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At HTS, we foster our students’ love of learning, encourage them to try new and exciting things, and give them a solid foundation on which to build. Some examples of learning experiences that come to mind are the Trade Show in Business Studies, Oil Sands Symposium in Geography and film analyses of movies in English. This ethos allows me to help my students build transferable life skills, like independence, confidence and resilience, to support each child in achieving their potential and to make a smooth transition to post-secondary education and society itself.

I think, honestly, what separates HTS from other schools is that HTS is a very open community. You can confidently share your ideas and thoughts. When look back to the time that was in Grade 6, see that I didn’t have the confidence that I now have. I also didn’t participate as much. But, because of my teachers, their encouragement and the experiences they created for me, can now speak up and communicate clearly, and this helps me to step into my community and contribute in different ways, like being a club leader. This has also allowed me to be more approachable and doesn’t everyone need someone in their lives who is open to talking to them? You really see that in the teachers at HTS. They are approachable. You don’t need to worry what they think of you; you can say what you need to say. The inclusive environment at HTS, along with the curriculum that the teachers use, create that sense of openness.

HTS is also a place where I can explore things that interest me, not only on the academic side of things. I have been encouraged to join clubs and teams, and those experiences have taught me that I can face the future, no matter what it may hold. Finally, have come to better understand that being a leader in your community does not only mean that you have to do something really big. Leadership is in the small interactions as well; for example, it is in the connections that you make in the hallway and in the two-minute conversations that you have with others.

RONNIE WEI

GRADE 12 STUDENT

As an HTS graduate and now a parent of two HTS enthusiasts, can personally attest to the tremendous growth opportunities and community experiences that HTS offers to its students and their families. Even though my experience as a HTS student was many years ago, in multiple ways, I can still relate my transformation at HTS to my professional career and can attribute my growth to the valuable experiences and opportunities I had during my years at the school. The opportunities to lead or to be an active participant in academic and sports-team settings gave me the confidence to further develop my skills once I graduated from HTS these opportunities are the foundation, or the transformation, that HTS offered us.. Now as a parent, am tremendously proud to see HTS in a different way. For the past four years, we have heard our children bragging about their incredible experiences at HTS, which brings me a true sense of pride and joy as an alum. As a family, we have been actively involved in the HTS community in many ways, adding a multifaceted dimension to our experience at the school. We cannot wait to see how our children will continue to transform with their HTS experience, and we are so proud to continue to be part of this HTS family.

DANIEL CHENG ’98 HTS LEGACY PARENT

My role in Facility Operations connects me across the wide range of HTS people and places.

In my office, from my first day, saw very happy primary students going to the playground. It is amazing to observe the enjoyment, growth and transformation of students even over the course of just a few years of school.

Since 2107, our HTS campus has been in a state of ongoing transformation, with a new building structure, renovated classrooms, re-imagined outdoor spaces and new student amenities. This transformation required years of planning and foresight to turn the initial vision into a unique, student-centred learning environment. appreciate the opportunity to participate in this team that planned and renewed Holy Trinity School.

CHRIS CODY DIRECTOR OF OPERATIONS

At HTS, have grown to become a leader because I have had leadership opportunities, like being part of the Eco Team and being a Library Leader. These are really fun experiences because can help students younger than am. I am responsible and committed. have also learned empathy, and that means to think about what it feels like if were in someone else’s shoes.

When you are a leader, you need to be respectful and have integrity, and that is also what I have learned. Sometimes, it even means that you have to be courageous. To have courage means to try something bigger than yourself, even if you are not sure how it will turn out. The opportunities that I have had when was younger have prepared me to be the leader that I am now.

AVA

GALLIMORE

GRADE 6 STUDENT

In my early years of high school, always felt uncertain about my future and what direction it would take me. However, HTS gave me the opportunity to learn, grow and experience all aspects of life, which showed me my passion for business. From preparing for DECA competitions to taking a variety of business courses offered at HTS, I was able to gain invaluable experience that will carry with me for the rest of my life. By providing me with these resources, HTS helped pave a path forward and I am grateful for the skills gained by trying new things and getting involved within the school community. The endless amount of support and guidance received at HTS helped me navigate through periods of uncertainty. Reflecting back on my time at HTS, I can confidently say that there were many positive transformations that made my high school experience unforgettable and have, all in all, shaped me into who am today.

HTS’s focus on experiential education enables me to purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop interpersonal and intrapersonal skills, clarify values, and build their capacity to contribute to their communities.

HTS allows me to transform my instructional practice by creating a learning environment in which everyone is equal and all achievements are celebrated. We maintain an inclusive environment, which acknowledges and respects learners from diverse family and cultural backgrounds. This is a happy place where everyone is known and valued staff and students alike and where differing needs are acknowledged, accepted and met. Our school empowers all students and teachers to embrace learning, achieve their personal best and build their emotional, social and physical well-being.

SEJAL SHUKLA BUSINESS FACULTY

One of the transformations that experienced during my time at HTS was the urgent need for robust technology in our classrooms to make remote/hybrid learning a reality for our teachers/ students during the time of COVID-19. We required telecommunication tools in each classroom, such as the OWL, laptops, TV, Google Meet and Access points. We quickly realized that introducing this new tech into our classrooms meant that our backend infrastructure also required a full overhaul to support these new tools effectively. We needed powerful upgrades to both hardware and software to handle the heavy bandwidth demands on our network. This change impacted me personally because I had to quickly figure out what technology was required to make hybrid learning work for our teachers/students, while keeping security and privacy at the core of every decision. Finding the right solutions involved a lot of research, implementation, troubleshooting, support and ongoing maintenance. I can now comfortably say that HTS is better equipped to offer exceptional learning experiences to our students, while also ensuring we are fully prepared for any challenges that we might face in the near future.

WAQAS KHAN, DIRECTOR OF IT OPERATIONAL SYSTEMS

As people, we are constantly growing and evolving. I truly believe the years I have spent at HTS have been a catalyst for me to grow into the person am today. HTS created a community that was nurturing, yet it also pushed me to find my own form of independence in and outside of academics. The supportive environment gave me the confidence to try new things without being scared to fail. The variety of opportunities that were offered to me have helped me discover what am really passionate about and what want to pursue in the next chapter of my life. Being provided with such diverse experiences allowed me to step out of my comfort zone and try things wouldn’t even have imagined trying. When reflect upon my years at HTS, I am truly grateful that was able to be surrounded by a community that supported me on any decision that chose to make.

IRENE HOU 18

I am so proud of the strides our community is making to prioritize diversity, equity and inclusion (DEI) education in all aspects of school life. It is the work of our students, through initiatives like the DEI Council and so much more, that has most inspired me to transform the way that I teach, speak and listen, both as an educator and a father.

Personalization and creating space for students to take agency in their learning are important ways that I try to cultivate inclusivity in my classroom and to support the diverse voices of my students. However, I strive to continually improve toward the goal of being a better ally to those whose voices are, and have historically been, underrepresented. And finally, since arriving at HTS four years ago, I have been blessed to become a father to two wonderful children. This has been the greatest transformation of my life. Every day think about the world that wish for them to grow up in: a world that is just and inclusive for all peoples.

ADAM MAINGOT BUSINESS FACULTY

Over my five years at HTS, have experienced a shift in the level of collaboration, specifically with regards to how staff (non-teaching faculty) are collaborating with both students and teaching faculty alike. In Human Resources, we have recently looked at ways to include our students in the hiring process for key leadership roles. The questions that they bring to the table always amaze me. I have also been lucky enough to be asked to participate in the HIVE program, as well as a class Q&A session on HR issues. Interacting with our students broadens my thinking and allows me to get a better understanding of what our teachers face in the classroom.

SUSANNE TSAFOULIAS HUMAN RESOURCES GENERALIST

When I started at HTS, it was during COVID-19, and so that really affected me. didn’t know anyone; learning was online and, when we did come to school, we were all wearing masks. But now all of that has changed. I have friends who are important to me.

I have also learned to focus on my work more and to become a better listener. Most importantly, my teachers have taught me to ask good questions when am not sure about something. You shouldn’t be scared of asking questions or asking for help, because that will help you move forward as you go through life. have really learned about responsibility. For me that means that do what say am going to do. am on top of things; I get things off of my to-do list; I complete my work to the best of my ability. I have also learned that it is so important to treat others the way that you want to be treated. That is empathy. There is no room to make fun of someone or to be unkind. That is not the HTS way. All of this is going to help me in the future. I am now prepared to be on the Student Council and to be a prefect.

TYLER BRAGANZA GRADE 8 STUDENT

One of the main transformations have experienced at HTS is in my teaching practice. Since HTS has shifted to a more personalized approach to learning, have been able to engage my students more in their educational journey. This pedagogy has allowed my students to be at the heart of what teach. They have agency and choice in what they want to learn, how they want to learn it and how they will showcase their learning. This has impacted my teaching in a positive way, because the work my students produce is much more authentic and they have fun in the creation process.

As one of the only teachers of colour at HTS for many years, it was a bit isolating at times. It has been amazing to see many new teachers from different backgrounds becoming part of our staff. Our focus on equity, diversity and inclusion has made HTS more diverse. Students can see themselves in their teachers. come to school with a sense of pride and optimism, enabled to feel more comfortable on a day-to-day basis.

NICOLA THOMPSON DIRECTOR OF ATHLETICS

During the four years that have been at HTS, the school has helped me to be the kind of person that I didn’t even know could become. have always found success at school, but my time here has allowed me to know exactly the person whom want to be and how to get there. I have learned that focus and hard work pay off. Now better understand that you get out of something what you put into it. In the past, may have treated my schoolwork like it was a chore, but now, look at it like a skill that needs to be developed. Instead of pumping out mediocre work, put time into it to make it something that can really be proud of.

Also, HTS has nurtured me to become a caring person. You would think that, at a school like this, the environment would be competitive. Rather, it is a place where you can ask your peers for help … and they do help. In fact, they do more than that. They support you, encourage you, and cheer you on. HTS is a community that welcomes you immediately. It isn’t only a place where you get to learn how to do work, but you get to learn how to do life.

am confident that, because of my time at HTS, I am ready to do what I want to do. am equipped for whatever lies ahead. In other words, I am now better able to be open to what’s around the corner— even if I am not certain about what lies just ahead.

JOSEPH LUCCHESE 12

I like to share my story often with my children, so they understand the importance of success and perseverance. Simply put, if we don’t fail, we don’t overcome.

After graduating from HTS and pursuing a degree in business accounting, successfully made it through the first two of three exams in the chartered-accountant professional-designation stream. I was determined to pass the final Uniform Financial Examination (UFE), and then to move to Edmonton to join my soon-to-be husband and begin my career. failed my first attempt at the UFE. This experience knocked me down, but quickly changed my attitude. decided to write it again, because if started something, would finish it. was not successful on the next two attempts. Despite the repeated feelings of shame and disappointment, I decided to give it one final attempt: while I wasn’t sure what the outcome would be, believed that I could be successful and was determined to not have any regrets.

By then, was married and VERY pregnant with my first-born child in fact, thought my water broke on day two of writing the exam! vividly recall learning had finally passed the UFE and finally getting to that point meant more to me than I ever imagined.

The mentality instilled in me as a student at HTS helped me understand accountability and perseverance, and ultimately led me to achieve that moment of success. I feel fortunate to have my three boys walk the corridors of a campus that means so much to me, and to see them grow into confident and respectful boys. enjoy being able to watch them push themselves academically and socially and, most of all, see the qualities that will set them apart when transformation is required of them resilience, determination and focus.

ANGELA LANNI ’01 HTS LEGACY PARENT

Adaptability and confidence: looking back, HTS fostered a safe and encouraging environment in which we could develop these life skills, both in and out of the classroom. I remember the very supportive teachers who not only encouraged me to excel in my beloved game of soccer, but also pushed me to step outside my comfort zone by trying something new like auditioning for the school musical, despite having no drama experience. What came from this leap was four years of unforgettable experiences that built my confidence in public speaking and on-stage performance. Fast forward six years: despite being the youngest graduate in my medical program at Queen’s, the confidence that I gained at HTS has allowed me to engage fully with my peers and the broader medical community. I am honoured to be selected as the youngest chair of WONCA Polaris (World Organization of Family Doctors North American Region Young Doctors’ Movement), a position that will allow me to contribute to family-medicine initiatives on a global level. Thank you, HTS, for everything you have done to give me the confidence and values that will guide me each and every day.

ROHINI PASRICHA 16