HOLY TRINITY SCHOOL | 2024
CORRIDORS
Our Community: The HTS Difference
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Contents FEATURING
Remy Bargout ’07 Grace Butler ’20 Lia Chang ’24
Welcome from Head of School
1
Father Stephen Crowther
Honouring Our Retiring Board Chair, Joseph Adamo
2
Jun (Rodolfo Feliciano Jr.)
New Board Chair Welcome, Raj Dewan
3
Matthew Iu
CHARACTER & DIGNITY
4
Daniella Kozovski
Leading with a Smile
5
The Joy of Faith
6
Uplifting Voices
7
Written in the Redirection
8
EXCELLENCE
9
Empowering Excellence
10
Beyond Your Comfort Zone
11
An Olympian’s Bout in Paris
12
You Decide What’s ‘Excellent’
14
INNOVATION
15
Teaching in the Context of Doing
16
Zoom Out
17
Try to Keep Up
18
The Courage to Innovate
19
LEARNING
20
Niv Shimshon
Some Heros Wear Lab Coats
21
Maggie So ’13
A Classroom of One’s Own
22
Unlocked Potential
23
Yugo Takahashi
Lifelong Learning Personified
24
Storey Wilkins
Learning Beyond Borders
25
Domenica Coppa
Danielle Hill ’28
Dwayne Matthews Martina Pan ’25 Ashna Raman ’11 Benedict Siregar ’24 Stephanie Stephens Dr. Trevor Towsetego ’11 Katie Young Lucia Zhang ’25 CONTRIBUTORS
Eliza Bianchi Lia Chang ’24 Colin Darling ’17 Danielle Ganley Danielle Hitchcock Joseph Howarth Tara Irani Industryous Photography Jessica McDonnell Helen Pereira-Raso Abby Sasikumar
Stephanie Stephens Sean Stone
Katie Young Many photographs for this magazine have been shared by members of the HTS community. Thank you for your contribution.
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Corridors is produced annually under the direction of the Head of School. This publication is a recognition of our past and present, with an outlook toward our aspirations for the future of learning at HTS. It is a collaboration of perspectives, experiences and research from staff, students, parents, alumni and professionals in various industries.
Welcome from Head of School
Why People Matter
At Holy Trinity School, we are guided by our Vision for Learning: to see, hear and empower every learner to impact their communities and the world. In this edition, we celebrate those who embody that vision — those who exemplify the HTS difference by living out our organizational values of dignity, learning, character, excellence and innovation. Our community thrives because it honours the uniqueness and dignity of
each learner, whether student, educator, parent, or alumnus. In these pages, you will meet individuals whose stories reflect their strengths, interests, and growth— stories demonstrating how deeply personal and transformative learning can be when centred around curiosity and courage. Each community member’s story embodies the heart of HTS’s belief that learning is not a destination but a journey of discovery and reinvention — a journey of becoming. HTS’s Vision for Learning places people at the centre. It challenges us to view education as more than academics; it is the development of healthy minds, bodies, and relationships. This holistic approach shines through the contributions of those who live with integrity, courage, and empathy. Whether through academic excellence, athletic dedication, artistic creativity, or quiet acts of kindness, leadership and volunteerism, these individuals exemplify the HTS values that inspire us all. This edition also highlights how HTS nurtures a mindset of possibilities. Our community is equipped to think critically,
collaborate meaningfully, and solve complex, real-world problems in a world that demands adaptability and innovation. The individuals featured here remind us that innovation isn’t just about technology; it’s about imagination, resilience, and the courage to explore new ideas.
Our community thrives because it honours the uniqueness and dignity of each learner, whether student, educator, parent or alumnus. Through, personalized and relevant learning experiences, we empower our learners to design their own paths. This issue reflects the power of agency, the importance of relationships, and the joy of learning by doing. Each is a testament to the potential that emerges when learners are supported to thrive. At HTS, every story matters. This edition is dedicated to celebrating our community’s humanity, our journeys, and our shared love and dedication to HTS. Together, we honour those who inspire us and reaffirm our commitment to fostering a learning environment where everyone can achieve their personal best. With unwavering dedication and gratitude,
Helen Pereira-Raso Head of School
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Honouring Our Retiring Board Chair
Joseph Adamo By Maggie So ’13
significant strategic transformation. Marked by his approachable nature, Joseph’s leadership style fostered a highly collaborative environment encouraging critical thinking and open discussion. His partnership with the school’s leadership has been built on trust and shared purpose — creating a culture where educational ideals can flourish. “Our goal should be simple: leave HTS a better place than we found it.” One of his most impactful contributions has been fostering a culture that celebrates each student’s unique journey. Inspired by his wife Angela, a dedicated educator,
His tenure has been characterized by a “learning-first” philosophy.
Retiring Board Chair Joseph Adamo leaves a legacy of dedication and passion for education. His impact has been profound, shaping HTS into a model of progressive educational practices. Central to Joseph’s contributions is in supporting the creation of the HTS Network; a multifaceted initiative that includes an online school, in-person school, and a program to train educators in the school’s unique methods. This network embodies Joseph’s vision for adaptable, student-centred learning that reaches beyond traditional academic achievement. Joseph’s journey at HTS began with a personal connection, his twins Vincent and Emily. Experiencing the school through
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their eyes ignited his desire to give back. Initially serving as head of the Finance Committee, his commitment quickly led him to Board member and eventually to Chair. Reflecting on his leadership journey, Joseph says, “It just started with, ‘hey, can I help?’” His tenure has been characterized by a “learning-first” philosophy, focused on developing adaptable, resilient students prepared for a complex world. “It’s about teaching them to be life learners,” he explained, underscoring his belief that true education prepares students for life, not tests. In 2020, when Joseph was asked to be Board Chair, he was incredibly excited. His willingness to embrace challenges and think differently helped guide HTS through
Joseph remains committed to teaching practices that cultivate confidence, curiosity, and independence. He believes these traits prepare students for both academic success and life’s broader challenges. When asked about his personal values, he noted, “Choice is the most important word in my life,” embodying the school’s mission to develop confident, self-directed learners. As Joseph steps down, he looks back with pride at HTS’s growth in enrollment and reputation remarking, “If you touch one life and you change that life for the positive [...] you’ve created a whole country.” His legacy at HTS is one of transformative leadership, leaving the school ready to shape the next generation of lifelong learners.
New Board Chair
Welcome, Raj Dewan By Maggie So ’13
As Holy Trinity School welcomes Raj Dewan as the new Chair of the Board of Governors, we are thrilled to gain a leader with a passion for education and a vision for growth. A partner at DLA Piper, Raj is a distinguished corporate lawyer with extensive experience in capital markets and cross-border practices. Known for his skill in guiding emerging growth companies and high-potential entrepreneurs in sectors from fintech to healthcare, Raj brings invaluable expertise in strategy, structuring, and international business to HTS’s leadership. With excitement for the future of HTS, he affirms, “While high academic standards are the foundation of the HTS experience, we take pride in the development of students who are compassionate, confident and well-rounded. Students who are ever curious and continue to learn and grow”. As Board Chair, Raj is focused on building a new strategic plan that leverages the school’s strengths while addressing the opportunities and challenges of an evolving academic landscape. For Raj, this is an exciting moment to build upon HTS’s reputation for academic rigor, balanced education, and nurturing culture, while preparing students to thrive in a rapidly changing and competitive digital landscape. With his collaborative and engaging leadership style, Raj is committed to creating consensus within the Board and
empowering each member to contribute meaningfully. In his new role, he will be looking to maximize support — identifying areas of expertise within the Board and working to understand opportunities for the school.
While high academic standards are the foundation of the HTS experience, we take pride in the development of students who are compassionate, confident and well-rounded. Students who are ever curious and continue to learn and grow.
An open and resilient leader, he is constantly challenging himself both physically and intellectually — currently training for a half-Ironman and continually pursuing personal growth through professional coaching. Raj says “there are 4 Cs in life — courage, commitment, confidence, and capability,” and he exemplifies this in all aspects of his life. Looking forward to the new year, Raj’s message to the HTS community is filled with optimism: “Where you go and what you become is ultimately up to you, but this is a great starting point.” With Raj’s vision, expertise, and guidance, HTS is poised to reach new heights and continue its legacy as a nurturing, inspiring environment for all students.
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Character & Dignity This section focuses on stories that celebrate members of the HTS community who embody and live a life that stewards humanity.
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Jun. Rodolfo Feliciano
Leading with a Smile By Colin Darling ’17
HTS is a vibrant, warm, and embracing community because of people like Jun. Rodolfo Feliciano Jr. or “Jun” (short for Junior) as he is affectionately known throughout the halls of HTS, wears many hats: custodian, package deliverer, handyman, and to some, role model. After immigrating from the Philippines in 1996, Jun worked as a machine operator in the auto-industry and as an HVAC service technician before starting at HTS in 2012. Since then, his ever present joy has
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become a hallmark of our community. Day-to-day, Jun can be found up a ladder, pushing a cart, fixing something, or direct-
ing traffic. But it’s the moments in between where Jun challenges the notion of what a custodian can be. On a campus that hosts just under a thousand people per day, Jun might just know most people’s names — staff and students alike. He takes the time to ask questions that make you feel seen and tell jokes that are sure to make you giggle, too! Many alumni, when coming back to the school for a visit, will even look for him to feel the infectious energy and nostalgia only a Jun smile can bring. “Respect is the number one thing we should be teaching kids these days — if you respect someone, you will be kind to them,” he says. “Secondly, I hope that students follow their guts, pursue what’s in their heart, and not follow others expectations.” When asked what he enjoys most about his job, “helping people” came immediately to mind. He attributes his solutions-oriented approach to doing house calls as a service technician: the desire to solve ‘his customers’ issues with diligence and efficiency. Outside of work, Jun is fueled by spending time with his family and finding time to go fishing. He even still finds time to fix the occasional HVAC system when he can. Jun sees every adult at HTS as a role model for students, no matter their role. He hopes that he can provide an example of unwavering kindness and positivity — contributing to a shared humanity we can all take pride in.
Respect is the number one thing we should be teaching kids these days — if you respect someone, you will be kind to them.
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Father Stephen Crowther
The Joy of Faith By Eliza Bianchi
In the fall of 1999, HTS welcomed a truly remarkable person into our community: Father Stephen Crowther. With his warm smile and open heart, he stepped into the role of School Chaplain, guided by the Bishop’s simple advice: “You should go there and have fun.” Little did we know his journey would transform the lives of countless students, alumni, and families. From day one, Father Crowther demonstrated an extraordinary ability to connect with students. He doesn’t just listen, he truly hears them. Whether in a casual hallway chat or a heartfelt conversation after chapel, he makes every student feel valued and understood. His genuine curiosity allows him to forge deep bonds that go beyond the typical studentteacher relationship. For many, he is a trusted confidant, making them feel seen and appreciated. It’s no surprise that alumni remember him fondly, sharing stories of his impact on their lives.
What truly sets him apart is his unwavering commitment to creating a safe space where students can express themselves openly. He encourages them to ask questions and explore their beliefs without fear of judgment. His favorite passage from Matthew 25 — “I will say you’re one of my own” — is more than just words; it’s a guiding principle shaping how he views each member of our community as family. As we celebrate Father Crowther, we reflect on the profound influence he’s had on our lives. He teaches us that true dignity lies in how we treat one another — with respect, empathy, and love. His legacy is built on the small moments where he has touched hearts and changed lives. Father Crowther is more than just a Chaplain; he’s a mentor, a friend, and a guiding light for our students. He reminds us of the power of genuine human connection and the importance of bonding with one another.
He teaches us that true dignity lies in how we treat one another — with respect, empathy, and love. It’s in the small moments where he has changed lives. Father Crowther’s storytelling skills are legendary. In chapel services, he shares engaging tales that resonate with young hearts and minds, drawing them into discussions about faith, morality, and life’s challenges. His knack for making complex ideas relatable ensures every student feels included in the conversation. He has a unique ability to turn lessons into memorable experiences, showing students that spirituality can be both meaningful and fun.
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Character is the essence of our humanity.
Lia Chang ’24
Uplifting Voices By Katie Young
Lia Chang ’24 is a force of compassion and leadership within the HTS community and beyond. Her character and unwavering integrity define her, but her dedication to uplifting others truly sets her apart. Lia embodies dignity through her tireless work to support and empower those around her, whether organizing community events, advocating for systemic change, or ensuring that every voice is heard. Throughout her time at HTS, there are many moments where Lia exemplifies living a life that stewards humanity. An example of Lia’s character is when she led the Walk for Breast Cancer. Her leadership of this annual event was more than raising funds; for Lia, it was about mobilizing her peers, creating a space where others could come together for a greater cause, and empowering them to become involved. Lia doesn’t just lead — she brings others along with her, ensuring everyone feels valued and capable of making a difference. This commitment to inclusivity
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also shone through her leadership of the Feminism for Change Club and her work in the Diversity Equity and Inclusion Council. Lia centred her initiatives on accommodations and accessibility, removing barriers so everyone could fully engage and bring their best selves to the table. Her inclusive mindset was also evident during the Youth Uniting for Justice Conference, the first student-led conference on social justice at HTS. She organized this event with a team of peers, successfully engaging over 100 students and educators from across Ontario. Her vision and organizational abilities played a key role in the event’s success, motivating others to take meaningful steps toward justice and equity. Lia’s passion extends to the global stage. Through her work with Plan International’s Global Young Influencer Group and her involvement with their International Day of the Girl campaign, she has drawn attention to the voices of girls in conflict. She has worked to create oppor-
tunities for young advocates who often face barriers to entry in spaces dominated by gatekeeping. Lia understands that her voice is not the only one that matters, and she consistently uses her platform to amplify others. Her global involvement also includes representing Canadian youth at the UN ECOSOC Youth Forum 2024, serving as a Young Champion with the United Nations High Commissioner for Refugees, and organizing the International Youth Conference, which engaged 720,000 youth worldwide in discussions about the UN Sustainable Development Goals. Lia has faced challenges in her advocacy journey, particularly navigating spaces that reward self-promotion and competition. Balancing her school commitments with her advocacy work has also been difficult, but Lia’s relentless dedication to ethical leadership remains unshaken. She is a true global citizen who lives with integrity, dignity, and a vision for a more just world.
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Grace Butler ’20
Written in the Redirection By Danielle Ganley
Early in her time at HTS, Grace Butler ’20 discovered a talent and love for English. Her passion led to an undergraduate degree from the University of Toronto. Working alongside professors, they too noticed something special in Grace and encouraged her to pursue a Masters in English.
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Bolstered by this encouragement, she eagerly applied and waited for her next step to materialize. Until it didn’t. She was surprised to learn she had not been selected to continue with her masters and this is where the story gets interesting. Undeterred by rejection, Grace decided
to explore other paths. She was interested in health and business but unsure whether her degree would allow for those specialties. While researching, a moment of serendipitous luck led her to a new program still in its infancy. McMaster University Health Science Program offers a one year “Masters in Biomedical Innovation”. This program encourages students from all fields to consider what problems might need solutions in the world of medicine. As a young person who dealt with type 1 diabetes from a young age, Grace has faced countless invasive procedures, needles, pain, and challenges. She knew the medical system as a patient. This hard fought knowledge might be just what’s needed to help others. The path felt both familiar and completely new. Determined to apply, Grace faced one major obstacle — she had missed the deadline. It closed 12 hours before she found this new program. Encouraged by her parents who had watched Grace live a life of bravery in the face of health challenges, she wrote to McMaster and told them her story. Within 48 hours, Grace was welcomed into a cohort of 23 students. Her peers include biomedical doctors, nurses, a Harvard researcher, an engineer, an architect, and one English major. Grace shares that the program “gives people the resources to innovate healthcare that already exists or create something new in a place that needs it the most.” Within weeks, she was immersed in placements in hospital operating rooms with her classmates as they searched for ways to change health care. It was surreal as she recalled, “six months ago I was in my undergrad in English and now I’m standing in an OR watching these ground-breaking procedures happen.” This new path for Grace feels like one she was always intended to walk as her mom so kindly reminded her, sometimes “our rejections lead to redirection.”
Dignity is at the heart of inclusion and respect.
Excellence This section highlights members of our community who embody grit, perseverance, and dedication to pursuing their personal best and excellence in their careers, academics, or service work.
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Katie Young
Empowering Excellence By Lia Chang ’24
Since joining the HTS community in 2008, Ms. Young has embodied a spirit of excellence, particularly in her dedication to empowering others. For her, excellence is not about personal achievement, but about uplifting others and creating spaces where every voice is heard. This dedication is not only a personal mission, but a standard that she upholds in everything that she does. She has carried this standard throughout her many roles at Holy Trinity School, guiding students not only as an educator, but also as a mentor,
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compassionate leader, and a true advocate for justice. From leading the HTS Internship Program to advising the Feminism for Change Club, Ms. Young creates environments where students are heard, valued, and empowered to lead. Despite facing challenges as a woman in leadership, where compassion and emotion can be undervalued, Ms. Young has never wavered from her principles. Throughout her time as an educator, she has shown that compassion and excellence can not only coexist, but must
coexist. “She taught me that leadership is not about being in charge,” says one student, “but about walking beside others.” With Ms. Young’s leadership, students have raised funds for breast cancer research, advocated for the UN Sustainable Development Goals, organized the Youth Uniting for Justice Conference, and more. She was recently recognized with the Prime Minister’s Awards for Teaching Excellence, Canada’s most prestigious prize for educators. The Office of the Prime Minister wrote that Ms. Young’s excellence is rooted in “her goal of making the world a better place and helping her students do the same” and giving students the “tools, direction, and support they need to succeed.” However, Ms. Young’s pursuit of excellence is defined not by her accolades, but by her commitment to cultivating compassionate leaders. Her achievements are a testament to the lives that she has touched and empowered. By centering empathy, service, and global citizenship, she inspires everyone around her to be passionate advocates of themselves and the world around them. One of her former students said it best: “she’s a teacher, a mentor, and a role model. Ms. Young has shown us all what it truly means to pursue excellence — with humility, compassion, and an unwavering dedication to service.”
Excellence is the pursuit and realization of one’s personal best.
Daniella Kozovski
Beyond Your Comfort Zone By Maggie So ’13
“What’s important is bringing your best [...] and leading with purpose and intention.” For Daniella Kozovski, excellence has always been about more than professional success; it’s about commitment to growth, giving back, and personal integrity. A lawyer by trade, she practiced most of her career at the Ontario Securities Commission but has since transitioned to the role of Chief People Officer and HR Counsel at Treasure Hill Homes, where she brings her value-driven approach to creating a positive workplace.
joining the Advancement Committee and later serving two terms as Governor on the Board. During this time, Daniella helped shape the school’s strategic plan — championing the HTS Online Campus, transforming spaces, and personalized learning. As a parent, she recognized that every child learns differently and with the right guidance, they can find success in any area. Even after stepping down, she continues to support the school, speaking at Career Night and sharing her experiences with the accounting and economics classes. Daniella continues to learn and grow as she works towards her CHRL designation, looking to bring more value to her current role. Although time management can be difficult, she strives to set an example for her children. When asked how she navigates challenges, Daniella says, “I’m a big believer in
stretch, not tear.” Her commitment to excellence extends to her family, instilling in her children the importance of resilience and integrity. Mateo and Vienna have thrived at HTS, growing in confidence and compassion, partly thanks to the community she helped build. “[They have] never not felt supported,” she remarks, reflecting on their time at the school. Through her contributions, she has helped create an environment where all students are able to strive for their own excellence. Daniella’s story is one of purpose-driven excellence, showing that true achievement lies not only in professional accomplishments but in the impact we make on our communities. Her journey stands as a powerful example to the HTS community, encouraging others to find their purpose and “carry [themselves] in such a way that [they] can look back and say ‘I did the best I can’.”
Every child learns differently and with the right guidance, they can find success in any area. In 2015, her son Mateo joined HTS and she immediately recognized the school’s “secret sauce” — “I was struck [...] by that sense of community. I loved how engaged my son was every day.” Looking for ways to be more involved, Daniella volunteered as a mentor for incoming families before
EXCELLENCE
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Lucia Zhang ’25
An Olympian’s Bout in Paris By Maggie So ’13
At just 17 years old, Lucia Zhang ’25 represented Team Canada at the 2024 Paris Olympics in women’s foil. She first picked up a foil at the age of eight but her journey began long before then. Lucia was practically raised in the fencing club — her parents met competing for the Chinese National Fencing team and she spent her childhood developing a love for the sport, learning her parents’ passion and discipline. In the seasons leading up to the Olympics, Lucia remembers a rollercoaster full of highs, intense pressures, and moments of self-doubt. Her first international season was a tough one. Reflecting on a particular loss at the Paris World Cup she says, “I think a lot of the time athletes struggle be-
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As an elite athlete, Lucia embodies drive, agility and intelligence. Throughout her Olympic journey, she was not only masterful in her commitment to her sport, but equally to her academics. Lucia is a young woman who embodies excellence through and through. –Lisa West cause [...] they’re thinking about the result and not what’s happening in front of them.” Leaning on the support of her mother, Lucia began redefining setbacks as opportunities for growth — teaching her
resilience, reminding her to focus on the present, and adding to her determination. In the qualifying rounds, Lucia recalls the tension of each match. In those critical moments, she returned to the advice
Excellence is the pursuit and realization of one’s personal best.
of her mother who said, “if you put in your best effort [...] even if the result is not what you wanted, at least you know you’ve tried with 100%.” Whenever nerves threaten to take over, she remembers to live in the moment, shifting her focus from the end result and finding a sense of calm that makes all the difference. Balancing her athletic and academic life has been another challenge. Frequently traveling twice a month to compete, Lucia is appreciative of her teachers for supporting her through her career. Though she’s still not sure how she manages it all, Lucia’s commitment to both her craft and her studies shows how hard she’s willing to work for what she loves. With her upcoming graduation, Lucia looks forward to continuing her fencing career while at university where she’s most interested in studying Chemistry and Business; inspired by her parents who now own their own fencing club, Mountain Fencing. Today, Lucia’s journey reflects not only her talent, but her grit and commitment to personal excellence. Her story is a beautiful reminder that no matter the obstacles, passion and resilience can carry you through. She embodies what it means to go after your dreams wholeheartedly, embracing both the wins and the losses along the way.
EXCELLENCE
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Remy Bargout ’07
You Decide What’s ‘Excellent’ By Colin Darling ’17
practises excellence in this way — meeting kids where they’re at and celebrating differences as a strength of our community. He experienced this most during the school’s theatrical productions, starring in You Can’t Take It With You among others in a comedic role.
HTS is a place that practises excellence… meeting kids where they’re at and celebrating differences as strengths.
After travelling to the Dominican on a service trip, Remy Bargout ’07 was intent on studying international development and global studies at Guelph (BA) and Queens (MA). But, after a brief stint working in global affairs policy and applied research, Remy returned to the classroom to take on his PhD, unsatisfied and critical of participatory approaches in the development industry. “It’s this age-old problem of power and organizations today taking problematic approaches and repackaging them into ‘new, inclusive, empowering approaches to helping people,’” he says. “Where I’m at in my research is talking to experts and understanding why they still believe in the work they do despite the limitations of a broken system.”
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Recently, Remy’s research took him to Nairobi, Kenya for six months of ethnographic fieldwork, investigating how development organizations use participatory tools to facilitate and support processes of empowerment within pastoral communities affected by climate change, market volatility, conflict, and other factors. And while Remy is honoured to be featured as an example of excellence in our community, he would also like to challenge the typified notion of the word. He hopes that when striving for excellence in the form of quantifiable outcomes or comparisons, we take time to appreciate our own definition of success, and our ever-changing abilities and goals. He has always seen HTS as a place that
After HTS, Remy was diagnosed with Autism Spectrum Disorder, providing him a new lens to grow and lean into the ways he works best. However, that growth hasn’t come without hurdles and the need to challenge dominant models of education and professionalism. Currently, Remy is advocating for his department to launch the process of reforming their PhD program. Before he graduates, he wants to see more accessible and inclusive modes of comprehensive evaluation for future students. He believes that lived experiences with neurodiversity can be a source of resilience, encouraging higher achievement and empathy for our communities. Remy doesn’t know if he’ll end up working in policy or academia. For now, he wants his research to have a small yet meaningful impact, and offer new perspectives around an underlying dilemma in global development practice.
Excellence is the pursuit and realization of one’s personal best.
Innovation In this section, we spoke to members of our community who embody a mindset of possibility, creation and curiosity.
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Stephanie Stephens
Teaching in the Context of Doing By Maggie So ’13
Executive Director of Learning Innovation and Technology Stephanie Stephens is transforming the educational landscape by inspiring curiosity and equipping students with the tools to shape the future. Since joining HTS in 2012, She has helped position the school as a frontrunner in technology-driven education, attracting educators from across the country to discover what can be achieved when you advance innovation programs. With a background in mathematics and computer science education, Stephanie shifted her career focus to technological integration, driven by a fascination for optimizing tech in the educational space. At HTS, she oversees a range of initiatives, empowering the community to engage with technology thoughtfully and effectively. Under her leadership, the Innovation Labs have become an epicenter of creative exploration, hosting courses and co-curriculars like Fashion Forward and Robotics where students engage in hands-on activities, connecting learning with real-world applications. When asked about her motivations,
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her eyes light up as she describes the palpable energy from the Innovation Labs. Stephanie cites prioritizing the students’ growth, stating, “it’s about how we can help [them] want to learn.” Her approach exemplifies the school’s philosophy of teachers as coaches and her belief that technology should serve to foster critical
Under her leadership, the Innovation Labs have become an epicenter of creative exploration. thinking and problem solving. “Teaching in the context of doing” is a principle she holds steadfast — encouraging students to identify what they love, why it matters, and how they can impact the world. Constantly learning herself, Stephanie is passionate about emerging technologies
like AI, exploring how it can help learners recognize their own growth outside of traditional testing. Her vision is to change the way we measure academic success by creating a learner-driven dashboard helping students track their own progress — “capturing the experience as the learning.” Through her work, Stephanie continues to reimagine how one defines success. Alongside a team of technology integrators and educators, she developed the Innovative Learner Continuum — guiding student growth on the basis of communication, critical thinking, and personal development. What began as a curriculum for the technology and innovation program has become a framework that inspires other educators to redefine measures of success. As she continues to push the boundaries of innovation, Stephanie dreams of a curriculum where student life and academics become one. By championing the use of technology, she is helping HTS advance the role of education — nurturing curiosity and leading by example to inspire lifelong learners.
Innovation is a mindset of possibilities fuelled by curiosity.
Dwayne Matthews
Zoom Out By Maggie So ’13
When asked if he has always been a dreamer, Dwayne answers with resounding yes admitting, “I’m almost convinced that if you keep kicking at reality, eventually it breaks in your favour.” It is this level of optimism and wonder that Dwayne brings when reimagining the educational landscape. In his work with the school’s leadership team, he approaches strategic planning the same way he does technology and innovation — zooming out to see the big picture, assessing all angles to see where you should be. “If everyone has access to technology,” he explains, “then community and human relations are going to be really important.” Through his work at HTS, Dwayne aims to empower students to think innovatively and thrive in a world where human connections and creative problem-solving are paramount.
Dwayne Matthews, founder of TomorrowNow Learning Labs, is an education strategist and innovation advocate, renowned for his work at the intersection of education, technology, and the future of work. In his early years as an educator, he worked at Colegio Franklin Delano Roosevelt in Peru. It was there that he witnessed the impact of community-driven, innovative learning which has inspired his commitment to redefining school systems to better equip students for a complex, evolving world. His journey at HTS began in 2022 when he connected with Head of School Helen Pereira-Raso. Thinking back to those first visits, Dwayne remembers being blown away by the community, talking to stu-
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dents in the halls, and hearing about everyone’s fantastic experiences. Speaking now as an HTS parent and consultant, he notes the rarity of a school that has “that community piece with the academic performance and the innovation all wrapped into one building.” Dwayne’s primary role as a strategic advisor is to help the community embrace forward-thinking educational practices. With an emphasis on future preparedness, Dwayne’s approach prioritizes resilience, adaptability, and collaboration. Recognizing the education system’s vulnerability to change, he focuses on creating environments that “foster personal interests, academic excellence, [...] and provide opportunities to expand our sense of humanity.”
Dwayne aims to empower students to think innovatively and thrive in a world where human connections and creative problemsolving are paramount. To his core, Dwayne is committed to advancing educational innovation. He is an invaluable part of the school community and continues to inspire educators to nurture leaders and visionaries who will positively impact their communities.
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Dr. Trevor Towsetego ’11
Try to Keep Up By Colin Darling ’17
You know someone is on the cutting edge of innovation when even their more palatable descriptions of their job fly right over your head. Pair that with my only knowledge of “quantumness” coming from the Marvel cinematic universe and it makes for less of an interview and more of a seminar.
Quantum computing is the concept of trying to address problems that would take classical computers too long to solve. Ever since I first read Trevor’s job description as a Patent Engineer, I knew I had to get to the bottom of exactly what his team at Xanadu is up to.
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To put it plainly, Xanadu’s mission is to make quantum computers useful and available to everyone. Trevor’s job is to be the bridge between the research and intellectual property teams, ensuring that their inventions (methods and devices) can’t be used by other companies. Broadly speaking, quantum computing is the concept of trying to address problems that would take classical computers too long to solve. Despite being on the forefront of this new technology, the need for Xanadu to patent elements of their designs stems from the race against companies like IBM to build such an accessible model. Prior to Xanadu, Trevor spent 11 years in post-secondary education, culminating in a PhD of High Energy Physics at U of T. His thesis research consisted of applying machine learning to the study of one specific fundamental particle: neutrinos which are similar to an electron, but without an electric charge and their unique property of changing their type as they travel.
Not knowing exactly where he wanted to land, he feels fortunate to have immediately found a position where he’s able to translate the very technical documentation of Xanadu engineers into patent applications that ensure the best protection possible. Before he applied, he admits he had very little knowledge of quantum computing, but made sure to read up on the emerging technology. Additionally, “it was a lot of diving in and learning the legal side of things. It’s almost like learning a new dialect,” he notes. On top of his job, he still finds time to find purpose through music. Having played guitar since his days performing at Coffee Cabaret and Fringe at HTS, Trevor is a member of two bands and enjoys nothing more than making music with other musicians. He has come to appreciate the opportunities he had at HTS to express himself outside of his academics, stressing the importance of finding a balance between boundary-pushing work and play.
Innovation is a mindset of possibilities fuelled by curiosity.
Martina Pan ’24
The Courage to Innovate By Stephanie Stephens
If you visit the innovation labs at HTS, there’s a good chance you will run into grade 12 student Martina Pan. She will likely have a huge smile on her face, fully garbed in safety equipment, leaning over the laser cutter or CNC mill or possibly with a drill in hand.
live at the crossroads of incredible academic rigour and outstanding creativity. In last year’s Technological Design course, she constructed a beautiful Chinese garden to model a childhood memory. Her goal was to honour her mother and the beautiful culture she has inherited from her. This
Martina believes with the right attitude, you can turn any obstacle into a game or an exciting and fun challenge. She might be adeptly navigating complex CAD software or consulting with an expert. Without a doubt, Martina will be in pursuit of tackling a really intimidating problem while having more fun than anyone else in the room. She continually influences those around her to persevere, be curious, be imaginative, and perhaps most importantly, feel inspired. Martina’s numerous, beautiful projects are a strong narrative on their own and they
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year, in the next iteration of the course, Marina is designing a fully-functioning, aerodynamic, autonomous model F1 car that will teach teens about coding and racing. The breadth of her work is astonishing and speaks to her willingness to try just about anything. When Martina is asked if she has any barriers to learning, she simply shrugs her shoulders. “It’s not that you know exactly what is going to happen, but that you trust
yourself to overcome any obstacles that will come your way.” How powerful is that? Martina’s extreme sociability and curiosity allow her to continually chip away and find the answers she needs. She researches confidently when reaching out to experts; asking thought-provoking questions, listening actively, and seeking approval. She is always open to feedback and suggestions for improvement. Martina also believes that with the right attitude, you can turn any obstacle into a game or exciting and fun challenge — a mindset we can all learn from. Martina’s fearless approach to learning is inspiring and has paved the way to her becoming the remarkable young innovator that she is. Truly a role model to those around her, Martina believes the opportunities that come her way are a privilege and it is her honour to take them on. I couldn’t agree more and I have been so grateful to work alongside her.
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Learning In this section, we celebrate members of our community who embody a mindset of lifelong learning, growth, and adapting.
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Matthew Iu
Some Heros Wear Lab Coats By Tara Irani
Matthew Iu’s impact on HTS began in 2018 as the Grade 11 biology summer school teacher. From the beginning, he was determined to connect his own background, training, and education experience to those of his students. With both an Honours Bachelor’s of Science in Biochemistry and a Masters of Science from the Faculty of Medicine at McGill University, Matthew knew exactly what the expectations would be for students pursuing science (particularly biological science) beyond high school. Having himself conducted research on diseases caused by cigarette smoking, publishing his findings in the scientific journal free radical Biology & Medicine while he was a student at McGill, Matthew always looked for opportunities to ensure science students would be well prepared for their lives beyond our four walls. The landscape of science has evolved significantly over the past ten years, and increasingly, students need to learn in more authentic ways, and in areas they are passionate and interested in; that type of learning extends beyond the classroom and impacts the real world. In the summer of 2022, Matthew realized there was an opportunity to introduce an interdisciplinary biochemistry course at HTS focusing solely on performing a variety of laboratory experiments. It would connect to real world applications such as the synthesis of aspirin and nylon, extraction of caffeine, bioinformatics, blood sampling, the science of food, and the detection of genetically modified organisms. Firstly, students “learn by doing” through a series of hands-on experiments using high-tech equipment. Then they choose a topic of interest for their final culminating project on which they design, research, gather, and analyze data. Finally, students write a formal lab report, peer reviewed by external scientists,
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before presenting their findings to a panel of interested parties. Matthew took it upon himself to spend his summer doing professional development and working with a Professor at McGill University to sharpen his own skills, learning the most current techniques in order to prepare for the roll out of the Interdisciplinary Course (IDC) in February of 2023. Matthew certainly embodies the mindset of a lifelong learner and is an educator who espouses our motto “ex doctrina mores.” He ensures that he has the proper training and background to guide his students as a role model of best practices in science by putting the learning in context and challenging students to go well beyond the classroom, tackling real world problems while demonstrating curiosity and passion.
A LASTING IMPACT Quotes from Past Students
“ Mr Iu brings a lively fun energy along with his fair thoughtful care for all of his students in his University level classes.” Liam H
“ I had the privilege of taking the “ When thinking back to IDC4U, IDC4U course with Mr. Iu last year, I simply cannot express how valuable and it was an incredibly rewarding the course was—a privilege I may not experience. Mr Iu’s dedication to experience again until my third or teaching, his care for his students fourth year of biology and chemistry, and his love for Biochemistry made and it was all thanks to Mr.Iu.” this course fun and engaging for Avin Z everyone.” Annika N
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Domenica Coppa
A Classroom of One’s Own By Maggie So ’13
ing as a supply teacher to share her love of learning.
Thursday, and the Christmas Market. Her ability to create meaningful connections between students, parents, and faculty was evident in every event she helped coordinate. When her youngest graduated in 2022, Domenica found herself looking for ways to continue giving back to the school that had so warmly welcomed her family. An educator by trade, she returned to HTS as a supply teacher. Growing up, she had dreams of teaching and achieved her goal through hard work and determination. “I think that is why I wanted to stay in the school system— to help students reach their full potential.,” she reflects, “being a teacher, you really want to instill in your students that [they] can do it, just give it a try.” It’s with respect and admiration that Domenica celebrates the staff’s commitment to teaching. She notes how comprehensive lesson plans are always provided, helping her transition seamlessly between classes. This structure enables her to focus on what she values most: engaging with students and ensuring each one feels supported. Radiating her passion for creating
It’s one of the things HTS does really well — making everyone feel that they belong.
Domenica Coppa’s impact on the school’s community is felt by students, staff, and families alike as she dedicates herself to nurturing a positive environment for all. Initially joining HTS as a parent in 2003, she quickly became an integral part of the community volunteering for the Parent Association before return-
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From the start, Domenica was enamored by the school’s sense of community, describing it as feeling like home — “It’s one of the things HTS does really well [...] making everyone feel that they belong.” Her first HTS gala experience was indelible and inspired her to volunteer. Finding her way to the Parent Association eventually leading as President where she used what she learned in previous roles to help organize events like Supper Club, Sundaes on
inclusive spaces, she explains, “as a teacher, you really try to cater to all the learners [...] because they all matter equally.” Domenica’s story exemplifies her commitment to HTS and its values. Her passion for education and genuine care for students have made her a beloved presence within the community, helping to ensure that HTS remains a place of connection, belonging, and learning for all.
Learning is a journey, not a destination.
Danielle Hill ’28
Unlocked Potential By Stephanie Stephens
If you saw last year’s HTS fashion show, no doubt you will have been amazed by the show-stopping newspaper dress made by grade 8 student Danielle Hill ’28. When asked, she will tell you that the learning accomplished through envision-
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ing, designing, and constructing the dress was one of the most powerful and impactful experiences she has ever had. Danielle is one of the many students at HTS for which student life activities, like Fashion Forward, have fueled confi-
dence and inspired a love of learning in all contexts. “The innovation lab is a safe space where I can feel comfortable making mistakes because I know I can fix them. This pushes me to continually improve the quality of my work and be the best I can possibly be.” Through this self-discovery, Danielle has thrown herself into a range of opportunities at the school including clubs, athletics, drama, and numerous leadership roles. She also supports several important causes including the Environment & Sustainability Club and Feminism for Change. The more Danielle gets involved, the more empowered she feels. She has many supportive friends who she encourages to participate alongside her, making the learning even more engaging and meaningful. Now in grade 9, Danielle has more courage to ask questions and be vocal in class — something she’s worked hard to do. She attributes this new found courage to what she has learned from her coaches and mentors in her student life experiences. Because she is so passionate about the work she has done in these various contexts, she is engaged and motivated to think deeply and has truly learned the value of asking lots of well-thought-out questions. “I have learned that ideas and creativity flow when I am able to be more involved and hands-on in my learning.” Two months into the new school year, Danielle is putting the finishing touches on another exciting design for the fashion show, demonstrating tremendous growth and providing a whole new challenge. What would be intimidating for most is an exciting and interesting challenge for her to tackle and there is no doubt she will throw herself into the work. “Great design to me means that what I create has a big impact on others.” She is certainly living her motto and flourishing as a learner.
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Ashna Raman ’11
Lifelong Learning Personified By Colin Darling ’17
Ashna Raman ’11 left HTS on the path to become a doctor. Now, having landed in UX design, her winding career path embodies the school’s mission to produce graduates with an enduring desire for learning in any form. After landing at Queens and quickly realizing that life science wasn’t her passion, she pivoted to mathematics. And while she loved her four years in Kingston, she stumbled through a math degree only to realize she wouldn’t find a career suited for her.
TS instilled an H eagerness to learn anything that I’ve come to appreciate and take forward into my life. A tough pill to swallow — she admits that “there was a period where I was going to commit to the bad thing. I was going to work in insurance, tell myself it’s a good job and block out the other parts of myself that are interested in other things.” Smartly however, from her breadth electives at Queens, she had taken an architectural history course that really piqued her interest. Ashna credits HTS for expanding her horizons by encouraging a well-rounded course load: sciencefocused students being encouraged to invest in their artistic side. “HTS instilled an eagerness to learn anything that I’ve come to appreciate and take forward into my life,” she says. “I don’t think it’s so much to do with the actual things that you’re learning or study-
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ing as much as it is to do with the quality of opportunity that is afforded to us at HTS.” She leveraged this keen interest into a compelling application to Columbia’s Master of Architecture program in New York where she continued to love being a student. But, similar to her reckoning post-Queens, Ashna felt the need for change after a few years working in architecture firms. Having gone back to school again for user experience design on the advice of an HTS peer, Ashna is very happy to have found work where she leverages her background in design with more freedom.
As a Senior Product Designer at Thoughtworks, a tech consultant firm, she is focused on what’s called zero to one software development, taking the idea of a client from early stage viability to market. Moving forward, her learning journey continues with a desire to take a course in extended reality through the generosity of Thoughtworks to give their employees access to professional development opportunities. Ashna feels lucky to have had the chance to find what she loves and acknowledges that not everyone has the same privilege.
Learning is a journey, not a destination.
Benedict Siregar ’24, HTS Online Graduate
Learning Beyond Borders By Jessica McDonnell
In 2020, Ontario transitioned to emergency remote learning, forcing teachers, students, and families to adopt an entirely new form of education. However, long before online learning was thrust upon us, HTS envisioned a global online school extending the same rich experiences offered to our in-person students to students around the world. Considerable thought was put into designing a program to match the incredible learning that happens on campus; one providing an exceptional experience and embodying the Vision for Learning. In September 2023, we welcomed our first cohort of students. Benedict Siregar ’24, was among those students who embraced and believed in our vision for learning. Entrusting
and mental health initiatives within the community. When asked about his experience, Ben stated he found the overall experience still felt similar to that of learning in a traditional classroom, but the environment helped enhance his understanding. The engagement in our virtual classrooms from teachers and students drove his motivation, allowing him to focus on his comprehension and resulting in a joy for the pursuit of knowledge. For Ben and the entire HTS Online team, the most significant insight has been the role and impact of people in the online community on the overall learning experience. Initially very reserved and quiet, Ben leaned into this discomfort and took opportunities to build relationships and
The engagement in our virtual classrooms from teachers and students drives motivation and allows to focus on comprenhension resulting in a joy for the pursuit of knowledge. HTS Online with his final year of high school, Benedict exemplified the commitment and love of learning that our community, both online and in-person, endeavor to foster. With plans to move from Indonesia to Canada, Ben and his family sought an online school to ensure both his and his sister’s education would remain uninterrupted. While the move did not occur, Ben flourished in his academics and beyond. Though unfamiliar with the attributes of an HTS graduate upon enrolment, he exemplified these throughout his year. Ben found his voice, gradually stepping into more leadership roles — leading clubs, assemblies, and championing physical
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connections with peers and faculty. He continues to pursue new challenges and opportunities for growth, particularly as he prepares for his post-secondary studies in Software Engineering at the Australian National University. Ben’s journey illustrates the transformative power and potential of online learning, highlighting the positive impact that the HTS Global Online Campus can have on students’ lives. His experience, like many others, demonstrates how a supportive, virtual environment can enhance learning and foster personal growth for students everywhere.
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