Our Shawnigan

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Shawnigan Lake School Strategic Consultation Summary Report 2020



Contents From the Headmaster

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Report Overview

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1. What do we currently value in the Shawnigan Lake School Community?

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2. What should we value going forward?

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3. What should Shawnigan stand for that sets it apart?

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4. What are the barriers to Shawnigan setting itself apart from other schools?

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5. How might Shawnigan position itself as a magnet for talent locally, regionally, nationally and internationally?

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6. #iamshawnigan stories

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7. Support Shawnigan - Final Remarks

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From the Headmaster I would like to thank all those who have taken part in the ‘MyShawnigan’ consultation process in the first quarter of 2020. We had just under 300 on-line responses from many adult constituencies and over 450 students participated in discussions in response to the questions posed. Your feedback has been immensely valuable. It touched on many aspects of the Shawnigan experience and offered clear insights into some of the School’s unique strengths – and some of the challenges ahead. Many of the responses echoed what I have learned over the course of two and half years - since first being appointed to the position of Headmaster through countless conversations with students, staff, parents and the wider Shawnigan network. It is pleasing to note that the School is already working hard to address many of the areas for growth raised in the consultation. This serves to highlight that our current instincts and priorities are on the right track: the delivery of a level playing field within coeducation; our commitment to develop student access and diversity; our development of

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experiential learning opportunities; our examination of the shape of the Shawnigan day and week; the initiative to strengthen engagement with our local community; and our focus on future-proofing students, staff and the School. Most of all, the responses identified the distinctive sense of community we all know, love and contribute to at Shawnigan. When I first introduced ‘MyShawnigan’, in January 2020, I said that the purpose of this consultation was to take time to reflect on Shawnigan 2020 and to inform the setting of new strategic directions for the School. In parallel to this ‘OurShawnigan’ Strategic Consultation Summary Report, we shall be drawing upon feedback received from an Alumni Survey, published and distributed in Spring 2020 by the School’s Advancement Department and the Alumni Engagement Committee of the Board of Governors. We have found ourselves in the midst of a global pandemic and a time of deep uncertainty but your responses have created a ‘North Star’, articulating a strong sense of shared purpose for Shawnigan as we move from individual ‘MyShawnigan’ perspectives to a collective and shared ‘OurShawnigan’ approach.


I have been hugely encouraged by the way in which you have responded to this opportunity to contribute and by your unstinting commitment to our School and its success. In particular, I am delighted that our current students have been at the heart of this consultation. At the beginning of last academic year, Mikayla, one of our Heads of School, welcomed the new students in Chapel with this perceptive observation: “Shawnigan is truly one of a kind: it is a home, an identity and a place that opens the doors to unimaginable opportunities”. And so it is. Shawnigan is rightly proud of its history and heritage. It is exciting to be in a position now to establish strategic directions which preserve the values, traditions and spirit that distinguish the community but, at the same time, prepare the School and the students for the demands of a new and rapidly changing world. With best wishes

Richard ‘Larry’ Lamont Headmaster

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Overview The responses which have informed this report represent a broad cross-section of the School community, with the largest group of individual responses being from ‘Staff’ (Administrative, Educational and Operational). The size of the ‘Current Students’ group is deceptive, as over 450 participated in facilitated groups of between 10 and 20. The number of Alumni represented was very positive (24) and these provided a good cross-section of graduating classes. In all cases, the opportunity to provide feedback was clearly welcomed and the time and effort taken to provide expansive answers to the questions posed demonstrates a wonderful engagement with this opportunity and the strength of positive feelings for the School amongst the participants. With so many detailed, free-text, responses what follows is a summary of the key themes drawn out via an interpretation of the data. The methodology adopted provides the highest ranking responses, followed by a textual analysis of the data, drawing out themes and connections between the various answers and providing material for further discussion.

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As material for subsequent work on strategic directions, the responses are an invaluable source of insight. Throughout, the content demonstrates passion and support for Shawnigan Lake School, and a common desire for the school to continue its evolution whilst remaining true to the Founder’s vision.

What kids [often] don’t get in the public school system is a structured, conscious effort to support self development and character building. As much as my daughter loves the School for the opportunities and the friends and the challenges, for me as a parent, I love the notion that the school never forgets that they are building good people. (Current Parent)


Administrative Staff

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Alumnus/a

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Board and/or Foundation Member

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Cowichan Valley Community Member

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Current Parent

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Student Group Entries

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Educational Staff Former Staff

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Former Parent

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Operational Staff Shawnigan Parent Association

Total: There were over 289 formal submissions to the ‘MyShawnigan consultation plus over 450 students participated in discussions.

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Supporter

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Main Feedback 1. What do we currently value in the Shawnigan Lake School Community? 1.1 Community The community is the backbone of Shawnigan (Current Student)

It is evident from reading the responses to this question that Shawnigan is viewed very positively in respect to its values. Without doubt, the most common feature of responses to this question involved the word ‘community’, and it is evident that this lies at the heart of the School’s ethos. There was resounding support for this to be retained and developed as the School moves forward. The sense of community can be seen as the factor linking many responses to the questions which follow on how the school might position itself in the future. ‘Community’ also linked many of the stories which respondents generously shared of their experiences at Shawnigan.

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1.2 A well-rounded education

1.3 Boarding experience

There were many responses that praised the goal of providing a balanced, well-rounded education. This encompassed experiential learning as well as a strongly-felt philosophy that narrowness and specialisation were not preparing students for the challenges ahead of them. Some respondents, however, highlighted that, as time moves on, perhaps there was scope for greater specialisation for specific students and several identified that breadth often increased ‘busyness’ for staff and students and questioned whether this was beneficial.

Closely linked to the focus on ‘Community’ was the strong endorsement for the School’s boarding provision. For many, this was the chief vehicle by which character education is achieved and it was evident that there was passionate and committed support for the centrality of this in any future strategy for the School. There was also great pride expressed in the multitude of benefits accruing from a boarding environment for both students and staff. Some responses expressed a concern that, as the school grows, the expertise and experience of staff within the boarding environment might be diluted and this was a focus for sensible ideas relating to training and professional development for staff.

We want our students to have a myriad of experiences in all areas. (Education Staff)


1.4 Educational excellence

1.5 Relationship building

1.6 Traditions

It was suggested, by many respondents, that the School provides ‘excellence’ in many aspects of what is on offer. The academic programs, the sports and the fine arts were all singled out or collectively praised for their relentless push for excellence. The concept of ‘excellence’ was explicit in responses that highlighted features such as ‘high quality’, ‘outstanding’ and ‘high standards’. However, as with the concept of allrounded, for some this push for excellence needed caution as it was cited as stretching the School and some students a little thin at times and adding unwelcome pressures on some.

At the heart of any community is the concept of the relationships between the members of that community. Respect, kindness, support, care: these were all highlighted explicitly by the respondents and in many instances represented the most important aspect of what the School does in providing a positive environment and preparing students for the future.

Clearly the School’s traditions and heritage are of fundamental importance to many of the respondents. Many spoke about the significance of ‘tradition’ in shaping Shawnigan. However, slavish adherence to tradition was an oft cited weakness and many called for the School to retain its pride and association with the heritage of the School but not at the expense of progress.

…the numerous and incredible bonds which are formed here at Shawnigan (Current Student)

… a real drive for excellence (Alumnus/a [1996]), Board and/or Foundation Member)

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Main Feedback 2. What should we value going forward? Many responses were extremely positive about the current values of the School and felt that there was no need for these to change. Particular reference was made to the Headmaster’s focus on “Conversation, Compassion, Community – and Courage” and many felt that this provided a good model to move towards a vision for Shawnigan going forward.

2.1 Opportunities for students to pursue their own path There were many responses that praised the goal of providing a balanced, well-rounded education. This encompassed experiential learning as well as a strongly-felt philosophy that narrowness and specialisation were not preparing students for the challenges ahead of them. Some respondents, however, highlighted that, as time moves on, perhaps there was scope for greater specialisation for specific students and several identified that breadth often increased ‘busyness’ for staff and students and questioned whether this was beneficial.

… the option to pursue excellence in an area of our own choosing. (Student Advisor Group)

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2.2 The environment

The school could lead the way in ecological living using proven scientific evidence. (Sport Staff and House Staff Member)

This view was endorsed across all sections of the School community and it is beholden upon the community to act to see that the School does become more sustainable and to endeavour to use this as a means of differentiating the School from others who might not be viewing their role in such a fashion. This drive would undoubtedly have the support of a range of the respondents represented by the survey and it is safe to assume that this would be a popular initiative.


2.3 Diversity Many reflected positively on the steps already taken to improve diversity at Shawnigan, but this push needs to continue and develop. Comments touched upon developing student access as one means of achieving this and links to comments made on developing the financial support available. However, this is also an attitude informing all decisions at the School and as such should factor in any forthcoming reviews of policy and practice.

Going forward we need to be more focused on diversity, understanding that each individual is unique, and recognizing the individual differences and needs.

2.4 Mental Health

We should value mental well-being, for students and staff, going forward. (Education Staff)

Among comments received was a strong sense that many feel that the school is ‘too busy’ and that students have pressures placed upon them from multiple directions at the same time. The desire for a greater focus on mental health also appears in subsequent comments made regarding staff workload and worklife balance. As with diversity, having mental health and well-being as a focus for subsequent reviews and as factors to inform decisions and policy would be advised.

(Administrative Staff)

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Main Feedback 3. What should Shawnigan stand for that sets it apart? Without a doubt, one of the most important areas that the majority of respondents identified as setting Shawnigan Lake School apart from its competitors revolved around the advantages offered by the unique location, setting and heritage which the School benefits from. For many, this was a unique selling point from which other areas of the School’s provision could be built. The setting, environment and ‘feel’ of the school were all highlighted as unique, special and central to any future vision.

Forming the next generation of global citizens and leaders that possess the skills, thoughtfulness, altruistic values and the drive to make and support positive social change for the benefit of future generations. (Current Parent)

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There was also general endorsement for the concept that, whatever the School did, it should set its students apart and ‘future-proof’ them. This gave rise to multiple viewpoints on what makes up a ‘21st Century Education’, but the underlying principle was clear: Shawnigan students should be prepared for the future and prepared to make a difference in the world they find themselves in. Reassuringly, there were also a multitude of comments praising the passion, commitment and quality of the staff at Shawnigan, suggesting that the School is in the fortunate position to have the ‘right people’ in place who will be responsible for the stewardship of the School, devising the program which will set it apart.

3.1 Curriculum There were many suggestions that the School should look to innovate through the curriculum, focusing on balance between the existing programs and also adding to fledgling programs looking into Artificial Intelligence, STEM and ethics. It is heartening to read of a desire to innovate by means of pedagogy and curriculum, and there were several mentions of particular principles such as project-based learning and experiential learning.

We develop people who make a positive difference in the world. (Board and/or Foundation Member, Former Parent, Supporter)


3.2 Environmental focus Closely linked to answers in a previous section (see 2.2) and the recognition of the unique setting which Shawnigan enjoys, there was a groundswell of support for increasing the focus on the environment. Suggestions ranged from specific taught electives to ambitions relating to carbon neutrality for the School as a whole. That these suggestions came from across the spectrum of respondents is indicative of the support that such a push might enjoy, and also the growing realisation of the seriousness of the global environmental situation and the role of education institutions in preparing students to take a lead.

3.3 Residential Program

We should be setting the benchmark for boarding schools. (Administrative Staff)

The Residential Program at Shawnigan is viewed with great pride by many of the respondents and is rightfully seen as providing a natural advantage in how the School might position its uniqueness. Boarding was referred to variously as ‘transformative’, ‘the core of what we do’ and central to ‘character education’. The stories that respondents generously shared similarly reveal the passion for the role of boarding within the School community.

We must strive to continue to offer ‘character education’ and graduate good people who have strong moral and ethical values. (Alumnus/a [1997], Education Staff, Supporter)

3.4 Character education In the opening section of this report a current student says that, “The community is the backbone of Shawnigan”. The School community wholeheartedly endorses the principle that the School plays an important role in the development of character amongst the students. This role in developing students, who have a complex understanding of their responsibilities on leaving Shawnigan, should not be underestimated. In an age of excessive testing and assessment-focused curriculum, this is a quality that should be prized and developed because it does allow the School to set itself apart. The challenge is to ensure that this does not become an excuse for not reaching particular standards. However, further work in engaging the student body on the importance of ‘character’ and developing their own understanding of the significance of these ‘soft’ skills can only make the School’s offer stronger and more unique.

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Main Feedback 4. What are the barriers to Shawnigan setting itself apart from other schools? 4.1 Financial

4.2 Timetable/Schedule

The responses to this question represented a broad range of opinions, many of them of a personal nature. However, it is evident that many realise that, for any major change to be undertaken, the School’s financial position needs to be secure and sufficient to meet this challenge. Whether this is in the realm of capital investment, competitive staff salaries, or financial assistance for students, financial realities proved the most popular area that respondents suggested needed addressing. Being mindful of the competing demands upon finite resources will be challenging, but will be aided by continuing work on endorsement of a shared set of School priorities.

Throughout the answers to the various questions, many respondents cited the pace of life at Shawnigan as an issue to be monitored and addressed. Many of the responses speak of ‘busyness’ and a ‘crowded’ schedule which does not allow time for new initiatives or for students (or indeed staff) to reflect more deeply on what they are doing. Inevitably, there is a balance to be struck here between satisfying the competing demands of specialist areas. However, student empowerment, initiative and responsibility for their own learning does require time and space; this is clearly an area that should be addressed. Traditions sometimes get in the way of innovation. (Administrative Staff)

Traditions are slipping a bit. We understand that we have to grow, but we would like to keep some of our traditions to keep our identity. (Student Advisor Group)

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4.3 Traditions Be ready to cast away some of the anchors of tradition. (Former Parent)

As cited in previous answers (see 1.6) Shawnigan’s traditions are respected and valued by many. However, a common response to the question about ‘barriers’ included reference to blind adherence to traditions. Many appealed for the values of the past to be considered but for the School to be courageous enough to embrace the future as well as hold the past dear. Responses that focused on this area argued almost from polar opposition, with those who wanted a fresh start and those who argued for adherence to the past. Perhaps the most balanced group were current students who could see the strength of both arguments.

Sensitivity is crucial here, and from the tone of the responses it is considered evolution that is desired.


4.5 Facilities

4.4 Competition between programs We need to do less and what we do, do it better. (Administrative Staff)

Closely linked to comments on timetable/ schedule were those which touched upon perceptions of inequality between different programs, or the excessive demands on time, resources and energy which the pursuit of excellence on multiple fronts creates. Resolving this conflict will require sensitivity and further work on developing a shared common vision which takes into account the overall purpose and vision of the school.

We should decide what we want to do well and not spread ourselves too thin. (Cowichan Valley Community Member, Education Staff, Former Parent)

That there is the determination and desire amongst staff, students and parents for excellence in multiple areas speaks well of the broad range of the School community. However, that this was often cited as a hurdle or a barrier means that the School’s leadership and community will need to address the question of balance and priorities to achieve a shared vision.

Everyone is giving their programs 100% and wants to make them the best of the best, but that comes at a cost and affects other programs and our School environment.

Responses focusing on a number of different areas of school life highlighted perceptions that the infrastructure of the School required capital investment to keep pace with rival schools or to push forward necessary program reforms. Sports, Arts, Sciences were all highlighted as requiring both additional space and investment. From the feedback, the School evidently has some outstanding and unrivalled facilities, from the Library to playing fields, from the Chapel to ice arena and crewhouse. Identifying strategic priorities and a campus development plan are important next steps.

(Education Staff)

We have outgrown our gym and theatre spaces which would be considered inferior compared to other two local high schools (one public, one private). Our robotics lab/computer programming space is also inadequate. (Administrative Staff and Current Parent)

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Main Feedback 5. How might Shawnigan position itself as a magnet for talent locally, regionally, nationally and internationally? Respondents, as hoped, interpreted this question differently, with some focusing on staff recruitment and retention, whilst others looked at it from a student-centred position. What was evident in all the responses was incredible ambition and passion for the School to occupy its rightful position as a leading national and international institution. There was also a strong sense that establishing a clear and compelling vision for the School would allow more targeted marketing and promotion.

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5.1 Increase awareness of the school externally

5.2 Staff support

The most popular theme to be addressed from across the range of responses was marketing. There were positive comments regarding existing efforts but many saw this as an area for additional resourcing and effort. Imaginative suggestions included using students as ‘brand ambassadors’ and involving them more directly in school fairs and marketing opportunities for prospective students. This theme also encompassed areas such as lecture programs, visiting scholars and positioning the School through strategic partnerships. Whilst there was some praise for existing investment in the utilisation of social media, many called for the creation of a greater range of content and use of other platforms to advertise the School.

Given the high number of staff completing the survey, it was likely that answers to this question would include comments relating to pay, housing, recruitment and workload. Clearly, these are issues that the School will need to address with the staff involved. In particular, several comments focused on aspects of staff workload and wellbeing, highlighting work-life balance being an area that needed continued focus. There were also calls for additional professional development opportunities, including some interesting comments regarding the relevance of ‘coaching models’ and how these might be employed at the School.


5.3 Increased financial assistance for students

5.4 Curriculum

5.5 Improve/update facilities

Respondents who addressed this question from the perspective of student enrolment almost unanimously raised the issue of the affordability of the fees and the barriers that the cost of school fees places on access. There were many calls for the aspirational position of meeting full demonstrated need of all applicants. These responses spoke eloquently of the positive impact on the community and on individuals of increasing the endowment funds and using this money to offer financial assistance. Responses that focused on this area were critical of perceived historical imbalance between the different programs and some spoke of the past lack of transparency in financial aid processes. It was recognised that the work of the Financial Aid Committee has gone some way to restoring faith in the integrity of the process.

As reflected in answers to previous questions (See 3.1) several responses addressed the theme of innovations in the curriculum on offer at Shawnigan which might allow the school to position itself as a centre of excellence. Some frustrations were addressed towards the existing AP syllabus and it would certainly seem sensible to commission a review of the suitability of the academic curriculum for the needs facing students in the modern world. There were calls for an expansion of Artificial Intelligence, Robotics and Entrepreneurship related courses and programs.

Whilst many reflected positively on the setting and facilities on campus, there were several responses that requested capital investment in the infrastructure of the School. Many of these responses highlighted perceptions of inequality with rival schools or the inadequacy of existing provision to allow development of particular areas (specifically the Arts). Analysis of the school curriculum/ schedule and further thought to the balance across programs should allow a carefully conceived master plan for future developments to be produced which can be consulted upon and shared across the community.

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Main Feedback 6. #iamshawnigan stories This is a remarkable place where opportunities abound. (Administrative Staff, Cowichan Valley Community Member, Former Parent, Shawnigan Parent Association, Supporter)

As part of the ‘MyShawnigan’ survey, many respondents told stories that they felt best encapsulated the spirit of Shawnigan and reflected their experiences. These responses spoke eloquently and passionately of the ‘magic of Shawnigan’. A Harry Potter movie come to life. (Alumnus/a [2005], Education Staff)

By their very nature these were highly individual responses, and presented a compelling picture of the School in all its many facets.

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Drawing out and identifying key themes was a little challenging in this section of the survey, but not impossible, and reading through these heartfelt reflections it is evident that there is overwhelming support and genuine love of all that Shawnigan aspires to. [Shawnigan is] a feeling of unwavering support and unconditional belonging that stands the test of time. (Alumnus/a [1996], Board and/or Foundation Member)

Unsurprisingly, the qualities that stood out in the earlier parts of the survey were once more highlighted, and it was an honour to read of the adventures and journeys which members of the Shawnigan community have been fortunate enough to experience.

Amongst the themes most regularly touched upon, respondents spoke about: the transformational nature of the School; the Athletics Programs; the supportive staff and community; the opportunities; and the generosity and compassion that is so evident in the community. It is clear that Shawnigan has been, and will continue to be, a positive agent for change. One of the responses adopted a simple message to encapsulate all of the themes, beginning their answer: “Because of Shawnigan…” (Alumnus/a [2010], Operational Staff), before explaining their gratitude to the School. This message was by no means a lone voice, and it was humbling to read of the power that the Shawnigan experience has on individuals.

My time at Shawnigan transformed me as a person. (Alumnus/a [1997], Education Staff, Supporter)


The School community should be proud of all that they achieve, and of the opportunities for growth and personal development which are so evidently abundant at Shawnigan Lake School.

It is the people I am surrounded by everyday that make me love my job and make me so lucky to be a part of the Shawnigan Lake School Community. (Education Staff)

Perhaps a small sample of the comments, drawn from across the range of responses can speak most powerfully of what makes Shawnigan the special and magical place that it undoubtedly is: Shawnigan introduces people and experiences to your life that make impacts you could never dream of. Each of our students is Shawnigan and has a story to tell.

(Current Student)

(Cowichan Valley Community Member, Current Parent, Education Staff)

Shawnigan opened my eyes to the broader world. (Alumnus/a [1982], Board and/or Foundation Member, Former Member of Staff, Supporter)

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Main Feedback 7. Support Shawnigan - Final Remarks When asked what could you do to help Shawnigan develop as a school, universal support was expressed for individually and collectively contributing to shaping the next chapter in Shawnigan’s exciting story. There were many, genuine and generous offers of assistance that speak volumes for the support base that the School enjoys. As with answers to the previous sections of the survey, the scope and range of the responses were indicative of the broad and allencapsulating nature of the Shawnigan community. From offers of sea kayaking experiences to project management of capital infrastructure procurement, the generosity of spirit was incredible.

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There are many practical ways that this passion for support can be harnessed, and it is evident that the community has deeply valued the opportunity to be consulted in the manner that they have. Allowing individuals to have their say and to help shape the future for Shawnigan are important as this will assist in the development of a very necessary ‘shared vision’ which all those who speak so proudly of their association with Shawnigan Lake School can then live and promote. Shawnigan has a multitude of advantages in its drive to determine its next strategic steps, and not least amongst these is a clearly dedicated and passionate community, committed to helping the School evolve and so preparing the students for the world that lies before them.



Thank you for your contribution to ‘MyShawnigan’. Our school-wide conversation will continue and there will be further opportunities to reflect on themes raised in this report.

The report was commissioned by Richard ‘Larry’ Lamont (Headmaster) and Fiona Macfarlane (Chair of the Board) and produced by the Woodway Educational Consultancy Photography 2020 by Arden Gill


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