlers, I felt like I was learning a new language!
It wasn’t long before we were in full swing, winning game after game as our talented players kept rising to the occasion and we were onto our fourth game before we even played to the time limit - always reaching the maximum score quickly.
We began to draw a crowd of supporters and finished the season undefeated, in first place, which took us to the semifinals. With tougher opponents and unseasonal 30 degree heat we had our game cut out for us. As usual, the team rose to the challenge and before we knew it we were in the gold medal game against Bayview Glen (BVG).
Having played BVG for the championship last year, the team had a sense of déjà vu and were determined to beat them. It was a close game but, with a strategic decision made by the team, we won by one point! Gold at last! For the Grade 12 players this had been a long time coming. From joining a sport in its fledgling years in Grade 9, they trained hard and improved their skills ending their HTS Ultimate careers as champions! I could not be prouder of a group of teenagers.
Another first for this co-ed team, and for HTS athletics, was being awarded the Team of the Year award at the Athletic Banquet. The Ultimate Frisbee team shared the award with the U16 Boys Rugby team.
The season’s success is a testament of pulling together to help, stepping up to lead, and playing as a team. I can’t wait for next spring, now that I can speak the language!
Want to play some disc, anyone?
BY CHERYL SAVAGE, ASSISTANT HEAD OF SENIOR SCHOOL
BY ROB THOMSON, HEAD OF MIDDLE SCHOOL
The Middle School has caring and creative teachers who consistently go beyond expectations to provide an environment for learning and growing. Time for clubs, co-curricular initiatives and academic support is often limited in the school day, and running these activities during lunch hour is not ideal. As an organization, we asked: Is there a better way to allow students to experience an authentic “hidden curriculum” while honouring our fantastic academic program?
The answer was FLEX (Flexible Learning EXperience), and 2015–2016 was the inaugural year. With a new Middle School timetable in hand, we found 40 minutes, three times a week, to grow outside of the classroom. Every Tuesday, with guidance from their Advisor, students chose how they would approach the upcoming three FLEX sessions. Over the course of the year they had a wide and impressive range of sessions to choose from. Here is a sample:
ENRICHMENT AND EXPLORATION:
• Breaking the Code
• Agents of Change (looking for ways to solve big problems)
• Debate
• Young Entrepreneurs
• Tête-à-tête (conversations in French)
• Investment Challenge SKILLS FOR THE SENIOR SCHOOL:
• Presentation Skills
• Time Management
• Note-Taking
• Study Strategies
• Collaboration Styles
WELLNESS AND SOCIAL DEVELOPMENT:
• Mindfulness with Dr. Judy Turner
• Digital Dos and Don’ts
• SOS505 (service initiatives)
• A Look at Executive Functioning and the Student Brain
• Advisor Sessions
• Best Foot Forward (manners and social etiquette)
At the same time, academic support was provided by subject teachers and by Ms Susan Barnes, Student Success Counsellor, in our Learning Lab.
No tests were created – no projects assigned, no homework given, no marks handed out – but students were engaged. They took ownership of their FLEX journey and were captivated by their own needs, interests and passions.
At the end of the academic year, we created Monster FLEX using the FLEX model. With some oversight and guidance from their Advisors, the students built their timetable for the week leading up to exams. If they needed more time in math, they got more math. If they needed to get the blood moving, they chose an extra physical education slot. If they needed time on their own, they chose to go to Quiet Study. They even got to choose when they would have lunch.
Feedback from the students about Monster FLEX was overwhelmingly positive. Students got what they needed, at the time and in the amount that was perfect for them.
The Middle School faculty are pleased with the successes of both FLEX and Monster FLEX, and have already come up with a myriad of ways to make it even better. FLEX is a versatile, personalized program that will help our Middle School students become confident, agile, independent and collaborative – and great people.
HTS PRESTIGIOUS SPEAKER SERIES PRESENTS
Joseph Boyden
Internationally Renowned Canadian Novelist
Joseph Boyden is a national and international literary superstar. Shooting to fame with his first novel, the multi-award-winning Three Day Road , Boyden has repeated his triumphs in his subsequent novels, Through Black Spruce and The Orenda. His most recent novel, Wenjack, is a powerful and poignant look into the world of a residential school runaway trying to find his way home.
Exploring and delving into the experiences of Aboriginal peoples while examining themes of history, race, alienation, culture and diversity, Boyden’s engrossing talks deepen our understanding of today’s – and yesterday’s – complex world.
Join us as we learn more about what inspires Joseph Boyden to create and write.
Wednesday, April 19, 2017
7:00pm to 9:00pm
THE OF OUR SCHOOL Cornerstone
VOLUNTEERING IS ABOUT BUILDING RELATIONSHIPS. IT CREATES OPPORTUNITIES FOR NON-PROFIT ORGANIZATIONS TO ACCOMPLISH THEIR GOALS BY ENGAGING AND INVOLVING VOLUNTEERS, AND IT ALLOWS VOLUNTEERS AN OPPORTUNITY TO ENGAGE WITH AND CONTRIBUTE TO BUILDING COMMUNITY. - The Canadian Code for Volunteer Involvement Volunteer Canada
To say we have an active volunteer community is an understatement. Our community is what it is today due to the years of dedication and service from our parents, alumni and friends of the school. HTS volunteers are the cornerstone in building and sustaining a community for our students, faculty, staff, families and alumni.
Our Board of Governors, comprising of alumni, past and current parents works to move the school in the direction that our vision has outlined while keeping in line with our mission. At the board committee level, we see even more parents passionately working on a whole range of ideas to further the work of the Board of Governors.
The Parents’ Guild Executive serves to foster community spirit among students, staff and friends of HTS. Their activities range from the Grade Parent Program, to events for all to
enjoy, to providing parents with opportunities to volunteer and connect socially. The Guild is a vital hands-on leader in building our community.
The HTS Alumni Association (HTSAA) Executive is a group of alumni committed to building strong connections between our alumni and the school. Alumni are generous with their time and come back to our campus to share their career and industry expertise, as well as personal journeys. Even our youngest alumni give back by sharing insights with current students about their post-secondary experiences.
by Experience campaign chairs and ambassadors are passionate advocates for the future growth and sustainability of HTS for their children and those yet to come to HTS.
Parents participate on Learning Teams, working alongside faculty, staff and students to move the strategic vision of the school forward.
The Hawk Shop would cease to exist without the dedication of parent volunteers who provide exceptional service to our community.
We also have many volunteers without a title, who contribute behind the scenes to make this school great!
Thank you to all those parents, alumni and friends who chose to, and continue to, volunteer. Our community is more engaged because of the relationships, dedication and service you provide. We are all truly grateful.
Our Shaped
For 35 years, HTS has encouraged students to go beyond academics to explore their passions inside the classroom and out, take risks, lead by example, and practice at school the values they live at home. This is how tomorrow’s leaders get their start. It’s how our students become confident, agile, and compassionate thinkers and doers.
The HTS Annual Fund is crucial to enhancing the facilities, programs and experiences that provide our students with the very best education. The Annual Fund supports special projects and student financial aid, both of which are not funded by tuition.
Your support for the Annual Fund can be directed to either of the following initiatives:
Head's Discretionary Fund
Supports special projects that enable us to respond to critical needs and capitalize on new opportunities throughout the year.
Will be directed to our endowment in support of scholarships, bursaries and awards. Helping our children become extraordinary leaders In
Student Financial Aid
Thank you for your support - it is vital and appreciated.
The HTS endowment provides student financial aid in the form of scholarships, bursaries and awards to deserving students.
As a result of the investment income generated by our endowment, five worthy students receive a full scholarship to HTS every year. In addition, a number of smaller scholarships, bursaries and awards are given to HTS students on an annual basis.
Edwin Alexander Terbrugge Bursary
George Rutherford Scholarship
Grade 9 Entrance Scholarship
Grade 9 Graduation Endowment Fund Scholarship
HTS Parents' Guild Scholarship
Parker Family Scholarship
Timothy Pryce & Friends Memorial
BUILDING FRIENDSHIPS AND LEADERSHIP SKILLS IN ANOTHER WORLD
BY TRACY FAUCHER, ACADEMIC DIRECTOR
During the March break, 10 Senior School students and two teachers embarked on a World Challenge trip to Tanzania to help build three more classrooms at the Ndiwili Primary School.
The first thing that hit us was the heat – thick and heavy, even at midnight, the heat was clearly going to be a member of our tribe for the next 16 days. As we stepped out into the open air at Dar es Salaam airport, our surroundings sank in. We could not imagine how much we were about to learn and how we would be changed by it. World Challenge trips focus on student leadership, and in fact, it really is the students who are running the show, each taking a turn to be “leader of the day". From meal planning and preparation, to delegating group and individual responsibilities, to organizing transportation in a country where they have never been before, every twist and turn of the day was navigated by the students. The teachers and expedition leader hang back and watch as the young people rise to the occasion, each learning something different along the way, adding to the overall experience.
The Ndiwili Primary School has 550 students and 11 teachers. The HTS students focused on building classrooms to decrease class size. Time away from the building was spent teaching the children English and playing games with them. For many in the group, this was the highlight of the trip.
THE TWO MOST IMPORTANT THINGS THAT I TOOK AWAY FROM THIS ARE HOW IT CHANGED ME AS A LEADER AND THE FRIENDSHIPS I MADE. BEING A LEADER WHEN YOUR GROUP’S SURVIVAL NEEDS ARE AT STAKE IS A LITTLE BIT MORE CHALLENGING THAN A NORMAL LEADERSHIP EXPERIENCE SUCH AS BEING A HOUSE CAPTAIN AT SCHOOL.
- Colin Darling '17
DESCRIBING MY EXPERIENCE IN TANZANIA IS AS INEFFABLE AS THE OUTER REACHES OF SPACE. IT IS THE TYPE OF EXPERIENCE THAT BUILDS BONDS BETWEEN PEOPLE THAT EXCEED HUMAN COMMUNICATION. TANZANIA TAUGHT ME WHAT IT WAS LIKE TO SHARE HARDSHIP WITH OTHERS AND WHAT IT MEANT TO BE IN A SUPPORTIVE COMMUNITY.
- Ryan Kang '17
Cameron Shim ’17 felt a strong connection to the Ndiwili School and found he learned the most from the young students there. “We had such fun during our project phase with all the kids in the school. I found the experience eyeopening, and it brought me back to my childhood when I didn't have to worry about academics and could just have fun. The kids taught me that you don’t have to have expensive technology to have fun. This was an adventure that I will always cherish and carry with me for the rest of my life.”
The Tanzania service trip stripped students (and teachers) of their technology, gadgets and any connection to what was occurring outside of the world that was right before their eyes. We relied on each other and became a family. It was amazing to watch the students support each other, navigate challenges, invent games, take risks and be vulnerable in front of their peers. When we landed back in the chilly Toronto air, we walked off the plane with the unspoken understanding that we were forever changed.
People often wonder what exactly it is that drama students do or learn. We think some of the points raised in the article “What Theatre Majors Learn: The Advantages Theatre Majors Have for All Jobs,” published in Dramatics magazine, are a good starting place and applicable to HTS drama both inside and outside the classroom.
BY CO-DIRECTORS
KATE GREENWAY, DRAMA DEPARTMENT HEAD AND JAMES DARLING, ENGLISH DEPARTMENT HEAD
1. A WILLINGNESS TO ACCEPT RESPONSIBILITY AND BUILD LEADERSHIP SKILLS
Students who work behind the scenes gain much from the opportunity to take charge of a production. Stage managers begin work even before auditions start. They are the ones who mobilize the cast and crew and disseminate information, organizing complicated rehearsal scheduling, props lists and design requests, choreographing scene and costume changes, and keeping the cast focused. Technicians in charge of lighting and sound have to be experts in using complex equipment in order to design and cue a production. Once the show is running, it is the students who are completely in charge.
2. THE ABILITY TO WORK UNDER PRESSURE
Putting on a show is stressful; the key is to learn to deal with it. The onstage crew must solve problems to keep the show running smoothly. A missing actor, a scene change not completed, a costume falling apart – all must be handled quickly and effectively. The show must go on, so students learn to correct, mitigate or deal with whatever is thrown their way.
3. SELF-CONFIDENCE
Actors too must learn to cope with bumps along the way. Dance steps to master, lines to memorize, characterizations that are beyond one’s comfort zone – these challenges are gradually broken down and overcome. There is nothing quite like the confidence that comes with such an accomplishment.
4. CREATIVE PROBLEM SOLVING
Students and teachers alike must find ways to make their vision a reality. How do you make a tree blossom on cue, complete with scent? How do you make it snow? How do you make a life-size sarcophagus that a person can be safely hidden inside? These are tasks that necessitate imagination, experimentation and creative implementation – valuable skills in any environment.
5. IT’S ABOUT MORE THAN JUST “GETTING IT DONE”
People often wonder why we need to dedicate so much time to the school play. It is because in theatre, we are creating a piece of art that the world has never seen. If we are going to enter on such a monumental journey, and engage with ideas and truths that the playwright certainly took seriously, we owe it to the writer, our audience and ourselves to do it right. Seldom in life does doing it right mean doing it with ease.
THE LEARNING IS NOT TAUGHT, IT IS LIVED.
- James Darling English Department Head
6. ADAPTABILITY AND FLEXIBILITY
Theatre is the art of collective creativity. There is no “right” way to produce a play, and different directors will have differing visions of the playwright’s original intent. We certainly lived that with The Man Who Came to Dinner. The choice to double-cast, the original Foley work, the staging, the costume choices and even the pre-show dinner forced the actors and crew to contribute their talents to something beyond their creative control. What an excellent mirror of the workplace, where the ability to adapt and remain flexible is central to an organization’s growth and ability to move forward.
7. A HEALTHY AND RESILIENT SELF-IMAGE
There is a tricky moment in the lives of adolescents when they become aware of the need to work their egos into the fabric and flow of all other egos around them. Theatre teaches that skill early and often. It usually starts with the ego blow of not getting a desired part, or suddenly realizing that you are not the best actor in the room. In theatre, students learn that they will succeed only if they can help others to succeed. Understanding your role while celebrating and supporting the roles of others is perhaps one of theatre’s most enduring lessons.
8. COMMITMENT
Why does a student actor agree to take on a role that requires learning 900 lines? Why does the set designer tear down wallpaper only to put it right back up? Why does the lighting technician stay late four nights in a row adjusting the focus of a light that no one but the technician will notice? Why does an “extra” rehearse for weeks a role that comes without a single line? In our latest show, HTS actors and crew showed this level of commitment and more. Once a student achieves success as a direct result of his or her commitment, that person will have trouble accepting anything less.
And that’s just some of what a drama student learns. All who participate on the stage or behind the scenes benefit from their involvement in the theatre. When a student makes a conscious choice to take a risk and become involved beyond anything that is connected to the classroom or marks, the learning is not taught, it is lived. We’ve listed a few of the many advantages a drama student can reap from what could be considered the greatest co-op placement any high school student could ever wish for!
KEVIN LEUNG ’06
A CAREER IN AN ATYPICAL FIELD
BY MEAGAN SUCKLING ’08
Kevin Leung ’06 launched his teaching career early as a dedicated peer tutor during his time at HTS. A decade later, he has a successful teaching career as a university lecturer in Industrial and Organizational Psychology – a unique field with fewer than 300 practitioners in Canada.
From the early days, Kevin thrived in the challenging but supportive environment HTS offered. While focusing on academics, he maintained a balanced life by getting involved in Jazz Band, and by volunteering and playing on sports teams. He particularly loved Mr. Rehill’s geography class and Mr. Doma’s math class and is thankful for how well they prepared him for university.
Kevin attended the University of Western Ontario for an undergraduate program in physiology and psychology. A pivotal point in his academic career was his decision during second year to take an elective course called Introduction to Industrial and Organizational Psychology (IOP).
“When I enrolled in the course I didn’t really know what I was getting myself into, but I ended up doing really well. I found it interesting that psychology could be applied to the workplace – so I started taking as many courses in this area as possible.”
By third year, Kevin had decided that he wanted to pursue a graduate degree in IOP, so he applied to the direct-to-PhD program at the University of Waterloo. This program allowed Kevin to fast-track his graduate education, completing his schooling in just over four years rather than taking the usual six, or more.
Throughout his graduate program Kevin researched the topic of organizational visions – studying how leaders can craft effective messages to communicate their visions and garner support. More specifically, he looked at the motivational impact of alignment between an employee’s deeply held personal values and identities, and a leader’s
ONE OF MY BEST MEMORIES AT HTS WAS TRAINING ON MR. DOMA’S SOCCER TEAM. WE RAN UP AND DOWN THE HILLS BEHIND THE LIBRARY CARRYING A TEAMMATE ON OUR BACKS. IT WAS GRUELLING AND, IN A WAY, IT IS VERY SYMBOLIC OF MY EXPERIENCE
AT
HTS AND MY CAREER SO FAR – WORK HARD AND REAP THE REWARDS OF YOUR LABOUR.
framing of his or her vision. Through surveys and lab studies, Kevin found evidence that greater congruence between what you hold to be important and how you see your leader’s vision, can lead to greater intentions to support that vision.
This type of research informs the hiring and leadership practices for prominent companies such as Google.
“Google used to do a lot of their hiring by asking candidates to solve brainteasers. They would ask people how many golf balls fit into a school bus, for example, and then subjectively assess the capability of job candidates based on their response.
This was later found to be essentially useless for predicting job performance, and management at Google has since moved to using behavioural interviews with a standardized scoring system to predict how likely candidates will
succeed on the job – a selection system that has been researched and developed by the [organizational psychology] field.”
Following graduate school, Kevin accepted a position as a lecturer at the University of Toronto’s Rotman School of Management. He recently accepted an exciting new teaching position at Ryerson University’s School of Professional Communication.
As Kevin continues to carve his own path in the unique field of IOP, he hopes to move eventually from academia to a consulting role working with human resources departments at various companies. He encourages current students to keep an open mind and take courses outside of their field while at university. “Explore all the possibilities,” says Kevin. “You never know what you might find.”
Milton Jay Rubin AND Susan Qui Ying Chen
At HTS, we are lucky to have a beautiful campus, state-ofthe-art facilities and an exceptionally active and engaged community of students, staff and parents. We are especially grateful for the support of our donors, whose commitment enriches school life for us all.
HTS IS A RELATIVELY NEW SCHOOL
– IT DOES NOT HAVE THE HISTORY AND LONGEVITY OF SOME OF THE OTHER SCHOOLS IN THE GTA AND THEREFORE MUST RELY ON A SMALLER POOL OF PEOPLE TO DONATE AND FUND SCHOOL EXPANSION AND AMBITIONS.
- Milton Jay Rubin, & Susan Qui Ying Chen Parents
What does HTS mean to you and your child?
Our child, Richard, has completed his fourth year (Grade 7) at HTS, and we see a level of maturity, confidence and thoughtfulness in him, which of course is most pleasing for us as parents. Needless to say, we try to instil strong moral and personal values in him – but without a positive reinforcement of these attributes at school, where he spends a significant portion of his time, our efforts may be lost or may not progress as quickly as they have. He has developed friendships which, we hope, will last a lifetime and become even stronger in the coming years as this group of students moves through the Middle and Senior School levels at HTS.
In your eyes, how has HTS shaped your child in becoming an extraordinary leader?
We find that the teachers and Head of Division have a strong level of dedication to, and interest in, their students. We are amazed by the sense of community within the student and parent groups at HTS, and we have developed personal and social relationships with several other families at HTS. A sense of belonging and having a core group of friends and teachers to associate with on a daily basis adds to a level of confidence to try new and different things. Being encouraged to help friends, classmates and teammates, as well as to express your thoughts and feelings, can only help to create a solid foundation from which to build the leadership qualities that will be needed beyond the friendly confines of HTS.
What motivated you to support the Shaped by Experience campaign?
We recognized that this was a crossroads event for HTS and its students. HTS is a relatively new school – it does not have the history and longevity of some of the other schools in the GTA and therefore must rely on a smaller pool of people to donate and fund school expansion and ambitions. We felt it was our duty to help, but beyond that, we wanted to help. Our child has clearly indicated that this is where he wants to be for the remainder of his pre-university days, and therefore we want to make it the best place for him to be.
Why is it so important for the HTS community to support this initiative?
We have made an enormous investment in his future and are happy to do so. The world is far more competitive now than it was when we grew up. We felt that for his future we must give him the best opportunity to succeed. We firmly believe that education, in all forms, is the key to future success in all aspects of life, and we would be remiss if we hesitated and thus potentially limited this experience for him. HTS has become our “home away from home,” and we wanted to do our part to help support what we anticipate will be a significant improvement in the school.
The Shaped by Experience campaign celebrates how far our school has come from its humble origins, and how far we will go with your support. With this $22.9 million campaign – the largest in our history – we are honouring our school’s founding beliefs and traditions by making a bold commitment to the exciting future already unfolding on our campus.
$22.9 MILLION
$8.8 MILLION
We have named the campaign “Shaped by Experience” because we know the learning experiences we deliver play an important role in shaping the extraordinary leaders our students will become. Our goal is to continue improving our school. Shaped by Experience will enable us to do just that.
PHASE 1 UPDATE
The construction of our new innovation and design labs, music rooms and art studios is well underway. The foundation has been poured and walls continue to rise. Construction will soon move indoors, and we anticipate being able to use these wonderful new facilities and provide new and improved programming before the end of the school year. With the commitment from the HTS Board of Governors and the generosity of our community, over $8.8 million has been raised against the ambitious goal of $22.9 million. Phase 1 has been fully funded, and now we look to the community to support the future development.
VOLUNTEER
HTS has a variety of volunteer opportunities for our parents to get involved. One of them is becoming an ambassador for the Shaped by Experience campaign.
The role of the Campaign Ambassador is to provide guidance and to help HTS reach its goals through:
• Being a spokesperson
• Articulating the campaign vision through your personal networks and various activities
• Assisting with the stewardship of current donors
• Attending key campaign events and/or ambassador meetings HTS values each volunteer's leadership, time, and dedication in ensuring a bright future. Please consider becoming a Campaign Ambassador and contact Danielle Gibb, Executive Director of Advancement, at dgibb@hts.on.ca if you are interested.
Above: Rich Parry and Michelle Risi-Anagnostopoulos, Campaign Co-chairs
WHAT'S NEXT? LEARNING COMMONS
With your support, we will be moving on to the next phase of our campus expansion. In this phase, we will be creating a learning commons to support our students in their development of critical thinking, collaboration and communication.
This space will transform the George Rutherford Library to a hub for academic work – a place where students are given the tools to think outside the box and where teachers can use inquiry-based learning to develop critical-thinking skills. This new space will allow students to interact, research and create content through a variety of devices that will unlock each student’s potential.
WAYS TO GIVE
Over the years, the support we have received from generous parents and alumni has ensured that we have the learning environment, tools and opportunities so that our children can realize their true passions and grow to be the extraordinary leaders of tomorrow.
If you’re a member of the HTS community and would like to support, there are numerous ways to give. Making a one-time donation is not the only way to support to the Shaped by Experience campaign. Pledges can be made in monthly, quarterly or yearly payments, and can also be spread over a five-year period.
Make a cash gift online at https://occ.hts.on.ca/donate
Donate publicly listed stock to HTS and eliminate any tax on the capital gain
Leave HTS a bequest in your will or provide a gift of life insurance
Check if your employer is one of thousands that will match employee charitable contributions – corporate matching gift programs are a great way to double the impact of your donation to HTS
Contact us directly if you own or work for a company that could provide a gift in kind to the construction
RECOGNITION OF YOUR SUPPORT
HTS is pleased to offer the following recognition for your generous support:
• Name recognition on our virtual and print donor walls
• Plaque for gifts of $25,000 or more
• Named area within the school for gifts of $250,000 or more
• Donor profile in our various publications
Your support will be a long-standing representation of your commitment to Holy Trinity School, and your gift will provide the tools to empower our graduates to succeed beyond the classroom.
Please call Danielle Gibb, Executive Director of Advancement, at 905-737-1290 ext. 274, to find out more about how you can support the campaign.
Learning Commons
Global Precast No Wires Direct
WE ARE GRATEFUL FOR THE GENEROUS SUPPORT OF OUR SPONSORS. GOLD SPONSORS SILVER SPONSORS
Lormel Homes
MRG Custom Concrete Forming
Quatro Security Printing
BRONZE SPONSORS
Commercial Bakeries Corporation
Exceptionalities
#HTSFEVER
In the spring of 2015, the Head of School invited Joyce Wong, parent to Victoria ’15 and Megan ’18, to assume the role of Gala Chair – and from that moment on, she tackled the role with strategy, professionalism and unending enthusiasm. Even before the summer had started, Joyce had already built a strong committee of parents representing all divisions of the school, reviewed all past gala information and spoken to many of the previous Gala Chairs for insight.
Many hours of work go into the planning and preparation of a community fundraiser such as a gala. Monthly committee meetings, subcommittee working meetings, evening consultations, trips to vendors, donor and sponsor acquisitions, decor decisions, ticket sales – and all this effort, mixed with glitter and laughter, produced one of the most successful HTS Galas to date.
Through the dedication of the parent volunteer committee, the 2016 Disco Fever Gala raised funds to outfit the two new innovation and design labs that are currently under construction. Not only were we successful in reaching our fundraising goal of over $100,000, but we also enjoyed the largest turnout ever to an HTS Gala. If you were one of the 400+ guests in the ballroom at Bellvue Manor on April 22, 2016, we know you will agree that the community spirit was inspiring and electric!
Congratulations and thank you to Joyce Wong, the first solo Gala Chair in HTS history, and to the entire Gala Committee! The 2016 HTS Disco Fever Gala will not be forgotten – its legacy will continue as the new innovation and design labs open in 2017.
Thank you to all the parent volunteers who helped with the various subcommittees.
Chair
Joyce Wong
Gala Committee
Laura Borello
Chandra Intraligi
Haleh Javanmard
Farzana Jetha
Leslie Lingeman
Doriana Lo Greco
LiAnne MacFarlane
Neda Maki
Debbie Purisic
Karla Shenouda
Laura Siu
Tina Skliros
Cheryl Suma
Deanna Todd
SUMMER CAMP SUMMER
At HTS, students are encouraged and supported to fulfill their potential. With our enthusiastic summer staff of HTS faculty, alumni and senior students, your child will have the chance to embrace challenges, develop skills, make new friends and build memories to last a lifetime.
The HTS Summer Camps strive to offer a wide variety of safe, educational and fun-filled activities for children of all ages.
We encourage our campers to be enthusiastic participants, and we challenge each camper to be his or her best.
In addition to providing the high-quality instruction, our HTS Camp staff are passionate about teaching core values such as respect, teamwork, compassion and honour, inspiring all campers to grow as citizens in their community.
The 2017 Summer Camp offerings, including new enrichment camps, will be announced in February along with registration information.
PROGRAM
SUMMER SCHOOL
JUNE 27 TO JULY 25, 2017
The HTS Summer School offers students a place to let their curiosity go beyond the regular academic school year. With a diverse selection of summer courses, students in Grades 8–11 can find one in their area of interest at the appropriate grade level. The HTS Summer School proudly offers Grade 9–12 credits in the subject areas of mathematics, science, humanities and English.
Smaller class sizes allow students to dive into any subject with personalized support from their teacher. Having one course to focus on is a unique experience that students do not have in their regular academic year. Focused study supports students in deepening their understanding of the course material and absorbing difficult concepts, and aims to expand their areas of interest.
Taking a summer course is an excellent choice for students looking to reach ahead and improve their knowledge base in a particular subject. Summer courses can help students gain confidence and hone study skills, and often add flexibility to their course selection in the following years.
Classes run from 8:30am to 2:30pm daily except for June 30, 2017, to observe the Canada Day holiday.
hts.on.ca/summer
Registration opens December 5, 2016
SUMMER SCHOOL COURSE OFFERINGS
Grade 9
Mathematics – MPM1D
Grade 10
Careers and Civics –GLC2O/ CHV2O
History – CHC2D
Mathematics – MPM2D
Grade 11
Chemistry – SCH3U
Grade 12
Data Management – MDM4U
English – ENG4U
join us for our open house dates, or book a tuesday tour 9am-11am www.hts.on.ca/takeatour
MORE THAN A SCHOOL
It’s the place where your child’s future takes shape.
At Holy Trinity School, we move beyond the conventional methods to prepare our students for a successful lifetime of leadership shaped by their strength of character and uncompromising values.
We’re proud of our breathtaking surroundings and magnificent campus, but it’s what’s inside that counts. We are a modern, leading-edge school with a forward-thinking faculty that is dedicated to our students and, just as importantly, their families.
Give us two hours and we’ll give you a lifetime in return.
December 8
Senior School Open House
April 5
General Open House
JK-12 Co-Ed