Trinitarian 2020

HTS ALUMNI NEWS 2020

VOLUME 8

Leaders in Learning

ALUMNI SPOTLIGHT

Dr. Nadia Oryema

Class of 2005

Exploring a variety of perspectives through psychiatry.

Ask Dr. Nadia Oryema ’05 what she was like as a Grade 4 student newly arrived at HTS, and she’ll give you an endearingly honest answer: “Anxious and timid. I was pretty nervous.”

Fast-forward to 2020. The trepidation and tentativeness of her youth have long given way to courage and resolve. Nadia has been blazing her way along an exciting career path in psychiatry.

She currently lives in New York City and is a forensic psychiatrist working full-time for the Correctional Health Service on Rikers Island. On some weekends, she also works in psychiatric emergency rooms in the Bronx. In these settings, she provides care to individuals in crisis, in communities that are often overlooked and underfunded in regard to public spending and support.

HTS offered her opportunities to grow and expand beyond her shell in a community that created a secure environment for her to explore new things and get to know herself. “One of the things that struck me in the beginning was the extracurricular system,” Nadia says. “It was the norm and expectation that everyone was involved in some kind of club or sport. I did after-school skating and swimming, was on the volleyball and basketball teams, and in the drama clubs and choir groups.

I also played the violin and was part of a string group. There were so many things that existed for people to build their interests.”

She also credits HTS with developing her resiliency.

“Going through the process of hearing about different opportunities, applying, sometimes getting them, sometimes not – starting to navigate and understand that some things are not best suited for you – that was part of building my character and my willingness to try new things.”

One of the qualities she discovered about herself was that when something interests her and she’s passionate about it, she’ll pursue it.

She started taking Spanish classes in Grade 10 and developed a passion for languages. “One of the things that was in place for us was a trip to Cuernavaca, Mexico. It was meant for Grade 11 and 12 students, but I really wanted to go. So I persuaded my parents. Then I made the case with my Spanish teacher and the Headmaster about why this would be something beneficial for me, and how it would be relevant to what I was learning.”

It was a gutsy move – and a reflection of her growing courage, a value nurtured and encouraged at HTS. That trip to Mexico was followed by a Grade 11 trip to Paris and a summer leadership program held at the University of California, Los Angeles, for students interested in health care. These opportunities helped shape her determination to keep her mind open to other cultures and experiences as she moved through undergrad and beyond.

“Being comfortable and having some ease with a sense of diversity, and being open to wherever you happen to end up in the world, is certainly a barrier remover. I had an interest in using my education and my time in schools to travel and explore different places.”

The first place her interests took her after HTS was McMaster University Health Sciences, where she eagerly adapted to problem-based learning methods to reflect on and develop out-of-the-box solutions for the healthcare field. From there, she went on to the University of Toronto for medical school, where her first and favourite rotation was psychiatry.

“I really enjoyed being exposed to a wide variety of issues or challenges that patients were dealing with, and starting to get an understanding of the breadth of psychiatry and the range of the type of work and interventions psychiatrists do.

What stood out about it is that you’re getting to know your patient from a variety of perspectives – understanding some of their paths, their upbringing, their experiences through life, above and beyond whatever symptoms they might be

having, and how those experiences have shaped them and are playing a role in whatever difficulties they might be having now.”

When it came time for her residency, Nadia faced a dilemma: accept a placement in Canada, or turn down that offer in the hope of receiving one from her first choice in the United States.

True to character, she chose not to take the easier route. Her determination was rewarded: she was matched with her first choice, New York University, for a four-year residency.

Following residency, she did a one-year fellowship in forensic psychiatry, which addresses the intersection between psychiatry and the law.

“That has helped inform the way I treat somebody.

I try to be mindful of moral-ethical questions that come into play.”

NYU’s psychiatry residency program is associated with several hospitals, including Bellevue Hospital in New York City and NYU Langone Medical Center, with connections to many other health care institutions. This has given Nadia extensive exposure to a variety of settings and patient populations – including patients who are incarcerated on Rikers Island and need medical or psychiatric care.

Today, Nadia works in multiple settings, including the women’s jail facility on Rikers Island. There, she works both in a clinic that follows the outpatient model and in a special mental observation unit.

The majority of her patients have been charged with a crime but have not yet been sentenced.

“They come to the clinic for evaluation and treatment. That can be for anything, from someone

A Message from the Head of School

Helen Pereira-Raso Dear HTS alumni and community, Welcome to this edition of the Trinitarian. It has been a historic year, one that has required all of us to change our way of living and our daily practices, and to look more deeply at how we can improve and do better for our marginalized communities.

Inside, you’ll see our commitment to diversity and inclusion at HTS and our plans to be better.

This edition is an exciting read, with alumni spotlights featuring Hoda Gray ’07, Dr. Nadia Oryema ’05 and Viren Shastri ’13, as well as our retired Holy Trinity School Alumni Association (HTSAA) president, Kathryn (Rutherford) Foster ’03.

All of these individuals are paving their own paths in their fields and communities, and they share with us some reflections on their HTS past.

We feature our transition to remote learning in response to the COVID-19 pandemic, and you’ll see the many exciting successes and stories that have come from these changes. Our alumni community have been excited to volunteer their time during the pandemic. From participating as “investors”

in the first-ever virtual Grade 9 Trade Show, to speaking with our Grade 11 and 12 students about the transition to post-secondary education, to being guest speakers in our virtual classrooms, it’s been rewarding to see so many alumni faces interacting with our students.

As you learn more about what HTS and the alumni community have been up to, I invite you to join our community in volunteering in the classroom and in our discussions, to share your stories, experiences and expertise. I look forward to continued alumni engagement in our incredible community, as you are integral to the HTS experience and wonderful mentors to each other and to our current students.

Fondly, Helen Pereira-Raso Head of School

having difficulty adjusting to being incarcerated and seeking mental health treatment because of that, to someone having a known mental illness and wanting to make sure that they’re getting ongoing treatment while they’re incarcerated.”

She adds, “There are people that I work with that are sentenced as well. The legal issue that they’re dealing with and whatever mental health issues they might have are components of a very multifaceted individual in life. So for me, it is important to try, as best as I can, to understand and learn about those other pieces of the individuals that I’m working with.”

Her other passions, besides psychiatry, include spending time with her sisters (who are also HTS alumni), dancing (she is an accomplished dancer and was part of a dance company prior to moving to New York) and the day-to-day energy of New York City life.

“I’m very, very happy in New York,” she says.

For Nadia, HTS is an integral part of the foundation that brought her to New York City and Rikers Island, a setting where she is confronted with issues of social justice and inequity on a daily basis.

Her past and present experiences are a part of her continued growth, helping her better understand issues of inequity and disparity that were more theoretical and removed as an HTS student, but have become factors that she now sees firsthand in the lives of those she treats. Her focus is on continuing to utilize her foundational building blocks to be an advocate for those she treats, while working to drive systemic change.

RETIRED HTSAA PRESIDENT

Kathryn (Rutherford) Foster Class of 2003

Many people know Kathryn (Rutherford) Foster ’03 from her role as President of the Holy Trinity School Alumni Association (HTSAA), a position she stepped down from last year. And while Kathryn has been an active alumni volunteer in the community for the last 10 years, you may not realize how far back the roots of her involvement with the school go – back to when HTS was a “second home” not only for her but for her entire family.

“It was an all-encompassing place for us,” she says.

“My sisters and I went there. My father was Head of School then, so I had a very unique relationship with the school because of his role. My mom was also a volunteer from time to time, and some of my lifelong friends have come out of meeting them at Holy Trinity School – my husband, who is an alumnus, being one of them. So it’s easy to say that HTS has always played a major part in my life.”

After she graduated, Kathryn was keen to continue her relationship with the school. Now, after 10 continuous years of volunteering, she takes a moment to reflect on how she became involved with the HTSAA. It all started with the support and encouragement of one particular individual at HTS.

“Sabrina Roy ran the Advancement Department at that time,” explains Kathryn. “ In 2007, she took me under her wing and gave me an understanding of what a career working in philanthropy was like and would entail. She helped guide my career path.”

Kathryn graduated from Western University with a BA (Hons) and completed the Fundraising and Volunteer Management program at Humber College.

She went on to pursue a career in philanthropy and advancement and is now the Associate Director of Advancement and Alumni Relations at Crescent School, an all-boys independent school in Toronto. ”In 2010, Sabrina and her team began to develop an Alumni Association. She approached me at that time and asked for me to be a part of it. It seemed like a natural fit for me to get involved, to give back, and also to remain closely connected to the school.”

Kathryn gave generously of her time, including four years as the President of the Alumni Association from 2015 to 2019. She also served as a Governor on the Board and was a member of the Advancement Committee.

She notes that, as is the case in so many volunteer opportunities, there was a mutual benefit to getting involved. “Joining the Advancement Committee meant I could lend a voice in an area where I had expertise. It was also a good chance for me to learn as a young professional. The school was just embarking on the Shaped by Experience capital campaign; that gave me an opportunity to be heavily involved at the front end of a campaign, which was something I could take to my professional world.”

For her part, Kathryn brought significant leadership and expertise to her volunteer role. She was instrumental in creating the Association’s terms of reference and nominating process. She played a key role in building our new alumni census, and she launched our first Alumni-to-Alumni Mentorship Program.

She’s particularly proud of spearheading the Mentorship Program. “Once the program is fully running, it will be essential in terms of continuing to develop and strengthen relationships between alumni. It gives us a chance to connect with one another on a professional level, and for individuals to talk to, share stories with and learn from each other.”

She points out that ”there are many alumni within the HTS community who are doing unique, amazing and exciting things both in their professional and personal careers.” She would love to see more graduates of HTS share this richness of experience, knowledge and unique perspectives with one another and also with the current student population.

“It’s important to share our experiences with the students – to show them and say, ‘This is what’s out there for you. Let us act as mentors or guides to help you get there.’”

Kathryn with husband, Kent Foster ’02 and son Nolan in November 2019.

Kathryn and her husband, Kent Foster ’02, are current donors to HTS. “We’re privileged to have attended HTS, with access to the best teachers, the best education, the best opportunities to get involved in sports and co-curricular activities. I feel strongly that, because we were given such a privilege, it’s important for us to consider giving back to the 1

trinitarian 2020

school, to thank the organization for what we’ve been given. I know from experience that giving my time, expertise or a donation has provided value to the school.”

While Kathryn feels that inspiring current students is one of the best ways that alumni can contribute, she adds that “another good way is to be a brand ambassador for the school – to be out in the community, sharing the positive experiences that you have had with the school.”

She encourages her classmates to return to campus.

She thinks they will be pleased to see that the essence of the school has remained the same even as its physical structure has been updated and improved. ”As a school, we are lucky to have a community who believes in the work that is being done inside and outside of the classroom that they are willing to give generously so we can continue to build state-ofthe-art facilities to support a world-class education.”

Kathryn moved on from her volunteer position as President of the HTSAA last year, prompted by the “big life change” of having a son. But given her passion and commitment, no doubt we will continue to see her on campus and in our community, sharing stories of HTS and giving back to the school that, as she puts it, “has meant the world to me.”

Thank you, Kathryn!

We will do better.

Diversity and Equity at HTS

Voices globally have been amplifying and challenging the persistent issue of systemic Black racism that is prevalent throughout the world.

The countless injustices are inexcusable. As an educational institution, we have a responsibility to do better to dismantle and reconstruct the moral and social fabric of our humanity to be more just and equitable.

At HTS, we are continually working toward being an inclusive community for all of our students and staff. We firmly stand against racism and all forms of discrimination and are committed to ensuring that the key principles of equity, fairness and inclusion, and anti-racist teachings, are integrated into all of our policies, programs, operations and practices.

I have met with members of the alumni community to discuss how we can further create safe and empowering spaces for all identities in our school.

These alumni have provided a critical lens for me to see through, by reflecting on their own HTS experience and their experiences in post-secondary education and in today’s society. Additionally, they offered to support HTS as we begin a journey of reflection and action to truly be the inclusive community we aspire to be.

Diversity and inclusion is a goal for the school and the Board of Governors. We will continue to create a safe environment for all our learners, staff, families and community and will engage in professional learning on the topics of anti-Black racism, diversity and equity with our staff and volunteers. In the classrooms, our students have been and will continue to be engaged and mobilized as they have discussions with their peers and teachers about how

2 trinitarian 2020

they can support their BIPOC (Black, Indigenous and people of colour) peers and be leaders in positive change.

Allyship, learning and unlearning is an ongoing journey – we only make progress through consistent and continual efforts across our school and communities. Here’s what we’ve done so far: •

We created our Commitment to Inclusion and Land Acknowledgement.

•

We have revised our Parent and Student Handbook as well as our Employee Handbook to reflect our commitment to inclusion.

•

Our staff have received inclusion training from The 519 to be better allies and instructors to our LGBTQ2S+ students.

•

Our curriculum and course offerings have changed to include courses such as Equity and Social Justice and Issues in Human Rights.

•

Our teachers from K to 12 are incorporating more anti-racist books, articles, authors and course materials into their programs to better represent the diversity of our community and the world and to ensure our students see themselves in what they are learning.

•

Our staff have engaged in learning about Indigenous decolonization and reconciliation through the KAIROS Blanket Exercise, and students also had the opportunity to participate in their own blanket exercise session.

Our school’s leaders, in the month of September, have participated in learning with respect to anti-Black racism and looking ahead, all staff will participate in this professional learning throughout

the year. To help identify areas for growth and provide training and support to our staff, student body, Board of Governors and volunteer bodies, we plan to create two Diversity and Equity Councils: 1. A student council has already started to lead this important work among students and their peers, supported by staff advisors.

2. A second council that will reflect membership from across our entire community, including students, parents, staff and alumni.

And while it’s important to identify room for improvement within the HTS community, the alumni I met with identified the need to understand these issues not just in our community but on a global scale. As HTS enters new partnerships and collaborations around the world, we are committed to developing our staff and students to gain a global view on the effects of anti-Black racism and systemic inequality of marginalized communities.

We are committed to making HTS a safe space for our learners and staff to thrive, feel heard and be represented. We will continue to look at ways to be better allies to our BIPOC and LGBTQ2S+ communities and support our learners, staff and volunteers at HTS. Yours in learning, Helen Pereira-Raso Head of School

Alumni-to-Alumni

Mentorship Program You are from one of the 34 years of graduates from HTS, each having an array of experiences. With over 2000 HTS alumni doing wonderful things in our world, the HTSAA is committed to fostering and developing mutually beneficial connections among our alumni by building lifelong relationships. The Mentorship Program is a great way to forge new connections with other alumni and influence each other’s paths.

The HTS Office of Alumni Relations matches mentors and mentees on an ongoing basis. So please do take a moment to sign up and build your network as well as someone else’s!

The HTSAA Mentorship Program offers tools for alumni to engage, connect and network. The key focus of the program is mentorship. While the opportunities for help and assistance within the program are endless, a few ways that the HTSAA

Mentorship Program can offer specialized guidance and support include: •

interview preparation

•

discussing your industry

•

shadowing in the workplace

•

attending conferences or professional development sessions/networking

Why Be a Mentor and What To Expect

Being a mentor can be a rewarding role and allows you to give back to the community in a meaningful way by offering your professional insights and experience or by being an approachable connection.

A mentor and mentee relationship is mutually beneficial, and you too can gain insights from this relationship!

Additionally, mentorship opportunities can improve and contribute to your professional development by offering more value and credibility to you and your organization. Mentorships are an excellent opportunity to explore and improve leadership skills, and they allow you the opportunity to promote your industry or career path to young professionals.

Mentor

Requirements

Mentors are alumni who are established in their careers and are keen to actively engage with their mentee and, in doing so, give back to the HTS community. The ideal mentor is interested in offering professional development and growth opportunities to mentees searching for guidance and support.

Additionally, all mentees and mentors will be encouraged to report back to HTS about their experience in the program and the insights they have gained from their relationship.

Sign up to become a mentor: bit.ly/HTSAAMentor

What to Expect as a Mentee

Being a mentee can offer a great opportunity to expand your professional network, to learn industry insights and to sharpen your networking skills. Additionally, mentee roles can offer the opportunity to develop new skills and build confidence when speaking to advanced or senior executives within your industry.

Mentees can expect to connect with fellow HTS alumni and work collaboratively to shape and self-direct their mentorship experience. Mentors can offer honest insights, guidance and talking points and work together with their mentee to determine the parameters of the relationship they have.

Mentee Requirements

For the purposes of this program, young alumni who are up to 15 years out of HTS can benefit from being a mentee.

As a mentee, it is important that you be realistic in determining the expectations that you have from your mentor relationship.

Mentees are expected to keep and honour all meeting dates and times and be open to the conversations and ideas that stem from their meetings with their mentors while being attentive to their mentor’s recommendations and advice.

Sign up to become a mentee: bit.ly/HTSAAMentee

Applying for the

Mentorship Program

Those interested in applying for the Mentorship Program are asked to complete an online form in order to provide information about themselves as well as their expressed interest and involvement in the Mentorship Program.

In some cases, it’s possible for individuals to apply to be both a mentor and a mentee within the program.

LOOKING FOR MORE INFORMATION ABOUT THE MENTORSHIP PROGRAM? Contact Anthony Tomizza, Alumni and Community Relations Officer, at alumni@hts.on.ca or call 905-737-1114 ext. 260.

3

trinitarian 2020

Welcome to the alumni community,

100%

Class of 2019!

73

OF STUDENTS RECEIVED

THE CLASS OF 2019 COMPLETED

9,223 HOURS OF COMMUNITY SERVICE ONE STUDENT ACHIEVED

423 HOURS AT THE TIME OF GRADUATION

177 30 27

GRADUATES IN THE CLASS OF 2019

545,000

$

SCHOLARSHIP OFFERS WERE MADE TO THE 73 GRADUATES WORTH OVER

8

STUDENTS ACHIEVED ACADEMIC EXCELLENCE

INDIVIDUALS WERE NOMINEES FOR THE BENJAMIN FRANKLIN, LORAN, MCGILL MAJOR, QuARMS, QUEEN’S UNIVERSITY CHANCELLOR AND WESTERN NATIONAL SCHOLARSHIPS

STUDENTS ACHIEVED ACADEMIC HONOURS

QuARMS

POST-SECONDARY DESTINATIONS These schools accepted our 2019 graduates.

The schools with bold and numbers in brackets indicate the schools our graduates chose.

CANADA Brock University (1)

Queen’s University (12)

Western University (10)

Otis College of Art and Design

Ryerson University (10)

Wilfrid Laurier University (1)

Pratt Institute

Carleton University

Sheridan College

York University (5)

Rhode Island School of Design

Concordia University

Trent University (4)

The Ohio State University

Dalhousie University (2)

University of British Columbia (1)

UNITED KINGDOM University of Bristol (1)

Emily Carr University of Art and Design

University of Guelph

University of Dundee

University of California, Santa Barbara

Lakehead University

University of King’s College (1)

Laurentian University McGill University (3)

University of Ontario Institute of Technology

McMaster University (4)

University of Ottawa (1)

OCAD University (1)

University of Toronto (5) University of Waterloo (6)

UNITED STATES ArtCenter College of Design

The Pennsylvania State University University of Miami (1) University of Pennsylvania (2)

California College of the Arts

University of Wisconsin-Madison

Duke University

OTHER INTERNATIONAL National University of Ireland Galway (1)

Massachusetts College of Art and Design

AREA OF POST-SECONDARY STUDY This information reflects the areas of post-secondary study our Class of 2019 chose to pursue.

4

trinitarian 2020

Class of 2020!

Welcome to the alumni community,

At the end of the school year, we welcomed the Class of 2020 into the alumni community and celebrated them in exciting ways with special packages delivered to their homes, a virtual ceremony, and an in-person drive-in celebration in the parking lot of HTS. Homeroom advisors also visited their Grade 12 graduates at their homes, abiding by regulations from the Government of Ontario and York Region Public Health, and honoured them with special personalized graduation addresses from the driveway!

100%

OF STUDENTS RECEIVED POST-SECONDARY ACCEPTANCES

THE CLASS OF 2020 COMPLETED

9,725 HOURS OF COMMUNITY SERVICE

ONE STUDENT ACHIEVED

868 HOURS AT THE TIME OF GRADUATION

124

SCHOLARSHIP OFFERS WERE MADE TO THE 80 GRADUATES WORTH OVER

877,000

$

80 55 23

GRADUATES IN THE CLASS OF 2020 STUDENTS ACHIEVED ACADEMIC EXCELLENCE (90% OR HIGHER) STUDENTS ACHIEVED ACADEMIC HONOURS (80-89%)

QuARMS

POST-SECONDARY DESTINATIONS These schools accepted our 2020 graduates.

The schools with bold and numbers in brackets indicate the schools our graduates chose.

CANADA Brock University (1)

University of British Columbia (1)

University of Edinburgh

The American Musical Dramatic Academy

University of Guelph (2)

University of Southampton

Tulane University

Carleton University

University of Guelph-Humber

University of York (1)

University of California, Berkeley

Dalhousie University (1)

University of Ottawa (2)

University of California, Davis

King’s University College (1)

University of Toronto (15)

UNITED STATES California State University, Los Angeles (1)

McGill University (1)

University of Victoria

Carnegie Mellon University (1)

University of California, San Diego

McMaster University (10)

University of Waterloo (4)

Case Western Reserve University

University of North Carolina at Chapel Hill

Ontario Tech University

University of Windsor

Duke University (1)

University of Rochester

Queen’s University (3)

Western University (12)

Emerson College (1)

Vanderbilt University (1)

Royal Military College of Canada (1)

Wilfrid Laurier University (3)

Emory University

Ryerson University (5)

York University (3)

Fordham University (1)

OTHER INTERNATIONAL Royal College of Surgeons in Ireland (2)

Sheridan College (1)

New England Conservatory of Music (1)

University College Dublin

Trent University (1)

UNITED KINGDOM Bader International Study Centre

University of Alberta

King’s College London (1)

Rochester Institute of Technology (1)

University of California, Los Angeles

New York University (1)

AREA OF POST-SECONDARY STUDY This information reflects the areas of post-secondary study our Class of 2020 chose to pursue.

5

trinitarian 2020

HTS’s response to the impact of COVID-19 “IN THE MIDST OF EVERY CRISIS, LIES GREAT OPPORTUNITY.” – ALBERT EINSTEIN The COVID-19 pandemic has created challenges and opportunities for all individuals and communities around the world. In March 2020, as HTS prepared to respond with a new way of learning, teaching and working, our community came together and created a learning environment that honoured our students and supported them to thrive. Thus, our academic program was redesigned into a strong model for remote learning – one that was grounded in educational research while ensuring our students’ learning continued to progress in purposeful and stimulating ways. HTS’s remote learning program included: •

Both synchronous (real-time learning and collaboration online) and asynchronous (independent and small-group work offline) learning.

•

Meaningful and quality education for our K–12 students delivering on the Ontario curriculum.

•

Care for students’ health and well-being, which is paramount for a developing child and especially crucial during a global pandemic.

This support for the development of the whole child came from our Student Success coaches offering extra help, counselling from our Student Success counsellors, Chapel and spiritual mentorship from Father Crowther, community engagement through studentled activities and athletics through an altered program.

•

•

•

On Wellness Wednesdays, our School Chaplain led online Chapel services, which included readings from students, messages from Father Crowther and announcements from our student leaders. The 2019–2020 Prefects continued to deliver their Chapel talks, which spread feelings of hope, kindness and a sense of community at a time when we needed it most.

HTS’s Chef Matteo led cooking lessons, and students developed and explored their cooking skills by making pizza dough, homemade pasta, cookies, gnocchi and more.

Our students and staff were encouraged to keep active with a new initiative, HAWKtivity, which showcased community members performing a trick shot, displaying their athletic skill or sharing how they were staying fit while at home.

•

HTS and our food provider, Aramark, donated all of the food that we could not keep to our local food bank and 4,000 pairs of disposable nitrile gloves to the Markham Stouffville Hospital.

•

HTS loaned our three largest 3D printers to STEM Minds, where they were used to create the visor components for face shields being manufactured by the Ontario PPE Collective, which were then donated to front-line workers in need of personal protective equipment.

•

Assessments that provided strong feedback loops that support our students to improve their learning.

HTS alumni showed their dedication and passion towards the HTS community by engaging with our virtual classrooms:

•

Preparation for students with the knowledge and skills to successfully progress to the next grade and beyond.

•

•

A consistent school schedule.

•

Access to their caring teachers to receive additional support and instruction as needed.

Karl van Kessel ’88, Environmental Director for Mobilinx, spoke with Grade 11 environmental science students about his experience in environmental assessment through the planning, designing and construction phases.

•

Rasika Singh ’09 spoke with Grade 12 science students about her journey through her MBA, her MD and her first year as a pediatric resident.

She also spoke about the impact on children of COVID-19, as well as other childhood diseases.

•

Jonathan Salna ’14 spoke with Grade 11 English and social justice students about completing his Master of International Affairs at Columbia University, working as an intern in the department of peace operations for the United Nations and pursuing a career in international affairs.

We did all of this with an incredible team of staff who worked behind the scenes to support and provide our students with a meaningful program.

HTS remained a strong and connected community and our students showed their resiliency, agility and adaptability.

As our programming evolved, here are some of the highlights of what happened along the journey: •

6

spiritual, creative and physical well-being. While full-period classes were not scheduled on Wednesdays, teachers used this day to schedule conversations with students or time to support them in their learning.

We introduced Wellness Wednesdays to support our commitment to the development of our students’ academic, social-emotional,

trinitarian 2020

•

The Grade 9 Trade Show was hosted online with great participation from “investors” in our community. See more about the Grade 9 Trade Show on page 11.

HTS alumni also gave back to their communities through different initiatives: •

Zachary Barnes ’11 and Erica Chau ’12 put together an initiative to support the Fort York Food Bank by hosting an online cooking class in June.

•

Courtney Ferguson ’02 and her fiancé, Rafael Tricta, started an initiative to support Toronto businesses. On their website, neighbourism.ca, you can browse local businesses to learn more about them and support them by purchasing gift cards. Courtney and Rafael hope to help these businesses during these challenging times while introducing the public to new local spots.

•

Edward Moon ’14 and his co-workers started a personal protective equipment (PPE) drive for items needed to care for COVID-19 patients during a critical time when there was a shortage.

We have learned that the greatest strength we have as a school is the ability to be agile and flexible. This September, we delivered a hybrid learning model for instruction that provides our students a space to learn, whether they are at home or in person with face-to-face instruction. Our classes are livestreamed, recorded and accessible to students as they need them. With health and safety at the top of our priorities, we prepared our facilities and protocols to welcome our staff and students.

Our incredible faculty evolved their programs as we adjusted and responded to new modalities in education. Exciting opportunities lie ahead as we remain diligent and cautious during this pandemic to protect our communities. We sincerely hope that our alumni and community have been kept healthy and safe during these challenging times.

hts.on.ca/2020-2021

Staff Updates 1995 Oonagh Duncan ’95’s book, Healthy As F*ck, became the #1 bestselling personal development book in Canada in 2019.

2007 Mr. Terry Reynolds, retired Head of Senior School, visited his daughter, Kelly Reynolds ’07, in Revelstoke, British Columbia, in October 2019, where she is a Level 3 ski instructor and is loving being out West. Mr. Reynolds bought a house in Kingston, Ontario, but continues to work as a business and social science teacher at Neuchatel Junior College in Switzerland.

at Harbor-UCLA Medical Center and continues his work with the Joshua Zyss Charity, now in its 10th year.

2010

Eric Grott ’10 and Tara Rivas ’10 were married on May 11, 2019, in Palos Verdes, California. They had an intimate wedding with family and close friends, many of them HTS alumni.

2011 Julius Cho ’11 is a professional television and voice actor on shows such as CBC Gem’s, Winston Rowntree’s peopleWatching, Teletoon’s D.N. Ace, TVO’s Paw Patrol and Cartoon Network’s Bakugan: Battle Planet.

Medicine in 2019. James was one of three Canadian graduates. He currently works in Ocean Shores, Washington, at a small-animal practice.

2016 Maddie Hanson ’16 graduated from the Juilliard School in May 2019 with a Bachelor of Fine Arts.

She was accepted as an early-admittance student at age 16 and completed high school and first year at Juilliard at the same time. She lives and works in New York, but this past January in Toronto she premiered a choreographic commission (entitled “Retrospective”) at DanceWeekend ’20 with Dance Ontario.

2013

2008 Joshua Zyss ’08 is in his second year of residency

Retirements

James Lake ’13 graduated from the University of Edinburgh Royal (Dick) School of Veterinary

All retirees get to choose how they would like to celebrate their retirement from HTS. Mr. Patrick James, Ms Britta Mechlinski and Mr. David Steeper chose to celebrate with the HTS community at a reception on May 31, 2019.

Susan Barnes Ms Susan Barnes joined us in 2014 as the first Learning Services teacher at HTS. She developed strategies that help students learn and understand how to show their learning, and she helped grow the Learning Lab, now a part of the Student Success Centre. Ms Barnes retired in June 2019.

Kim Cimetta Mrs. Kim Cimetta joined HTS in 2004 after beginning her teaching career in 1993 at Albert College in Belleville, Ontario. She has taught visual art in the Senior School and was the Head Of Visual Art. Most recently, Mrs. Cimetta had the pleasure of teaching the Grade 6 visual art students and notes that the hugs and little voices were a highlight. Mrs. Cimetta was a key leader in Arts Night – a celebration of HTS student and alumni artwork. She was the teacher advisor of the Art Club and Art Council, a set decorator for the major play productions and was a member of the HTS teacher band playing keyboard. Mrs. Cimetta retired in June 2020.

Pat James

Dave Steeper

Mr. Pat James joined HTS in 2001 and has taught all business subjects in the Senior School. He stepped into the role of Grade 12 law teacher and was the Head of the Business Department for two years. Mr. James has played in the pit bands for HTS musicals since 2001, coached Senior Boys Basketball and Junior Girls Tennis, started the DECA club at HTS and organized the Grade 9 Trade Show for many years. Mr. James retired in June 2019.

Maura McHugh Joining HTS in 1986, Ms Maura McHugh spent 33 years establishing and building HTS’s library services. She was at the forefront of the school’s plans for the Learning Commons that will be part of the amazing spaces we’re building during our Inspiring Greatness Campaign. Ms McHugh retired in June 2019.

Kate Greenway Dr. Kate Greenway joined the HTS community 28 years ago and taught Senior School English, studies in literature, writer’s craft and drama, and the Head of Drama and Media Arts since 2000.

Dr. Greenway was involved in many aspects of school life, including assisting with the one act plays, arts week, evening of the arts, the renaissance festival, The Canadian Improv Games, the annual Fringe Festival, supervising the student newspaper and drama council, and introducing the Remembrance Day performances. She also accompanied arts students on numerous trips to Europe, New York and Los Angeles. Dr. Greenway may be most remembered for directing and producing the annual Senior School production. Dr. Greenway retired in August 2020.

Mr. Dave Steeper joined HTS in 1990 as the school’s second biology teacher.

Mr. Steeper has been a long-term faculty advisor for the HTS community service group Help the Society, and he’s led service trips to Puerto Rico and Costa Rica. Mr. Steeper coached Senior Boys Volleyball and Tennis, and he regularly built sets for school plays. Mr. Steeper retired in June 2019.

Peter Wilson Mr. Peter Wilson joined HTS in 1992 and spent 27 years serving the community as Day Shift Custodian Supervisor. He was the HTS ”archive” of the school’s numerous renovations and additions, and was a key contributor to help finish Phase 1 of the current construction. Known for his kind demeanour, always lending a helping hand and his passion for keeping our grounds beautiful, Mr. Wilson has been a valued member of our community and is missed by all. Mr. Wilson retired in September 2019.

Britta Mechlinski

Ms Britta Mechlinski has been an integral part of the HTS community since 2007. She taught French to Grades 4 through 9 and social studies to Grades 5 and 6, she served as homeroom teacher for Grades 5 and 6, and she was Head of the Modern Languages Department for several years. Ms Mechlinski has coached cross-country, volleyball and track and field. One of her most memorable trips with our students was to Vimy Ridge, France, to commemorate the 100th anniversary of the Battle of Vimy Ridge. Ms Mechlinski retired in June 2019.

7

trinitarian 2020

ALUMNI SPOTLIGHT

Hoda Gray Class of 2007

It isn’t unusual to hear that someone with a long professional career has decided their true calling is to be of service to others. What’s particularly striking about Hoda Gray’s path is how early she felt that pull. She first heard the call when she was a student in the Senior School and has been saying yes to it ever since.

“I don’t think I could live a life without having service be a big aspect of it,” she says.

Hoda ’07 is an Indigenous Relations Advisor for Parks Canada, a federal agency under the leadership of the Minister of Environment and Climate Change.

She grew up hearing about Indigenous issues, policy and context, in part through high school classes and in part through her father, who was born in northern Newfoundland.

Wanting to work in an outreach capacity, and to “learn more about how this country is run,” Hoda decided to pursue a joint undergraduate degree in global development studies and political science at Queen’s University. Her development degree included an exchange component, where she could choose to spend a term at a school in France or do a development-related project within Canada. To the bafflement of many of her fellow students, she chose Canada.

“It allowed me to fulfill my desire to help in my own backyard,” she says. “I ended up living and volunteering in Nunavut, in a very small town named Arviat.” There, she learned about how Canada’s policy decisions affected communities, both in current practice and through intergenerational effects. She realized that she wanted to continue learning about Canadian policy.

“I said to myself, maybe that’s a route to being able to help out more.”

Upon her return, she researched Arctic and Indigenous policy programs and chose to continue her studies at Queen’s. Toward the end of her MPA program (Master of Public Administration, which she describes as “the professional degree for policy people”), she did a co-op term with Environment Canada.

“That was my first gig with the government, in their Arctic policy group.”

Right out of the gate, her clarity of vision and her wish to be of service helped her land where she most hoped to be – and then it continued to propel her into further success.

“I fell in love with the work of Environment Canada, and the way that the team was trying to innovate and work on policy matters that I really cared about. And next thing you know, they hired me on with their team.” As part of this strategic policy group, Hoda provided advice to the Minister and the Deputy Minister on various important policy decisions.

And from there? “I went from Arctic policy to working on national Indigenous environmental policy in Ottawa, providing advice on land claims, negotiations, treaties and governance, as it related to environmental issues. After a few years of that, I ended up getting the call to return home to work for 8

trinitarian 2020

Parks Canada, leading the Indigenous engagement work the Rouge National Urban Park team is doing.”

That’s where Hoda finds herself now: heading a team that works with 10 First Nations that have a connection to the lands within Canada’s first national urban park. She also provides policy advice on issues related to the work she does at the Rouge.

Rouge National Urban Park is a swath of land of almost 80 square kilometres extending from Lake Ontario to the areas of Uxbridge, Markham and Stouffville. The park officially opened in 2015, with further development continuing until 2022.

Hoda says, “When they began the conversations in 2012 for Rouge National Urban Park, they brought in Indigenous partners right from the start. Indigenous considerations and interests are threaded through all the work that we do. My job is to facilitate that, and to make sure we’re building good relationships with Indigenous partners.”

While she is currently working remotely from the United Kingdom, her Senior School dream of being of service “in her own backyard” has come true.

“The Rouge is literally in my backyard,” she says, having grown up in Richmond Hill and Markham.

“It’s rewarding and fulfilling to come back and learn all about the significance of the landscape that I lived on for so many years.”

She also feels fortunate to have had such a clear career trajectory in a field she loves. She credits the community-centred approach of the faculty and the programming at HTS, where she was a student from Grades 7 through 12.

“It was about giving back to the community, and finding empathy and respect for not only those in your immediate surroundings, but beyond. When you grow up with that around you, it affects the way that you approach the world. We were encouraged to think that way, and motivated to make sure those were a part of our personal pillars and our guiding compass. I don’t doubt that that kind of thinking and ethos influenced why I decided to work in the reconciliation field and make my life about it.”

Having attended six other schools before arriving at HTS, Hoda found a sense of stability here and “a great place to nurture and be nurtured. Once you find that stability and that foundation, it allows you to open your mind and your heart to what exists out there.”

These days, in addition to continuing her work leading the Rouge team, she’s also enjoying her time in the UK to the fullest.

She says, “I have a lot of things that I love doing.

I just recently got back into pottery. My partner and I go to a lot of concerts together. I really love travelling. That probably goes back to some of the opportunities that we had at Holy Trinity School – the great trips travelling all over North America and beyond. It plants that seed, and you just want to keep exploring and expanding your horizons. So next thing you know, you’re living in the UK.” She’s grateful for the foundations laid by HTS during her formative years, and for where they have led her – to the chance to work remotely from abroad, and to the opportunity to be a civil servant. ”I’m able to serve my fellow citizens and my community every day through the work that I do, whatever that task is. That gives me a sense of pride. Even when the going gets tough, you know that you’re trying your best to give back to your community. Really, what could be better than that?”

Alumni & Community Events Career Night 2018 In November 2018, HTS had the pleasure of reconnecting with 13 HTS alumni and several parents who joined us for Career Night. Matthew Azuma ’09, Mitchell Dost ’08, Alysha Ferguson ’06, Tom Filgiano ’09, James Greenhalgh ’03, Krysta Gutteridge ’99, Laura Hergott ’13, Christi Lovrics ’07, Sabrina Sgotto ’08, Rasika Singh ’09, Kristina Virro ’08, Danielle Younge-Ullman ’90 and keynote speaker Courtney Whiteside ’99 returned to share their industry and career insights with Senior School students.

Career Night 2019 In November 2019, Sharifa Darani ’05, Mitchell Dost ’08, Allahnah Karmali ’13, Ambrose Mah ’13, Alex Merkel ’13, Nicole Relke ’11, Daven Shastri ’09, Rasika Singh ’09, Maggie So ’13, Lauren Sudeyko ’12, Tracy Tong ’06 and Ryan Tremblay ’08 returned to host roundtable conversations with Senior School students.

A special thank you to Daven Shastri ’09 who came all the way from New York City to volunteer for Career Night!

Haute Design 2019 In March 2019, Christina Fiorillo ’10 worked closely with HTS student designers and models for the Haute Design runway show. Christina’s hair and makeup expertise elevated the look of the show. Thank you, Christina for sharing your knowledge and making the Haute Design show so special for students, parents and guests!

Graduate Breakfast 2019 In April 2019, Robert Rawlins ’12 addressed our Grade 12 class and their families at the annual Graduate Breakfast. Robert encouraged the Class of 2019 to be in the moment as they enjoy their final months at HTS. His advice in pursuing their post-secondary endeavours included “doing life with people” — finding true connections that allow you to be a better person. Robert encouraged students to continue to volunteer and give back to their community by having a strong focus on giving, rather than receiving.

Graduate Breakfast 2020 In October 2019, Meagan Suckling ’08 addressed the Class of 2020. She shared her insights and advice with students about leading with who you are by paying close attention to the times you are happiest, building your community by never doubting the importance of the people who love and support you and avoiding the “I’ll be happy when…” trap by taking a moment to appreciate where you are right now.

9

trinitarian 2020

Alumni Guest Speakers in Grade 11 & 12 Teacher Advisory Group (TAG) 2019 In April 2019, Bosco Chou ’18, Colin Darling ’17, Matthew Fong ’15 and Emily Villani ’17 spoke to our Grade 12 students and in May 2019, Matt De Angelis ’13 and Marc Sgro ’17 spoke with our Grade 11 students.

These conversations were focused on the transition to post-secondary education and what can be expected. Students took the opportunity to ask these alumni valuable questions as they prepared to join the alumni community themselves!

2020 In May 2020, Megan Chan ’18, Ethan Chen ’19, Phoebe Chen ’18, Colin Darling ’17, Michael Donovan ’18, Eala Mobasheri ’19, Andrea Moussaed ’19, Caroline Phillips ’16, Jacqueline Sims ’14, Alessandra Tuzi ’17, Stephanie Vettese ’18, and Matthew Wittmann ’19. spoke to our Grade 11 students about the transition to Grade 12 and how to make the most out of their last year at HTS. Megan Chan ’18, Queenie Chan ’10, Ethan Chen ’19, Phoebe Chen ’18, Alexandra Colby ’19, Michael Donovan ’18, Jacqueline Sims ’14, Eala Mobasheri ’19, Andrea Moussaed ’19, Rohini Pasricha ’16, Anu Popoola ’19, Cameron Tao ’19, Emily Teehan ’18, Alessandra Tuzi ’17, Stephanie Vettese ’18 and Matthew Wittmann ’19 spoke with Grade 12 students about the transition to post-secondary education and the importance of following your passions. These sessions took place virtually and saw strong alumni and student participation.

Trade Show 2019 Shreya Bhalla ’16, Julia Bocchicchio ’13, Valerie Cheung ’12, Marco Covassi ’14, Sharifa Darani ’05, Andrea DeGasperis-Ronco ’00, Mitchell Dost ’08, Emma Falzon ’08, James Greenhalgh ’03, Alnoor Kara ’08, Michael Krieger ’00, Angela Lanni ’01, Shane Meagher ’88, Derek Nicholson ’08 and Ryan Tremblay ’08 spent the day at HTS as “investors” in the annual Grade 9 Trade Show on April 10, 2019.

Trade Show 2020

Thank you to our HTS alumni who, year after year, help support this fun-filled and insightful event.

This year, the Grade 9 Trade Show was hosted online with great participation from “investors” in our community. Thank you to our alumni, Shreya Bhalla ’16, Julia Bocchicchio ’13, James Boseovski ’99, Chelsea Cheung ’14, Sharifa Darani ’05, Andrea Degasperis Ronco ’00, Jamie Greenhalgh ’03, Kiana Kouchakan ’15, Michael Krieger ’00, Angela Lanni ’01, Alexis Lockhart ’95, Shayan Noor ’19, Tara Rivas ’10, Michael Ronco ’99, Sam Roter ’14, Miranda Shen ’19, alumni parent, Jonathan Trozzo and retired HTS Business teacher and long-time Trade Show organizer, Mr. Pat James for sharing your time and expertise with our students.

Young Alumni Care Package Stuff-a-thon 2018 and 2019 Thank you to the parents of alumni from the Classes of 2018 and 2019 for helping to prepare and stuff over 80 packages for our youngest alumni. It is always a nice occasion to have the parents of alumni back to reconnect with HTS and with one another.

2018

2019

PARENTS OF ALUMNI LUNCHEON Plans had been made to host a Parents of Alumni Spring Luncheon this past May. Due to the COVID-19 pandemic, we unfortunately could not host the event.

We look forward to reconnecting with our wonderful parent of alumni community, in-person, when it is safe to do so!

10

trinitarian 2020

ALUMNI SPOTLIGHT

Viren Shastri Class of 2013

In 2013, Viren Shastri graduated from HTS with plans to study engineering at Queen’s University.

He initially intended to combine his studies with his passion for athletics by becoming an engineer and designing golf clubs. And while he considered mechanical engineering in his early years, his interest soon shifted toward the field of mining. In contrast to the small scope of designing golf clubs, mining engineering allowed Viren to look at things on a much larger scale. By relating his studies to realworld scenarios, he was able to better understand new concepts and was excited about life after graduation.

After his third year at Queen’s, Viren gained work experience abroad through a summer internship with IAMGOLD, a Canadian mining company that currently has four operating gold mines around the world. After spending the summer at the mine site in Burkina Faso, Africa, he “was hooked” and returned more determined than ever to seek international work after earning his degree. Viren was also inspired by his older brother, Daven ’09, who is currently working in New York. Daven’s move to the United States set an example for his younger brother and showed him that “it’s okay to take a risk and work abroad.”

After completing his program at Queen’s, Viren jumped straight into working for another Canadian mining company, Kinross Gold. Kinross is one of the top gold mining companies in the world, with projects in countries including Brazil, Chile and Russia. For the past two years, Viren has been working at “two remote mine sites in Russia located above the Arctic Circle, not far from the RussianAlaskan border.” The cultural adjustments were difficult at first, but he adapted quickly and has even picked up some of the language. Viren says his ability to adapt to new situations is a vital skill that he attributes to his time at HTS and his involvement in co-curricular activities.

Viren is currently stationed, with about 800 other people, at one of the most remote mines in the

world. The nearest city is over three hours away by plane. Viren’s life currently operates on a 10-week cycle – a “six-four fly-in, fly-out roster” in which he works six consecutive weeks followed by four weeks of vacation. During the six weeks at work, Viren lives in dormitory-style housing with housekeeping and kitchen staff on-site who ensure facilities are clean, laundry is done and everyone is fed. He describes it as being “like a military base but with hotel service; it’s not for everyone, but I love it!”

At the end of the six working weeks, the excitement felt is akin to the anticipation of the school year coming to a close. While this lifestyle was an adjustment at first, Viren says “the travel and international exposure has been an incredibly rewarding aspect” of his career. After spending six weeks north of the Arctic Circle, Viren searches for the sunshine and warm weather. He has spent time in Chile, where he studied Spanish, he’s enjoyed the lifestyle and atmosphere of Bali, and he’s even developed a passion for surfing. One trip that stood out in particular for Viren was his trip to China, where he says he learned a lot from his cultural experiences.

Throughout his travels, Viren has relied on a level of self-confidence that has only grown since his time at HTS. Viren was a House Captain, a Prefect and the captain of several sports teams. This diversity in leadership roles made him a more well-rounded student, and he believes that it has made him more adaptable to new experiences as an adult. Looking back on his time at HTS, he also remembers an emphasis on the importance of networking and building a strong community of people around you. Through his work, Viren has had the opportunity to connect with people from all over the world, and he has learned that empathy is the key to connecting with others. When asked about his favourite memories from his school years, Viren says the Prefect skits were always enjoyable. During those performances, he was pushed out of his comfort zone in transforming from an athlete into an actor. “Believing in yourself is the first hurdle,”

he says, and he remembers feeling his confidence grow stronger with each performance. To Viren, learning to have confidence is one of the most vital skills for your personal, professional and academic life.

Reflecting on his current lifestyle, Viren notes that life moves quickly, especially on a 10-week cycle, but he has learned to take advantage of the four weeks he has off from work. While he spends much of his free time travelling, he does return home to Markham and wants to make more of an effort to keep in touch with old friends. He has also discovered a love of reading, which he says stems from a desire to be constantly learning and bettering himself. One book that resonated with him recently was The Defining Decade by Meg Jay, a book that he would recommend to any recent graduate. Having been inspired by the book, Viren stresses the importance of taking chances and appreciating every opportunity that presents itself.

“Find what you like to do and fully commit; don’t be afraid to follow a passion or an interest,” he says.

“Even if it doesn’t work out or you change your mind, at least you tried.”

As for the future, Viren says he feels lucky to be in a field with so much potential for growth. With such a large global industry, there are many opportunities to work abroad and he would love to spend some more time working outside of Canada. Viren is excited about the possibilities for the future, but for now he will continue to stay curious and keep learning, every chance he gets.

11

trinitarian 2020

London 2019

Hamilton 2018

Kingston 2018

Alumni Socials

12

trinitarian 2020

Alumni Socials

Toronto 2019

Toronto 2020 13

trinitarian 2020

May 2019 Reunion

STAFF In 2019, the Classes of 2014, 2009, 2004, 1999, 1994 and 1989 came together to celebrate their 5-, 10-, 15-, 20-, 25- and 30-year reunions! Current and former staff joined in the fun, and alumni were given a tour of the campus to explore the new spaces at HTS.

CLASS OF 1989

CLASS OF 1994

CLASS OF 1999

CLASS OF 2009 The Class of 2009 enjoying Alumni Trinco Day games as part of their reunion celebrations.

CLASS OF 2014

2020 & 2021 REUNIONS

On Saturday, May 29, 2020*, we hope to be doubling up on the celebrations!

HTS alumni celebrating milestone reunions from the classes of 1990, 1991, 1995, 1996, 2000, 2001, 2005, 2006, 2010, 2011, 2015 and 2016 will be invited to celebrate together. We look forward to honouring and celebrating all 12 HTS classes.

To make this celebration special, we are looking for class representatives from each celebrating class to promote the event among fellow alumni and to update our contact information. If you’re interested in helping out, please email alumni@hts.on.ca. *if it is safe to do so at that time

CAMPAIGN AND BUILD UPDATE Our pursuit of excellence enables our future in innovation. The next phase of this exciting new chapter on our path to greatness will see extensive and imperative improvements to the functional and physical design of the HTS campus. These changes will transform how we interact with each other and engage in the physical environment – all of which will foster inspiration and cultivate creativity while balancing health, well-being, sense of community and belonging. These changes will have a considerable impact on learning, and the structure of our school schedule will be redesigned

to provide further opportunities to grow and expand our student learning and programming.

We are currently in the second phase of our development, which began with the Shaped by Experience Campaign and has now evolved into Inspiring Greatness: Designing the Future.

At a full-school Chapel in Spring 2019, Helen PereiraRaso shared some of the renderings for the new spaces. As she progressed through the images and explained the reasons for the new designs, the students cheered with excitement. The following

day, Joey, now in Grade 5, came to school with a donation – he brought in money his grandpa had given him as a gift. This was our first student donation to the campaign. When asked what he was most excited about, Joey said the changes to the Dining Hall because they mean he’ll be able to have lunch at the same time as his younger sister.

In the summer of 2019, the demolition and preparations began, which have been most noticeable just beyond the front entrance to the school. Here are the details of all the incredible new spaces:

GALLERY The Gallery will be a flexible space, offering opportunities for our community to honour student learning through exhibits, performances and storytelling. This welcoming, engaging and inspiring community hub will exemplify the sense of belonging that everyone feels when they visit or join HTS.

STUDENT SUCCESS MIDDLE AND SENIOR SCHOOL LEARNING COMMONS CENTRE To the right of the Gallery will be our new Student Success Centre, housing Student Success counsellors and coaches supporting the diverse needs of our learners – a key part of how we personalize our students’ learning. The Student Success Department will have a space to meet with families and university representatives, as well as individual areas to support our students as they begin their journey of researching and applying to post-secondary education institutions. Additionally, our Student Success coaches will have a newly renovated Learning Lab to assist students who require resources, spaces and tools to support their learning.

Our previous Senior School library is being transformed into a modern learning commons for student learning happening both within and beyond the walls of our school. The Learning Commons will have spaces for individual and group study, and technological enhancements so our students can connect to global partners and traditional resources along with innovative research opportunities supported by a teacher-librarian.

Flexible and adaptable furnishings and spaces will maximize the use of the Learning Commons while providing students with the opportunity to use the facility in the way that suits them best.

BLACK BOX THEATRE AND DRAMA STUDIO CLASSROOM A state-of-the-art Black Box Theatre, with a 40-person viewing area and a Drama Studio classroom, will be built upstairs in the central hub of the Senior School. Our drama program has an incredible legacy in our school, and these spaces will allow every classroom to share their learning with families, students, staff and visitors on a regular basis. These new spaces will be dedicated to drama and performance, celebrating the importance of the arts in fostering creativity, confidence, self-esteem, community and critical thinking – all skills the world demands of its citizens.

15

trinitarian 2020

ARCHIVE ROOM

HAWK SHOP AND CAFE

Our journey over the last 39 years necessitates a dedicated space to preserve and honour our history and pay homage to all that we have accomplished and will continue to accomplish. The Archive Room will be a space to learn, curate and share important school artifacts with the generations of students to come.

The school’s Hawk Shop will be upgraded to a full-service shopping experience, becoming a gathering place for parents and students alike to purchase healthy snacks, uniform and spirit wear pieces, and any item students might need throughout their day.

HEALTH AND WELLNESS CENTRE DINING HALL AND MEZZANINE The current Dining Hall will be renovated to include a brand new upper mezzanine area with additional seating and renovations to the functionality of our kitchen. These improvements will allow us to accommodate all students and staff over two lunch periods instead of three. The days of Senior School students having lunch at 1:15pm will be a thing of the past.

Healthy minds need healthy bodies. We are committed to developing even more opportunities for our students to foster a healthy mindset and healthy habits. Our Health and Wellness Centre will elevate the HTS experience to new heights, offering a holistic approach to physical, emotional and spiritual well-being.

This centre will extend beyond the footprint of our current gyms. In addition to a state-of-the-art fitness studio with exercise and weight-training equipment, we are also adding a bright multi-purpose gym space that will serve for classes such as Pilates or yoga, as well as a range of other activities.

LOWER SCHOOL ART AND DESIGN STUDIO Technology is integrated into all levels of teaching at HTS and truly transforms the learning experience for each student. The creativity and imagination of our learners is what we want to cultivate each and every day. The Lower School students currently have a rich

program, so by creating an inspiring space for them, we know their young minds will continue to dream, innovate, design and create all the wonderful things they want to bring to life. Enhancing our facilities to include spaces such as these prepares our young

students to value creativity and creation – skills they will need to make a difference in the world as they grow into adulthood.

How are we funding this amazing project?

16

One source of funding is through the generosity of families, alumni, staff and friends of HTS who have donated or made a pledge to donate over time.

The unwavering support we have received from generous parents, staff, alumni and friends has enabled HTS to grow into the school it is today.

Together with the support of donors from the first phase of the campaign, as well as families who came forward to offer gifts in kind, these funds are what enabled us to start the demolition. We look forward to sharing their stories of giving throughout the year, as well as those of many other amazing donors.

We’re all in this together, and that’s why we are as committed to our donors as we are to our students.

You believe in us – and in return, we want to do everything possible to ensure our environment fosters leaders and great citizens who value transformational excellence just as much as our community.

trinitarian 2020

Join us as we transform HTS into the place that every student dreams of attending. To donate and to learn more, please go to hts.on.ca/campaign or contact Maria Locacciato, Executive Director of Community Relations and Development, at mlocacciato@hts.on.ca.

Engaging Alumni in Our Future Dear alumni and community, The Board of Governors and the school’s leadership team are on a journey to create our next strategic plan. Our focus is on articulating the strategic aspirations that will ensure we continue to stay on the leading edge of education.

Our Board of Governors, HTS staff and our students have deeply engaged in imagining the possibilities as we continue to grow as a progressive, futureforward learning ecosystem. HTS continues to innovate, and our students lead and create things that are meaningful and impactful both in our school and in their communities. The future world needs knowledge, skills, character and a focus on competencies such as entrepreneurial thinking, critical thinking, creativity and communication. It needs citizens who can take what they know and apply it across multiple contexts and challenges, who build strong networks, who can collaborate with people to navigate the complexity of life, and who can act for the greater good of our planet and our humanity.

At HTS, we are continuing to be educational leaders and move our school further into the new millennium. HTS students are designing, leading and creating the learning experiences they most desire alongside our incredible staff.

HTS, WHERE EVERY LEARNER IS SEEN, HEARD AND EMPOWERED TO MAKE AN IMPACT IN OUR COMMUNITIES AND THE WORLD. As many of you experience in your own lives, in order to thrive we will need to be lifelong learners who are confident in leveraging our skills and knowledge as we navigate life. Our goal as a leading educational institution is to inspire our students to be confident in their pursuits, be empowered to make an impact in their communities both professionally and personally, and be nimble as they approach a complex and rapidly evolving world.

In the last 50 years, human innovation and changes have taken place at an unprecedented speed and will continue to evolve even more rapidly over the coming years. Our current students will see the turn of the next century, a future so far from us as adults. The greatest gift that we can give our students is to create an environment that fosters the willingness to learn and have an agile mindset to adapt to whatever lies ahead. Equally important is that within that environment we cultivate a culture of respect, empathy, integrity and courage, to impart these character attributes to every student.

As part of our strategic planning process, we turned to our alumni, parents of alumni and current parents in a series of focus groups to gather feedback that will inform the final stages of the strategic plan. Here are some of the common findings: •

The common theme of “community” was used by many to describe their experience at HTS. Some people related this word to the size and structure of the school; others attributed the sense of community to their relationships with teachers in particular; and still others connected it with the ability to be highly engaged in all aspects of educational pursuits.

•

High value was placed on HTS’s academic rigour and focus on teaching practical skills to prepare students for their postsecondary pathway.

•

Participants were interested in potential opportunities that would result in an increasingly global reach, through new partnerships, global experts, mentorships and experiences that could help highlight post-secondary programs beyond traditional trajectories.

•

Alumni felt that increased mentorship and internship opportunities would be of great value for students both during their time at HTS and in their future lives.

•

Participants spoke of the importance of diversity and inclusion.

Understanding the experiences of our alumni and community in academia and the workforce is integral to how we reflect on ourselves and the role we may have played in their development. We are thankful to those who participated, as your insights are important to continue making HTS a leader in education. Thank you for continuing to give back to our community in meaningful ways.

With gratitude,

Helen Pereira-Raso Head of School

Be Social Use #HTSAlumni so we can find you!

facebook.com/HTSAlumni

linkedin.com/groups/2103567

twitter.com/HTSAlumni

instagram.com/htsalumni

HTS ALUMNI NEWS

2020

VOLUME 8