Spirit ST. MARGARE T ’S SCHOOL
NEW DECADE BIG VISION
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ST. MARGARET’S
VISIONANNUAL FUND As we look toward the future and our 2020 VISION, your gift makes an impact and there are a number of funds you can contribute to.
HEAD’S FUND – Area of Greatest Need Your gift to the Head’s Fund may be the most powerful way to give to SMS. This is an unrestricted gift, and these donations will allow the Head of School the greatest flexibility to use the funds for essential projects and unexpected opportunities. SCHOLARSHIPS AND BURSARIES Empower promising learners and celebrating hard work and distinction by directing your gift toward scholarships and bursaries. Merit-based scholarships recognize the accomplishments of our students, while bursaries are transformative as they help make SMS accessible to deserving and motivated girls regardless of their financial means. STEM Education Excellence Fund The STEM Education Excellence Fund makes it possible for SMS students to engage with the latest technology and teaching methods, gaining valuable hands-on experience with STEM learning. St. Margaret’s teachers create learning experiences and environments that foster engagement, self-awareness, and self-confidence as they encourage each student to take on new challenges. ENDOWMENT FUND St. Margaret’s Endowment Fund is critical in securing the school’s long-term financial viability. Giving to endowment means that your gift will keep supporting the school and its students in perpetuity – not just this year, but every year into the future. THANK YOU for your support, Sharon Klein Head of School
To make a DONATION or for more information please contact: Janine Cowie Annual Fund & Alumnae Relations Manager 250-479-7171 ext. 2172 | jcowie@stmarg.ca St. Margaret’s School 1080 Lucas Avenue Victoria, British Columbia, Canada V8X 3P7 GIVE online at: www.stmarg.ca/donate-now St. Margaret’s School is a registered non-profit society. Charitable registration number: #10802 8614 RR 0001 SMS SPIRIT | 2
SHAPING our future MS. SHARON KLEIN Head of School
THANK YOU FOR READING our spring 2020 edition of Spirit. It’s an exciting time at St. Margaret’s School, and as a new decade is upon us, the future is looking bright. I have recently held six Conversation Cafés, giving me the opportunity to meet with some of our parents, students, and faculty to begin the conversations that will help shape the future of SMS. It has been great to learn more about what our community is passionate about and loves about our school. It came as no surprise that a sense of community was at the top of the list, including a deep appreciation for the caring, positive relationships our faculty and staff have with our students. The community was at the top of our students’ list as well. As for our parents, they feel that robust role modelling is abundant, and there is no doubt in my mind that it positively shapes our students’ future experiences. As we look to the future and begin to think about creating a new strategic plan, we want to keep this immense strength at the core. The human connection should be at the centre of all that we do, as that’s what sets us apart. Having worked at six different schools throughout my career, I know that a small closeknit community is not something to take for granted. And my experience with both co-ed and all-girls schools has made it clear to me personally that they are very different, and that all-girls schools are more relevant now than ever. We live in an era where women still fight for gender equity and wage parity, and female CEOs still struggle to be recognized. We need places where girls are wholly seen and heard—where discussion of the endless possibilities for girls and women today is in the air the girls breathe. We need places where young women are not only told they are capable of anything but where they literally can see themselves filling EVERY role. This world needs confident girls who are agents of change, and at SMS we want to continue to grow and flex to meet the needs of our
ever-evolving world. Our students are being prepared for a time that will likely be vastly different from what most of the adults in this community have experienced in their lives. Schools need to focus on critical thinking, communication, creativity, problem solving and collaboration. Our students have so much access to information that sorting through it, communicating well, and collaborating with their peers will be paramount to their future success. At SMS we want our students to leave us feeling confident and well prepared to do whatever they choose. After all, our vision is “Confident girls. Inspiring Women,” and our mission is “Empowering her to set her own course and shape her own dreams.” So what are a few of the things that are on the horizon for SMS to ensure our students thrive as we move into this next decade? We will be taking a closer look at what sustainability means and how we can incorporate it into everything we do. We will look to grow and strengthen our STEM program and arts education, with a focus on applied learning. We will collaborate on how to best expand our health and wellness services and student leadership programs. We will work to design, implement, and build on our innovative programming, such as the SPARK program in Grades 9 and 10. Most importantly, we will work to create a vision for campus renewal that includes flexible spaces that facilitate all these programs, such as a maker space and/or maker studio, and a living classroom (greenhouse project). All the while, we will maintain our community focus. Some of these initiatives you will read more about in this issue of Spirit. It’s an exciting time to be part of an all-girls school and, in particular, St. Margaret’s. I look forward to deepening my connection to the community in the upcoming months and meeting more of our amazing alumnae at the spring reunion in May. Thank you all for staying connected to St. Margaret’s! If you are interested in supporting any of these important initiatives in any way, I would love to hear from you.
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VISION
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the
history of
ALL-GIRLS education AND WHAT THE FUTURE HOLDS In 19th-century Western Europe, the most common way for girls to access education was at home, through private tutoring, due to the strong resistance to women attending school. In contrast, in the U.S. and Canada, early feminists were successful in establishing women’s educational institutions. These were different from and considered inferior to men’s institutions, but they created some of the first opportunities for formalized higher education for women in the Western world. As the 19th century progressed, so did attitudes about education, and the idea that education was a right, rather than a privilege available only to the elite, began to gain support in North America and Europe. Over time, mass elementary education became the norm, and more and more co-educational schools were set up. In many parts of the world, single-sex education is advocated based on cultural traditions and religion. However, recently, there has been a surge of interest in, and establishment of, single-sex schools generally, due to educational research outlining its benefits. For over a century, St. Margaret,s School has been dedicated to providing a learning environment tailored to teaching girls in the ways they learn best—an environment that makes it safe for students to take risks and fail, to stretch outside their comfort zones, to share their opinions, and to try new things. When the Fenwick sisters founded St. Margaret,s in 1908, they had a clear vision for the future—creating a school tailored to the needs of girls, and a place where girls could thrive. When Margaret Barton took the lead as the first headmistress, she shared the Fenwicks’ original vision, which is carried on today: to give each girl as much consideration and healthy challenge as possible.
continued page 6
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the history of all-girls education cont’d
THE NEXT GENERATION OF
ALL-GIRLS education AS WE ENTER A NEW DECADE, that same vision is something we continue to honour but with a modern approach to teaching and learning: preparing our students for the future and building their self-confidence to allow them to realize their full potential. This approach is articulated by the National Coalition for Girls’ Schools (NCGS): “Girls’ schools are more relevant today than ever before as we prepare girls to become the influential contributors and leaders our world needs. There’s a robust global conversation around women playing a fuller role in society from boardrooms to government, from soccer fields to finance, from closing the gender pay gap to having a seat at the table. It is more important than ever to listen, foster, and amplify the voices of girls and young women—and to encourage them to assert their voices to stand up and be counted. Girls’ schools do exactly that.“–NCGS Girls’ schools prepare girls to become women who live lives of commitment and contribution by fostering their voices at a young age. At girls’ schools, students are encouraged—really, expected—to speak their minds. A recent national survey found that nearly 87 percent of girls’ school students feel their voices are respected compared to 58 percent of girls at co-ed schools.
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Girls’ schools prepare girls to become women who live lives of commitment and contribution by fostering their voices at a young age.
The centrepiece of St. Margaret’s programs is developing leadership and instilling confidence in each girl. The supportive environment allows girls to take on new challenges and roles, discover who they are, and prepare them for the world at large. SMS strives to challenge students with its rigorous academic program, where inquiry-based learning is emphasized in accordance with STEM learning principles (science, technology, engineering, math). Looking to the future, new programs and opportunities in STEM will be at the forefront. With women still underrepresented in the STEM fields, the goal continues to be to help close that gap and give girls the confidence to pursue any path they desire. According to the NCGS, girls’ school grads are three times more likely than their peers to consider careers in math and engineering, and we want to push that even further. As we enter 2020, the vision remains the same, but the approach continues to evolve. However, there is no doubt that there continues to be a place for all-girls education. “In the end, girls’ schools should not be judged by the absence of boys, but rather by the presence—the self-assurance, poise, and derring-do—of the girls themselves.” –NCGS
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ALL-GIRLS report card It’s hard to be all things to all people. Boys and girls learn differently, and single-sex schools can accommodate these differences without compromise. As Vancouver Island’s only all-girls school, and Canada’s first all-girls STEM school, we strive to empower girls to set their own course and shape their own dreams. But are we doing what we say we are for our students? The National Coalition of Girls, Schools (NCGS) believes a school for girls is better than a school with girls, and we agree. Girls’ schools are places of leadership. Places where community and collaboration, agency and self-efficacy flourish. But most of all, girls’ schools are places of incredible innovation. According to the NCGS, girls’ schools provide distinct advantages, so we thought we would explore how SMS stacks up.
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Girls’ schools champion the educational needs of girls and capitalize on girls’ unique learning styles. At SMS, social-emotional learning is at the forefront. Students evolve and explore personal potential, cultivate risk-taking, and nurture self-creation with a growth mindset. This style of teaching directly correlates to how girls learn best, incorporating dialogue, collaboration, connection, and reflection. With an interdisciplinary approach to learning, and programs such as Outside While Learning (OWL), Outweek, Explorations, Collaboration, SPARK, and dedicated Social-Emotional Time (SET) block, we cater to girls’ educational needs. Not only that, we continuously reinforce the use of girls and women as role models, celebrating special events like International Day of the Girl, and International Women’s Day.
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Girls’ schools empower students to become bold leaders.
At SMS girls don’t just enjoy equal opportunity, but every opportunity. All the writers, singers, athletes, artists, and scientists are girls. Girls captain every team and chair every club. Female mentors abound, both staff and fellow classmates. From Kindergarten to Grade 12, students are given the chance to lead assemblies and practise public speaking. Upon entering Grade 4, students can apply to become student ambassadors and give school tours to prospective families. In Grade 5 and beyond, students are paired with a little sister and become leaders in our Big Sister/Little Sister program. When students graduate from SMS, they are equipped with the skills to be confident leaders of today.
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03
Girls’ schools are leading the way in closing the gender gap in science, technology, engineering and math (STEM). With the school’s focus on STEM we are proud that 40 percent of our graduates pursue the pure and applied sciences. Including degree programs with significant math components increase this STEM ratio to 50 percent. The remaining 50 percent study business, arts, and humanities, disciplines that ground and connect the STEM fields. Starting as young as Junior Kindergarten, students are exposed to STEM concepts through programs like STEM in the Garden and Little Chefs. These same models are carried out through the Middle Years until graduation.
In the all-girls environment, students are more likely and willing to take risks and speak their mind.
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Girls’ school students are more committed to social improvement.
Servite in Caritate, Service with Love. It has been the SMS motto for over 110 years and something that we truly live by at our school. One hundred percent of our students participate in service annually. Not only that, we dedicate an entire day each year for the entire school to participate in a service activity. At SMS service is at the forefront of everything we do, with service components built directly into the curriculum. Beyond the classroom, students participate in service trips, community events, and fundraising initiatives. Among our most popular clubs are programs with strong advocacy components such as Model United Nations, Green Club, Outreach, and the Multi-cultural Club.
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Girls’ schools students have higher aspirations.
One hundred percent of our graduates are accepted to a university of their choice, and 98 percent of our students expect to graduate with a four-year degree. Our alumnae can be found at prestigious institutions around the globe. In 2018 alone, our class of 27 graduates received 94 offers of university admission, and $360,000 in scholarships and awards.
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Girls’ schools build self-confidence.
Our vision is:
Confident girls. Inspiring women. In the all-girls environment, students are more likely and willing to take risks and speak their mind. Small class sizes with individualized attention and a family-like atmosphere cultivate greater risk-taking and inturn contribute to greater confidence inside and outside of the classroom.
Find Your Community Find Your
SPARK
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T
HE TRANSITION FROM middle school to senior school can be difficult: students go from having one or two teachers to as many as nine, which often leaves them feeling lost and overwhelmed. To help create deeper connections and collaboration among our senior students, SMS created the SPARK program.
SPARK is the brainchild of Jennifer Lee, Student Life Coordinator, and Emma Glasgow, Athletics Coordinator. The two set out to establish a flagship program that would not only make the transition to Grades 9 and 10 easier, but also leverage BC’s new curriculum with Senior Years STEM programming. The signature program embraces connections to the community, whole-child development, and progressive thinking. “We wanted to create something to build that sense of community and create meaningful connections to one another that would benefit the students long-term. If community connection is strong at all levels, synergy will be stronger, and learning will be more profound,” said Glasgow. SPARK is a year-long integrative program, which is a collaborative, rigorous, and interdisciplinary approach to curriculum delivery, fostering best practices in teaching and learning and providing students access to real-world opportunities with greater breadth and depth. With nine hours of dedicated SPARK time per week, students engage in the required Grade 9 and 10 curriculum delivered over the course of regularly scheduled classes. By increasing dedicated curricular hours for this cohort, students are able to engage in deeper thinking and learning about big ideas, competencies, dynamic communities, and themselves.
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SPARK Synergy.
Pathfinder.
Action.
Responsive. Knowledge.
Currently, there are three core SPARK teachers for Grade 9 who deliver science, English, applied design skills and technology (ADST), and leadership courses, as well as three core teachers for Grade 10 who deliver science, social studies, and English. With this interdisciplinary approach, intentional planning, and dedicated collaboration time, faculty and students have a chance to develop learning opportunities that redefine the typical boundaries of the classroom and permit richer learning. SPARK is an acronym for the program pillars: synergy, pathfinder, action, responsive, and knowledge. By definition, the verb “spark” means to set off in a burst of activity, but the letters that make up the word truly represent the ethos of the program. Synergy. SPARK places an emphasis on building community, allowing her to recognize the power of the collective. Pathfinder. SPARK is an environment in which she can discover and cultivate her true potential. Action. SPARK nurtures and cultivates action takers and difference makers. It embodies the school motto, Service with Love, through skill development such as collaboration, critical thinking, communication, and advocacy.
But SPARK goes beyond just an integrative delivery model; it mimics real-world scenarios and how some of the most successful businesses operate globally. It’s teaching students that, to make a real difference in the world, they must come together and work as a team. “The whole idea of SPARK is helping students figure out what they are passionate about, how they can make a difference, and what their mark is going to be on the world. That’s a pretty tall order for one person,” said Lisa Ziebart, SPARK 10 teacher. “What we want to do is have the students experience the importance of collaboration and how to work with others for the common good, and to make that difference.”
The SPARK program is still in its infancy but will continue to grow and evolve over the next few years in response to the Responsive. SPARK is flexible in redefining the typical boundaries needs of the students, teachers, and community. The SPARK of the classroom in permitting meaningful connections with real- model is already making waves among the independent school world learning. community as SMS continues to push the boundaries and pave the way for girls’ education. Knowledge. SPARK is an environment of interdisciplinary education where she engages in flexible models of thinking and learning to enhance curricular and global understanding. As an all-girls school, social-emotional learning is always at the forefront. Students evolve and explore personal potential, cultivate risk-taking, nurture self-creation, and practise cultural sensitivity. It’s important to note that this style of teaching directly correlates to how girls learn best, incorporating dialogue, collaboration, connection, and reflection. “We are meeting the girls where they are, giving them opportunities to stretch themselves and really playing to their strengths,” said Lee.
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student art
Helen Liu, Grade 10, cat painting
Lydia Li, Grade 12, portrait of Mr. Tang
Ally Roberts, Grade 11, social commentary piece about climate change
Amy Chen, Grade 6, pastels
Livvy Runzer, Kindergarten SMS SPIRIT | 13
A FOUNDATION FOR
SUCCESS in STEM Math at St. Margaret’s is about engaging all styles of learning and helping students develop the skills to persevere through problem solving. Thanks to Kindergarten teacher Rebecca Kaukinen, fostering a love for math starts early. Last fall, Kaukinen received the 2019 Outstanding Teacher Award by the British Columbia Association of Mathematics Teachers (BCAMT) for her passion and contributions in the area of math at the elementary school level. Each year BCAMT recognizes excellence in teaching with awards for a new teacher, an elementary teacher, and a secondary teacher. Kaukinen has been an elementary school teacher at SMS for the past 18 years, and in that time, she has been a champion of mathematics education. She has been hugely influential in developing girls’ positive attitudes to math.
Kaukinen, as well as her colleagues, encourages taking risks and embodies the belief that taking chances and making mistakes is an integral part of the learning process. Our teachers understand how girls learn best and go beyond traditional STEM instruction in their classrooms by using hands-on activities and real-world examples to supplement the coursework and provide context, purpose, and a deeper understanding for assignments and concepts. With math, in particular, both parents and students are often anxious. Throughout the year, Kaukinen provides supportive modelling for parents, including examples of verbal prompts that parents can use when discussing math problems and strategies with their children. “We do weekly math games and collaborative activities where parents and their children can play and explore math together, reinforcing concepts we’re learning in class. We emphasize that it’s not about rote memory or being super fast, it’s about the depth of understanding,” said Kaukinen. It’s having teachers like Kaukinen, and the rest of the teaching staff at SMS, that ensures our students receive a truly unique experience tailored to the way girls learn, in a nurturing environment where girls become powerful learners. “At St. Margaret’s, we strive to provide innovative and empowering education for girls, and Rebecca is a great example of this. We’re extremely proud of her for earning this well-deserved recognition,” said Sharon Klein, Head of School.
“Rebecca shares her passion for math and encourages mathematics and mathematical thinking, from the early years through elementary and middle school, as well as with her teaching colleagues. As a role model for girls, she strives to make women visible and uses materials that promote the achievements of women in mathematics throughout her lessons,” said Mary Lue Emmerson, Foundation Years Principal. “It’s truly flattering, and an honour to be recognized for something that, to me, I just do as part of my job,” said Kaukinen. “I love math, and I have a lot of enthusiasm for teaching math. I also love professional development. I’m always looking for ways to make it better,” she continued. At St. Margaret’s, learning to love math starts with our youngest students, and Kaukinen has played a significant role in how girls and parents think about and approach the subject—a foundation that carries forward throughout their educational journey here.
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JK student Audrey Furneaux during a STEM in the garden activity.
SY chemistry students experimenting with gummy bears.
Kindergarten student Bianca Zborowski looks at a pinecone during a STEM in the garden activity.
JK student Bianca Zborowski.
The Grade 1 class in on an earthquake project with Mr. Johnson’s SY science class.
Grade 2 student MaĂŤlle Jones getting messy during a science experiment. Kindergarten students exploring the five senses. SMS SPIRIT | 15
CAMPUS life
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BOARDING: A path to success
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oarding school is a unique experience that offers robust, 24-hour intentional communities created with the student’s growth and development at its centre. At SMS, our residence model is designed to create a welcoming home away from home for our students. With a college campus feel, this includes challenging academics, abundant club and athletic offerings, and a supervised, structured student life surrounded by motivated peers and experienced staff.
But what is it really like to live away from home and develop such independence at a young age? We asked this year’s Boarding Head Girl, Jordana Magallón Kattan, a Grade 12 student who hails from Sahuayo, Mexico, a small town in the state of Michoacán (an hour and a half from Guadalajara, Jalisco). Not only is Kattan the Boarding Head Girl, she also is a member of the Robotics team and the Model United Nations.
“Today’s boarding school students succeed at significantly higher rates than public school students, especially in college and adult life,” according to a recent study conducted for The Association of Boarding Schools by Art & Science Group. The same study found that 78 percent of boarding school grads felt well prepared for the non-academic aspects of college life, such as independence, social life, and time management, compared to 23 percent of public-school students. Jordana with her parents at the orientation parent reception. SMS SPIRIT | 18
Q&A WITH BOARDING HEAD GIRL Jordana Magallón Kattan
Q A
Q A
What’s your favourite part about boarding?
Why SMS? I was interested in going on an exchange for just one semester, but my parents contacted an agency and through them we discovered St. Margaret’s. It sounded like an amazing opportunity. I had been enrolled in a co-ed school since Kindergarten, so the idea of an all-girls school was scary and something completely different, but I was eager to step outside of my comfort zone.
Q A
Most Mexican students at SMS come for one year. What made you decide to continue for your final year of high school? I totally fell in love with SMS! Since I came for Grade 11 and loved it, I wanted to have the experience of being an SMS Grade 12 student. I like my courses, the community, and the fact that we are constantly challenged. All that really motivates me and helps me realize how strong and capable I am. My parents gave me the opportunity to stay and they have supported me the whole time, which I’ll be forever thankful for (thanks Mommy and Daddy). I can confidently say that staying for one more year has been one of the best decisions I’ve made in my life.
Q A
What made you want to run for Boarding Head Girl? What have you learned from your experience as Head Girl? At my old school, we didn’t have school council or Head Girls, so it was never my intention to apply for that position here. My motivation to run for Head Girl was my desire to make sure that all voices on campus would be heard. I wanted to preserve the feeling of SMS being a home away from home, but most importantly, I wanted to share my love for the school with everyone and help them realize the world of opportunities that they have here. At SMS and in boarding, you get to write your own story, and make your own decisions.
Q A
How has the all-girls environment impacted you? The all-girls environment was a BIG change to my daily routine, but I took it as a break. No longer having to worry about looking perfect all the time, or those kinds of things that we (or I) tend to worry about when I’m around boys. It has also increased my confidence a lot. I feel ready now to take on any challenges or risks that come my way.
My favourite part about boarding is definitely living with my friends. It is one of the best things in life when you’ve had a bad day and your friends are there to support, listen to, and motivate you. No matter what your day could look like, it’s always going to be good because at the end of it you know your friends are with you, in the same boat, on the same journey. The true meaning of friendship—and patience—is learned by living in boarding. I feel prepared for anything now.
Q A
Was there anything that surprised you about life in Canada? It surprised me how kind the people are; the people are genuine and everyone greets you with a smile. One of the other things that surprised me was the excitement around hockey games. Even if you are not Canadian, if you go to a hockey game, something happens, something moves inside of you that makes you want to scream and cheer. I guess the energy is contagious!
Q A
What has been your greatest accomplishment during your time at SMS? Staying here for another year—and graduating—is a big accomplishment for me. I am family oriented, and I love being at home. I used to feel like I couldn’t function properly when I was away from home, but I learned that home is where your heart is, and even though there will always be a part of my heart in Sahuayo, the other part of my heart will always be here, at SMS.
Q A
What are your plans after you graduate? I have lots of plans, goals, and projects for my future. For now, I want to go to medical school back in Mexico, and I am currently studying for the admission exam to get into the program. I am still deciding between two universities in Guadalajara: UAG and Tec de Monterrey. Once admitted, I will make the decision about which one to attend. I love studying, and as a future doctor, I hope to be studying and researching for the rest of my life. Learning gives you superpowers and is something that nobody can take away from you; plus if I can use that knowledge to save lives, I will be doing what I had always dreamed—dedicating my life to serve with love.
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A YEAR ABROAD Confident, Courageous,
C
onfident, courageous, global-minded. These are just a few of the traits that we use to describe a St. Margaret’s girl, and Grade 11 student Delphine Bouchard has them in spades.
When Bouchard set off for a year-long exchange to Germany, she knew it was going to be hard, but she promised herself that no matter how challenging it got, or how homesick she became, she would see it through to the end. While she was expecting gemĂźtlichkeit (congeniality, friendliness), which is considered a way of life for the German, she had no idea how accurate that would prove to be until a few months into her exchange. Bouchard had been attending Victoria German School for almost 10 years when she decided it was time to explore her heritage further and become fluent in the language. To do so, she felt it was imperative to spend a year abroad in the country where her grandmother was born. After talking it through with her parents and doing some extensive research, she decided to coordinate her exchange through Greenheart Travel, an organization offering high school students exchange opportunities to gain confidence, independence, and global perspectives.
Delphine and her new friends sight seeing SMS SPIRIT | 20
Global-minded That’s when the community spirit of gemütlichkeit arose. After spending two weeks living with a friend, one of the families in the village opened their home to Bouchard. It was the day before Christmas, and the family of one of her classmates arranged for her to move in with them and their three children after reading her profile. They even bought her Christmas gifts, welcoming her as one of their own. “They became like a second family to me. They took me on many amazing family trips like skiing in the Alps, two weeks in France, a girls’ trip to Prague, and we even went on a six-hour bike ride through the countryside one day. Every night we played cards— we got really close, and it was an amazing experience.” Delphine’s school Weimer Marie-Currie-Gymnasium
Working with the organization as well as the administration at St. Margaret’s, she was set up at Weimer Marie-CurrieGymnasium and with a local family in Thuringia, a state in eastcentral Germany known for its extremely challenging school system. With only one other exchange student at the school, the transition was challenging to say the least. Not only that, Delphine was entering her Grade 10 year, known to be the most challenging year of high school in the most challenging province in Germany. There, at the end of the year, all Grade 10 students must pass the Besondere Leistungsfeststellung (BLF) exam. The BLF applies to courses in German, math, science, and a foreign language. Students in Grade 10 are required to take the exam and have the entire year to prepare for it through classes and other work. So not only did Bouchard face the language barrier but also the rigorous and fast-paced gymnasium system. “The school system over there is more challenging as they are about a year ahead. What surprised me most was the lack of support that the teachers give to students. They move fast, and you aren’t even really able to ask questions, which was hard because I didn’t always understand everything,” said Bouchard.
The St. Margaret’s School mission is “empowering her to set her own course and shape her own dreams,” and that is precisely what Bouchard achieved while living away from home for a year. “If I hadn’t been an SMS student, I wouldn’t have been confident enough to even consider going on an exchange. This school has given me a sense of self-worth and a moral compass that has allowed me to thrive,” said Bouchard. “I’m not as afraid to talk to new people, organize things myself, go places by myself, take the lead, and be independent.” After returning to St. Margaret’s, Bouchard continues to stay immersed in German culture. She teaches at the Victoria German School, stays in touch with her host family, and just recently completed the Deutsches Sprachdiplom II exam, which is the highest-level standardized test for German proficiency for foreigners. “For anyone considering going on exchange, you should do it. It’s going to be hard, you’re going to get culture shock, you’re going to be homesick, but you will learn so much about yourself, grow, and you’re going to have connections around the world.”
However, it wasn’t long before Bouchard made some friends, and her German started to improve. She was soon able to carry on a fluent conversation with her grandmother in Victoria when they would Skype. But while things were getting better at school, she found herself facing challenges with her host family. It quickly became apparent that something wasn’t quite right. “The family I lived with was extremely strict and didn’t provide any support. They would make me do lots of chores, cook and clean, and they were verbally abusive. Things got really bad, and despite trying to stick it out, I finally had to call the agency and ask to be moved,” she said. Unfortunately, the agency didn’t have another family lined up in Thuringia so they were going to move her to another state in Germany, which would mean a new host family, a new school, and starting all over. SMS SPIRIT | 21
Delphine out for lunch with her host family
Y
outh environmentalism is not a new phenomenon. For decades, our youth have assertively challenged rigid political views in order to make a difference. What is new is the sense of urgency that our young people are feeling about making a significant change to address the challenges of climate change.
That’s the focal point of this year’s International Women’s Day event being held at St. Margaret’s School on Sunday, March 8. The purpose of this event is to inspire positive actions we can all take individually and collectively to address the climate crisis. St. Margaret’s is partnering with the Canadian Federation of University Women (CFUW) Victoria to host this event, which aligns closely with our mission, vision, and values. “Service with love, global-minded, courage, girl-centred—these are our values at SMS. I can’t think of a more fitting subject and group of women to learn from and with. We are excited about this partnership and are always looking for ways to connect with the community that also align with what we do, which is educate confident girls and inspiring women,” said Janine Cowie, Alumnae Relations Manager. “Many times, we feel overwhelmed by the magnitude of this subject. This is an event where we can learn real-life solutions, things we can focus on, and actions we can take,” she continued. Following a keynote address by Elizabeth May, former leader of the Green Party of Canada, panel speakers will offer their perspectives on what we can do as individuals to address the urgency for change. One of the keynote speakers will be SMS Grade 11 student Ines Khouider. “It’s such an incredible honour to get to be a part of this panel with so many amazing and inspiring women,” said Khouider. “I’m excited to share the youth perspective on this issue—something that’s so important to our future. I hope this event will help uplift women to fuel change, and will be a positive step forward in creating awareness around climate change,” she continued.
KEYNOTE SPEAKER AND PANELLISTS ELIZABETH MAY – Green Party of Canada VICKY HUSBAND – Environmentalist, SMS alumna, and Service with Love award recipient LARISA HUTCHESON – CRD General Manager of Parks & Environmental Services MEGAN HUMCHITT – Council member of Heiltsuk Nation, Bella Bella INES KHOUIDER – Grade 11 SMS student The CFUW is a non-partisan, voluntary, self-funded organization with over 100 clubs and 9,000 members across Canada. Since its founding in 1919, CFUW has been committed to promoting equality, social justice, fellowship and life-long learning for women and girls. CFUW works to ensure that all women and girls have equal opportunities and access to quality education. The organization awards close to $1.2 million annually to women across Canada to help them pursue post-secondary studies.
EVENT DETAILS Sunday, March 8, 2020 1:00 pm to 3:00 pm $20.00 per adult, students FREE. St. Margaret’s School, 1080 Lucas Ave., Victoria We invite you to share your International Women’s Day experiences on social media with the hashtag #IWDSMS. Send a shout-out to an SMS woman who inspires you. Share your commitment to improving gender parity. Show us how you support women at SMS! Be part of the conversation and see what others at SMS are sharing.
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Sustainable FuturesWith a new decade upon us and climate change at the forefront, there is a growing awareness among our nation’s youth that individuals and societies need to learn to live sustainably. In response, UNESCO (United Nations Educational, Scientific and Cultural Organization) has underscored the importance of international recognition for Education for Sustainable Development (ESD). ESD means adopting a more holistic approach to education to create a better world for this generation and future generations. This approach allows every child to acquire the knowledge, skills, attitudes, and values necessary to shape a sustainable future.
“The EcoSchools program puts the power in the hands of the students; it grows their stewardship and environmental advocacy. I like that it aims to make sure that what we are teaching the students is best practices in sustainability and that we’re modelling it,” said Schemenauer. “As we work toward our [EcoSchool] certification, the goal is to build student leadership, make our school the most sustainable it can be, and become the living example of the most sustainable school. As the only BC school, if we are making BC-focused campaigns, then we will be the ones modelling it,” she continued.
With ESD in mind, and thanks to Grade 6 teacher Jackie Schemenauer, St. Margaret’s is now an EcoSchool and is the first school in BC to pilot the EcoSchools Canada Lighthouse program. EcoSchools is the largest global sustainable schools’ program in the world. It starts in the classroom and expands to the community by engaging the next generation in action-based learning. The program’s greatest achievement is arguably the fact that it produces generation after generation of sustainably minded, environmentally conscious people. Schemenauer, who has a background in educating for sustainability, is the Green Club Coordinator, and she teaches Sustainability and Zero Waste Choice block for Grades 7 and 8, and Sustainability & Nature Choice block for Grades 5 and 6. She has also taught at an EcoSchool in the United Arab Emirates and is an assessor for the program, which is supported by the United Nations. The EcoSchools Canada program is being conducted for the first time this year in Ontario and New Brunswick. Thanks to Schemenauer’s involvement in the program internationally, SMS was able to get in on the ground floor, allowing us access to training, webinars, and a plethora of other resources.
As an EcoSchool, there are various levels of achievements in environmental learning and action to work through. Recycle Right is the campaign launching in 2020. The Green Club has done a thorough environmental audit of the school with reviews for each area in order to achieve the Recycle Right badge. For the next badge, students will engage in a School Ground Greening, which will look at improving biodiversity on campus and improving the school garden. Becoming a certified EcoSchool represents environmental excellence for K–12 schools in Canada. This type of projectbased learning that links the curriculum with real-world solutions is part of what makes SMS a unique and exceptional learning environment. It also builds the sense of community by connecting students to over 3,000 other EcoSchools from 58 school boards.
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A DAY IN THE
LIFE OF A STUDENT ATHLETE
LILY MANNALL-FRETWELL has been attending St. Margaret’s School since Kindergarten, and for the first time in her life she is also a student somewhere else. To kick off her Grade 11 school year, Mannall-Fretwell started attending the Canadian Sport School (CSS) where she splits her time with SMS. CSS Victoria offers a split-day school program (Monday to Thursday) in which studentathletes spend half their day at their regular high school taking required academic courses and half their day training and studying at Sport School. CSS facilitates a high-performance culture among like-minded athletes while providing support, coordination, and advocacy for student-athletes and their high school teachers and coaches. For Mannall-Fretwell, whose passion is soccer, attending CSS was the perfect opportunity to train and compete at the highest level, allowing her to focus more time on improving her athletic skill. With her heights set high on attending a Division 1 school in the U.S., she’s looking to take every opportunity to push herself. She follows in the footsteps of SMS alumnae and Lifer Maelle Reed, who attended CSS Victoria as a rugby player, and who now plays for the University of Victoria’s varsity women’s program. One of the benefits of attending SMS is the flexibility the school offers and its willingness to customize timetables to accommodate student needs. But attending Sport School is no easy path. The time management, internal motivation, and organization required to balance life at two different schools is for only the most motivated of students. To better understand what a typical day looks like for an elite athlete, we asked Lily to outline a day in her life.
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A DAY IN THE LIFE OF SMS STUDENT AND ATHLETE
Lily Mannall-Fretwell 10:00 am: The start of the second period; 7:00 am: My alarm goes off, and
math with Mr. Tang.
I rush to turn it off as quickly as possible. I lie in bed, trying to motivate myself to begin the busy day ahead of me.
11:00 am: Second period ends, and the third period starts. During this time, I have a spare block, so I spend it working on and catching up with homework, which is never in short supply in my life!
7:05 am: My second alarm goes off,
11:45 am: It’s time to change out of
making sure I haven’t dosed off and signalling that I must now get out of bed.
my uniform and into my training gear. I layer up because biking in January can be really cold. I put all my books into my backpack and make sure that everything is secure in both my bags; I don,t want anything falling out on the ride.
12 noon: Before getting on my bike, I head to Alexis Hall for 8:00 am: I am all ready for school, and I have a quick breakfast before heading out the door. Each day I carry with me a minimum of two school bags. I have my backpack, which is where all of my binders, notebooks, and textbooks live, and I have my bike bag, which is where all of my training gear goes.
lunch, which for me usually consists of a salad and lots of complex carbohydrates to give me a good source of energy before my training later in the day.
12:15 pm: I hop on my bike and begin riding out to PISE (Pacific Institute for Sport Excellence) to attend the Canadian Sport School where I spend my afternoons. The ride to PISE from SMS is about five kilometres, which takes about 20 minutes.
12:45 pm: My workout begins. We start with some mobility exercises, then move into our strength training for the day, and finish with some stretching.
8:15 am: I head off to school at SMS.
8:30 am: First period starts, and this Tuesday morning that means I have Comparative Cultures with Mr. Potestio.
9:45 am: It’s the end
2:20 pm: I finish my workout and have
of the first period which means it’s first break; time to grab a snack.
10 minutes to freshen up before my study block starts.
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8:30 pm: I arrive home; I finally get to have dinner and by this point I am STARVING!
2:30 pm: Each day we have a study block at CSS, and I usually use this time to work on my online English or chemistry courses. One of the challenges of attending Sport School is having to make adjustments to my timetable. SMS has been extremely accommodating and supportive, but some courses just don’t fit. For that reason, I am taking two self-directed online courses, and that has definitely been a new challenge.
3:30pm: It’s been a long day already, but study block
9:30 pm: I’ve finished dinner and help with cleanup, but there is no time to relax as I still have homework that needs to get done.
11:00 pm: I’m starting to get really tired. I finally put away my
is over, and it’s the end of the school day. I have an hour and a half to get some other homework done before my soccer practice at PISE later tonight.
schoolwork, have a shower, and get ready for bed.
5:00 pm: My grandma drops
11:40 pm: Time to get some shut-
my sister off for her practice at PISE and brings a snack for me.
eye before the whole process begins again tomorrow. My head hits the pillow, and I am out like a light.
5:30 pm: After eating my snack, I spend another half an hour on homework.
6:00 pm: I change (again) for soccer practice and pack up my school bags.
BEING A STUDENT-ATHLETE comes with some challenges, but the benefits completely outweigh the obstacles at the end of the day.
6:15 pm: I head down to the field for a 6:30 p.m. practice start time.
Through Sport School, I have been able to meet a whole new group of individuals who, just like me, are striving to be the best possible in their sport. Each afternoon I get to have a unique and incredibly fun experience exercising and learning what it means to be a high-performance athlete. Not only that, I still get to hang out with all my friends at St. Margaret’s in the morning, and I have been able to fit most of my mandatory courses into my very complicated timetable.
6:30 pm: Practice starts. Tonight was a fun practice, but after this training session, I’m ready to head home and eat.
8:00 pm: Practice finishes, and it’s time to head home in my carpool group.
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While there have been some moments of frustration and exhaustion throughout this year, I have never once regretted my choice to participate in the program. Everyone at St. Margaret’s, including all my teachers, has been incredibly accommodating of my unique schedule; without their support, it would have been challenging for me to navigate all my schooling and athletics this year. As Wayne Gretzky once said, “You miss 100% of the shots you don’t take,” and this was a shot that I definitely had to take.
YOUNG ALUMNAE EMERGE AS
LEADERS in STEM
KATIE MCGOFF, CLASS OF 1999
S
VICTORIA COOK, CLASS OF 2002
kipping dinner and going straight for dessert is often frowned upon, but once a year at the St. Margaret’s annual Bubbles and Chocolate alumnae event, it’s not only acceptable, it’s encouraged. On November 22, 2019, 76 years of SMS women came together to celebrate, reconnect, and honour emerging leaders. One hundred attendees from the Class of 1943 up to the most recent Class of 2019, including eight former Head and Deputy Head girls, gathered in Alexis Hall to share stories and memories.
Last year at Bubbles and Chocolate, a new annual award was unveiled to honour our emerging leaders. The award recognizes outstanding alumnae who demonstrate exceptional skills and extraordinary potential. This year’s recipients were Katie McGoff, Class of 1999, and Dr. Victoria Cook, Class of 2002.
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Meet the EMERGING LEADERSHIP AWARD winners
KATIE MCGOFF, CLASS OF 1999 KATIE MCGOFF discovered a love for technology in Grade 10 when she realized that she actually looked forward to doing her computer science homework. Today, she is an innovator and a leader for women in STEM (science, technology, engineering, math). After graduating from SMS, McGoff went on to complete a Bachelor of Computer Science with a software engineering focus at the University of Victoria. During her time there, she did several co-op terms, most notably working on the control software for the Canadarm2, Canada’s robotic arm on the International Space Station since 2001. McGoff spent eight-years working for a local software company before starting her own consulting business, Big Bang Analytics. As chief technology officer, she helps clients gain access and insights from their data in a meaningful and useful format, providing project guidance and management through all stages of planning, development, and deployment. Her latest contract is with the provincial government, serving as a senior software developer to modernize government systems. With over 15 years of experience in enterprise web development, McGoff has been able to adapt and thrive through the challenges of changing technology. In an industry that is often male dominated, she has become a leader in her field. She mentors other women as a member of Island Women in Science and Technology, an organization whose mission is “to build a trusted community of women in STEM, developing peer connections, learning and growth, and camaraderie.” When asked about the benefits of attending St. Margaret’s and learning in an all-girls environment, she said: The lack of distraction! For me, the all-girls environment was fairly stress free, with a great group of friends and classmates. There’s always drama in your teens, but the all-girls school environment made that a little bit simpler.
VICTORIA COOK, CLASS OF 2002 VICTORIA COOK was passionate about science from an early age, and her love of STEM-related subjects was evident during her time at SMS. She graduated from the University of Victoria with a Bachelor of Science in biology and biochemistry, and after a summer studentship sparked her interest in genetics, she went on to complete a Master of Science in neuroscience and later a degree in medicine from the University of Alberta. During her first-year medical residency in pediatrics at the University of British Columbia, Cook was mentored by the head of the Division of Pediatric Clinical Immunology and Allergy, Dr. Edward Chan. It was largely because of this relationship that she pursued a fellowship in clinical immunology and allergy. During this time, she was recognized with the Kristin Sivertz Resident Leadership award for her role in the development and implementation of an expanded simulation curriculum for the pediatrics residency program. Cook is also passionate about innovation in health care and the use of technology to empower patients to manage their health. This passion led her to collaborate with her colleagues to create the Allergy Check tool and app to help patients and parents understand whether a food allergy may cause specific symptoms and whether further advice from an allergy specialist is recommended. The creation of this tool began as her fellowship research project and remains the focus of ongoing research as she continues in clinical practice. After spending many years on the Lower Mainland working at the BC Children’s Hospital and as a clinical instructor in the Department of Pediatrics at UBC, Cook and her husband moved back to Victoria to set up an outpatient allergy and immunology practice. Her goal is to establish a centre of excellence for allergy care that will reduce lengthy wait times and ensure access to oral immunotherapy, an exciting new therapy for food allergies. When asked about the benefits of attending St. Margaret’s and learning in an all-girls environment, she said, I’m grateful to have had the opportunity to learn and grow in a relatively small and supportive community, with opportunities and resources that might not have been so accessible in other settings. Although academic success was valued, the atmosphere that I recall was more collaborative than competitive, and this approach to learning has been invaluable to me. Congratulations, Dr. Cook, for all you’ve accomplished. We look forward to seeing what the future holds.
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IN TOUCH by Janine Cowie, Alumnae Relations
ALYCIA COULTER–SMS 2011: Director, government relations at Canadian Home Builders’ Association of BC BLAIRE HE–SMS 2015: Risk rating specialist at TD
MAISY LEE–SMS 1986 Maisy visited the SMS campus this past September, the first time she had been back since graduating.
SEEN AROUND CAMPUS BARBARA HADDON, (Berry)–SMS 1950 Barbara and her daughter Diane (with dog Holly) dropped in to SMS while road tripping through Canada and the U.S. in August 2019. Barbara attended Grades 9 and 10 as a boarder, leaving in 1950 when her family moved to Washington. After high school, Barbara studied nursing at the University of Washington. She married prior to finishing and did not return to school. She has four children and has been living in California for the past 57 years. Her favourite memories from SMS are going to church every week, the “scary” math teacher, Mrs. Godson, and her best friend Mary Ellen McNaught, who was an attendant at Barbara’s wedding. Barbara tried to find Mary Ellen many years ago, but was unable to because she doesn’t know her married name. She would love to be in touch. Can anyone help?
Originally from Hong Kong, Maisy attended SMS as a boarding student. After earning a bachelor’s degree in pharmacy from UBC, she changed direction, becoming a cabinet maker in Ontario. She now is the owner of The Pine Closet, a design and custom woodworking company, and she designs at Leslieville Kitchens in Toronto. Maisy loved her time at SMS and credits it for showing her how to become independent, make her own friends, and find herself. ALIX CORWIN–SMS 2018 Alix stopped by the campus for a visit while on a break from studying medicine at Mount Allison University in Sackville, New Brunswick. SOPHIE BEAUCHESNE–SMS 2018 Sophie recently stopped by with fellow alumna and former classmate Alix Corwin to say hello. Sophie is enjoying her gap year and keeping busy working in Victoria.
NICOLE LAIRD–SMS 2014: Dining room manager at Keg Steakhouse
SOPHIA CHEN–SMS 2018 is in her second year at the London School of Economics in England. LAUREN EBATA–SMS 2018 attended this year’s Carol Service to play in the band. She is currently in her second year of engineering studies at UVic and is working on the Site C Dam on a co-op work placement.
WHERE ARE THEY NOW? OLIVIA BAO–SMS 2019: Happy studying Strategic Design and Management at the Parsons School of Design in Manhattan ALYSHA BECKER–SMS 2018: Studying zoology at UBC Okanagan in Kelowna, and loving the campus WANDA BOYER–SMS 2006: Associate software engineer– backend developer at Kabam
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MAGGIE LEE–SMS 2001: Programme management coordinator “SEA circular” at United Nations Environment Programme, Bangkok, Thailand LUCIA LUO–SMS 2019: Happily studying at SFU BETH NUNIAM–SMS 2004: Management consultant/nonprofit board director at Gevity CATHY PENG–SMS 2018: Happily studying at SFU ASHLEY SAWCHUK–SMS 2014: Recently promoted to account development manager at General Mills MONICA SONG–SMS 2019: Fully immersed in life at McGill University in Montreal, hoping to improve her French while pursuing a double major in economics and science CAROLINE (I FANG) TSAI–SMS 2008: Event and wedding manager at AYANA Komodo Resorts, Waecicu Beach, Indonesia VIVI ZHANG–SMS 2018: At the University of Toronto, in her second year studying at Rotman Commerce in their business program
CONGRATULATIONS
FAREWELL
DR. MILÉNA SANTORO We are sorry to say farewell to (Andrews) – SMS 1983:Adding these alumnae and former SMS to her already impressive array teachers. of awards (see Spirit magazine, fall 2019), Professor Miléna Santoro was awarded the Ordre des francophones d’Amérique by the Conseil Supérieur de la Angue Française of the Quebec government in October 2019. LOUISE HUNECK SMS 1971 Louise is the visual arts teacher here at SMS and recently celebrated her 33-year anniversary teaching at St. Margaret’s School!
STATS The current population of St. Margaret’s includes daughters, nieces, and granddaughters of alumnae. We also have teachers who are alumnae, including our Senior Years Principal. The benefit of an all-girls learning environment runs strong.
12
Current students with alumnae connections
14
Current students of staff or former staff
4
JOAN FIRKINS–SMS 1961: Congratulation to Joan Firkins, SMS Service with Love recipient 2019, who was inducted to the British Columbia Softball Hall of Fame on October 19, 2019. LOIS BEATTY passed away September 10, 2019. Lois taught English from 1998 to 2002. Family, community work, and teaching were the joys of Lois’s life. She earned an honours bachelor of arts from University of Western Ontario and a master’s of education from UVic. Lois leaves behind her beloved husband of 49 years, two sons, and grandchildren.
KARL KUCHNOW passed away in 2019.
MARY NEMES (Beckton) passed away December 16, 2019.
Karl was at SMS from 1979 to 1988 teaching biology, science and German, and he was a passionate volleyball coach.
Mary, class of 1953, attended SMS from 1942 to 1948. She was fond of hiking, travelling, and amateur theatre while living in Toronto. She leaves behind a sister, and 11 nieces and nephews.
Current staff who are alumnae
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A St. LSt.U M N A ESchool LUNCHEON Margaret’s Margaret’sSchool Confident girls. Inspiring women. Confident girls. Inspiring women.
St. Margaret’s School Confident girls. Inspiring women.
You YouAre AreInvited! Invited! You Are Invited! SPRING REUNION SPRING SPRING SPRING Celebrating Service with Love Alumnae Awards REUNION REUNION REUNION Celebrating Celebrating Save the Date | SATURDAY, MAY 2 | 11:30Celebrating am to 2:00 pm Service Servicewith withLove Love
CONTRIBUTORS AND SPIRIT TEAM Kelley O’Grady–Editor–in–Chief Contributors–Janine Cowie, Annual Fund & Alumnae Relations Manager
Photography–Kelley O’Grady, Jeanine Stannard, Philip Pierce, Derek Ford Art Director/ Designer–Laurie Darrah, Refinemark Copy Editor–Ruth Wilson, West Coast Editorial Associates
St. Margaret’s School 1080 Lucas Avenue Victoria, British Columbia, Canada V8X 3P7
Service with Love
www.stmarg.ca @saintmargarets
@stmargaretsschool @st_margarets