IMPRINT
DEC 2018 VOL 18/ISS 1
FOR THOSE WHO EXPECT MORE THAN A TRADITIONAL EDUCATION
IMPRINT : DEC 2018 : VOLUME 18 / ISSUE 1
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TABLE OF CONTENTS FROM OUR LEADERS
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Letter from the Head of School
MANAGING EDITOR Kelsey Hayre Advancement Officer
FROM OUR LEADERS
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Message from the Senior School Prinicpal FROM OUR LEADERS
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Message from the Junior School Principal ENRICH
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Japan 2018
SENIOR COPY EDITOR Isabel Sankaran-Wee Director of Advancement PHOTOGRAPHS Clarence Chan Kelsey Hayre Aldrich Tan
EXPLORE
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Outdoor Experiential Education and Mindfulness EDUCATE
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Mindful Thinking in Design PROFILE
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Stratford Hall Alumni Profile: Where are they now? ENRICH
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A Measure of Mindfulness for our Digital Obesession EDUCATE
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A Place to Think. A Place to Create. The IDEA Lab ENRICH
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Term 1 Sabres Athletics PROFILE
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Staff Spotlight: Kiran Shoker EXPLORE
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Snapshots at Stratford Hall ENRICH
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My Gift of EID Cost me Nothing!
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Save the Date
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Annual Report 2017-2018
Imprint is published three times a year, expressedly for parents, students and friends of Stratford Hall. Imprint is copyright © 2018 Stratford Hall IB World School, Vancouver, BC, Canada. Please contact our office to be added to the mailing list.
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FROM OUR LEADERS
Message from the Head of School Being a Mindful Leader In a world of constant distractions, being a mindful leader is both a challenge and necessity. Our brains are often scattered with so much work and so little time (at least mine is) that we can’t focus on a conversation or task as fully as we would like. That’s where mindfulness comes in, helping us connect with ourselves - and others - in a more meaningful and authentic way.
“Healthy mind, healthy body. That’s my motto”.
Mindfulness is the quality or state of being conscious or aware of something; a mental state achieved by focusing one’s awareness on the present moment, while meekly acknowledging and accepting one’s feelings, thoughts and bodily sensations. The state of mindfulness can aide in our ability to lead with clarity and result in a greater sense of personal awareness and satisfaction. While I don’t confess to be the role model as a mindful leader, my professional experience has been enhanced through the adoption of mindful practices in my daily life. The most simple, yet profound, mindful activity that has enhanced my well being has been deep breathing. I have always exercised to relieve stress, but over the past few years, I have also begun to practice deep breathing to enhance my well being. This all began after a fitness guru
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taught me how to breathe correctly when running (yes, there is a way). Realizing the benefit of greater body control, stability and enjoyment while running, I began to practice deep breathing throughout the day at work to both relax and refocus. Additionally, as I’ve aged (I’m now in my 5th decade), I realized I needed to stretch more frequently to stay healthy (again, advice from the fitness guru). The practice of combining deep breathing and stretching has made me more aware of how I feel throughout the day and reminded me to exercise good posture and movement throughout the day. These mindful practices have enhanced my ability to lead effectively. When I started as a school principal in the late 1990s, mindfulness was but a small fringe movement in schools. Twenty years ago, school administrators were encouraged to be clinical and strategic, not meditative and mindful. Over the years, principals and school heads have been encouraged to become more holistic. Certainly, this is at least partly a result of the mindfulness movement, which has gained momentum in the past two decades, and found a place in schools which are struggling to “ground” students, and staff, in their knowledge of self and surroundings.
FROM OUR LEADERS
A good friend, and mentor, reminds me that being a mindful leader is about being fully present for myself and becoming skilled at understanding my feelings and needs -- and being attentive to that of others. Through learning to breathe, whether in a meditative posture, or running or cycling, I have learned to be more in touch with myself. A benefit of combining fitness with mindfulness has been that I am more aware, and in control, of my thoughts, emotions and physical self. Practicing mindfulness - being present and attentive - helps me focus and refocus my interactions and strengthens my awareness. Combined with the experience of focused activity, I become less stressed, sleep better, and experience more peaceful moments in my day. When I am relaxed, positive, alert and open-minded, there is more clarity in my thinking and decision making at school, and furthermore, my life outside of school.
Sometimes it’s the simplest of ideas that have the greatest benefits. I can summarize my pursuit of mindfulness in this expression: Healthy mind, healthy body; healthy body, healthy mind. Both are required for my well being and my development as an effective leader.
Dean Croy Head of School
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FROM OUR LEADERS
Mindfulness BY: Michelle Douglas Senior School Principal
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FROM OUR LEADERS
I enter into a Grade 8 classroom and the sounds of breathing, inhaling through their nose and exhaling out through their mouth, is all that can be heard. Calm and peace fill the classroom as I see our students in a mindful moment through ‘box breathing.’ They are practicing the mental focus of being in control of their thoughts, body and emotions as they learn to listen, feel and be in control of their breath. With one of our Grade 8 students saying, how it helps to “reset and calm down so that we are ready for class.” This is just one of many reflective practices taught to our students. Mindfulness practices come in many, many forms and may be as simple as taking a walk around Trout Lake. As our students experience a variety of mindfulness practices, they will discover which strategies resonate for them and develop a toolbelt of different practices. They will be able to draw upon these and know the importance of being aware of their own thoughts and feelings.
What do you like about this practice? •
I asked our Senior School students a few questions about mindfulness in the classroom. Below are their thoughts.
“One thing I do like about this practice is how it is kind of like a “moment of silence” and allows you to think about some personal or important things without speaking out loud. I also like how we are able to take a few minutes of our day and think about someone we are thankful about which makes us better people in my opinion in terms of our actions and temper towards others.”
Do you feel our breathing exercises before class are helpful? Why or why not? •
“I think that the exercises are helpful, because our class is very ‘high maintenance’ so having that reset button pushed, helps our class and ourselves work more productively.”
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“I find it helpful because it sometimes helps us focus better in class.”
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“I think it’s helpful because it can help me relax. Sometimes I come back from PE and I feel tired and hot, so the breathing can help me get into the class.”
“I like that this practise clears the negative thoughts”
Should Senior School students learn mindfulness?
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“The simplicity”
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“I like how relaxing it is”
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“Yes because the exercises are very helpful to get rid of stress, make you more concentrated and calm, and it’s really important to know how
to manage stress”
Connection to Empathy
“Breathing exercises can really help because they calm you down”
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“I like that it is very calming and that it is the one point in my day where I can relax”
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FROM OUR LEADERS
Mindfulness in the Junior School BY: Greta Bartsch Junior School Principal
the Harvard Graduate School of Education who studies ethics and citizenship online, James discusses mindfulness as critical to our social and emotional health, as it addresses the need to monitor our daily use of devices, take a beat before responding to texts, and to be prudent and critical about where we get our facts.
If you do a quick Google search for “mindfulness” you’ll uncover hundreds of definitions, book titles, how-to videos, and vlogs. It’s a hot topic within our general culture these days, though not a new idea. IB schools have been incorporating mindfulness strategies into daily class activities for years now, Stratford Hall included. Generally speaking, mindfulness is bringing awareness of what’s happening in the present moment. Common to many cultures and faiths, mindfulness practices have found their way into schools and businesses as a response to the busyness and hectic pace of the day and the worry that infiltrates our lives. By simply focusing on controlling our breathing, we can access regions of the brain we normally don’t activate, thereby calming our bodies and shifting our thinking. There is research to suggest that being bored (what
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I call mindlessness!) even plays a critical role in brain function, because when we are not engaged in anything in particular, we actually ignite a default mode which allows our brains to make different connections, those we need to be creative and solve problems.
Dr. Shimi Kang, a Vancouver-based Harvard-trained doctor, researcher, author and speaker has developed an entire method of wellness for children based on POD: play (cognitive flexibility), others (social skills), and downtime (wellness tools), echoing the importance of mindful qualities to promote innovation, leadership, and resilience for children. So what does it look like at school?
Parents and guardians will always be the most important influence in children’s lives, but at school we teach tools and strategies that empower children to be mindful. We provide lessons and time to practice these tools for self-regulation, teach children to calm themselves down, manage anxious feelings, and self-soothe.
Teachers regularly practice mindfulness. We begin each meeting with a quiet moment, space to gather our thoughts and settle our breath. This is generally followed by sharing “gratitudes,” showing appreciation for the big and small ways we impact each other’s work. We are then poised to focus on the heavy-lifting of curriculum planning and creative problem-solving.
In this digital age, mindfulness can especially benefit our online interactions. Project Zero research director, Carrie James, calls it “conscious connectivity.” As a sociologist at
This practice filters down to our students. In the classroom, a mindful approach means that when tension arises between students, we ask students to take a breath to look for the need behind
FROM OUR LEADERS
the behaviour. They learn to slow down before responding, often avoiding escalation of a situation. Mindful feedback means that teachers are using intentional language to focus children on the skills that will serve them long-term. For example, in complimenting a student for finishing math work quickly, a child is recognized for being fast. The learning? Smart = fast. Sounds good, sort of, except when the work is more challenging and more time is genuinely required. Then the student can have a bad experience, thinking they’re not good enough because they can’t do it quickly. The result: closed to learning, or, the student chooses the easier task in order to seem smart again.
to mindfully be appreciative at the end of the day •
mindful breathing: taking time to notice our breath and calm our amygdala down so our prefrontal cortex can focus
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yoga postures: individual and partner stretches extend our muscles and focus our brains
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Mindfulness in Kindergarten Tricia Grzybowski
acts of kindness: reflecting each day on how we have filled other’s buckets
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Mindfulness is an approach we have adopted through professional development and awareness of the MindUP! Program. In Kindergarten, we aim to increase our awareness of our brain, physical bodies, impact on others, breathing, and senses.
kindness towards our world: creating an action board of ways we have impacted our environment in a positive way
This brain-based research approach centres on conscious awareness of the present moment. We all should take moments throughout the day for explicit mindfulness.
Mindful feedback means we are intentionally in our language. Better to acknowledge the effort and skill used. When a teacher says, “you worked really hard there, do that again,” the feedback is that the student can work hard, and can work hard again. The result: open to learning, and willingness to choose hard tasks.
Some strategies that we incorporate into the classroom to help garner greater awareness of ourselves and how we move through our day include: •
thankful rocks: identifying a rock as our own and using it
Mindfulness in Grade 1 Nicole Ottahal One way mindfulness is taught in Grade 1 is through exercises connected to the five senses. It is based on the MindUp program and
uses our senses to create moments of heightened awareness of the things that are around us, things we might not notice most of the time. In one exercise, students are invited to take a few deep breaths regularly throughout the day, to pay attention to their body as a way to reset and bring calm and focus to situations. Mindfulness can be thought of as awareness and the Grade 1s are learning to notice how their feet feel in their shoes, how their bodies feel when they have different emotions. When we do mindful looking, we stop and zoom into items around us that we do not usually notice, such as a cobweb hanging on the ceiling, the lines that form roads on our hands, the tree swaying outside. Through mindful listening we stop, breathe deeply to settle in and listen really hard for the sounds around us that drift through. Suddenly we can distinguish new sounds, and reach even further and be detectives in our search for the quietest sounds. Students are practicing ways to regulate their bodies and thoughts in times of stress and conflict using a variety of tools . The simple practice of using the five senses provide opportunities to tune in and bring their best selves forward.
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JAPAN
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Highlighting our Japan Trip BY: GIllian Louie Learning Specialist
Travelling to Japan with Stratford Hall students, for the third time this year, was an exceptional experience. Developing the relationship we have with Tamagawa University School, in that we are now forming lasting bonds between teachers and students, is certainly a highlight of being involved in international trips at Stratford Hall. It was so lovely to walk into their MYP classes and be greeted by the familiar faces of students who had visited us over the past four years. The bonds that have been created between not only the students, but also their families, is heartwarming to watch unfold. When both Stratford Hall families, as well as Tamagawa families are in tears when we say farewell, it is a testament to the value of this program. Providing the opportunity for our Grade 8 and 9 students to learn and experience Japanese culture first-hand through both the homestay program, time spent attending classes at Tamagawa University School, as well as touring around as a group, is something of which Stratford Hall should be very proud. Our students not only represented their school and their country with pride, they also demonstrated true risk-taking and open-mindedness as we experienced new places, people, not to mention new food!
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As we got back on the plane to Vancouver, I asked our students to highlight one part of their trip. Below is what a few of them had to say.
“My trip to Japan taught me a lot of things. Not only did I learn about the culture and country, I also learned how to be independent.” - Hannah Chin “One thing that really stood out for me was the very warm welcome from my homestay family when they gave me a cake that said, “Welcome to Japan!” - Luke Wilkie “Having an opportunity to travel the other side of the world is something that I will never forget.” - Madi May “Going on an international trip not only made me a more conscencious traveller but also allowed me to explore a new country and environment with my friends.” - Wesley Tsui “It’s crazy how you can learn to appreciate and love someone that is a stranger at first, just by staying and going out with them for a few days” - Alegria Rohlfs “Japan was the best experience of my life!” - Thomas Westlake “Japan is a beautiful place with beautiful surroundings and wildlife.” - Kaniel Jacob-Cross “I had such a great time in Japan, and it is an experience I will cherish for the rest of my life” - Hughie Williams
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EXPLORE
Stratford Hall Outdoor Experiential Education and Mindfulness BY: Sarah Martz Senior School OEE
Very special to Stratford Hall’s holistic learning philosophy is the long standing tradition of providing students with outdoor experiential education (OEE) opportunities. This is where learning is done through being actively engaged in meaningful experiences outside of the classroom. At Stratford every grade from Kindergarten to Grade 12 participates in numerous outdoor trips, whether it’s camping, paddle sports, climbing, or a field-trip to Science World. Nature is the best science lab, and these trips are ideal for fostering mindfulness 14
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practices, environmental stewardship, building collaborative skills and pushing boundaries through risktaking. As our students enter into the Senior School, it is easy to allow our busy lives to distract us from the connection and balance between us and our physical world. Distract us from the balance between the sun, the earth, the trees and the water. Experiencing and protecting these connections through experiential learning is held with great importance. As we step out of our classrooms and reconnect
within the natural world it also provides us opportunities for mindful moments. Our Grade 10 students, for example, started their year with a very challenging multi-day wilderness camping into the Stein Valley near Lytton. They built on their previous experiences and skills gained from OEE, including having completed rigorous Wilderness First Aid training. Within this journey, students hiked in all their own camping gear, set-up camps, planned and made their own meals, as well as took care of themselves and each other. Challenging themselves through these activities demanded
EXPLORE
they draw on mental as well as physical strategies of resilience and mindfulness. Furthermore, the connection to the history of the region with Nlaka’pamux people’s ochre pictographs made centuries ago provided the opportunity for students to reflect on their own personal connection to nature. Learning cultural significance and environmental awareness is a natural part of outdoor experiential learning, as well as fostering positive relationships with others and self. Outdoor experiential learning includes experiencing the world with all senses–hearts and minds engaged. For example, the feel of gliding across water while reading the winds propelling the sailboat; the crew working together to travel safely, controlling the speed and direction. While canoeing students experience an ancient way for humans to travel learning specific
paddle techniques necessary to navigate tranquil lakes, undulating ocean waves, and fast rapids. Canoeing only works if you
a bellaying certificate they actually take on the responsibility to have another person’s life in their hands and practice co-creating trust.
“Outdoor education is critical to childhood development: spending time outdoors helps children develop helathy bodies and minds. They develop an innate sense of their connection to the plants. animals and systems of the natural world.” communicate and collaborate, so these skills are honed actively in the process. For an activity like rock climbing, students can challenge themselves by overcoming ever greater challenges in a safe environment, while also encouraging each other. For those that decide to complete
Cultivating an environment of safety, responsibility, and trust is a common element of outdoor experiential learning that supports the overall experience of the Stratford Hall community of learners.
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EDUCATE
Mindful Thinking in Design Time BY: Meg Penafiel Teacher Librarian and Design Learning Specialist
Our design classes are opportunities for students to practice skills as thinkers, approaching learning through a design thinking lens. We are all creatures of habit, and our thinking habits, both positive and negative, begin to develop at an early age. We want our students to be conscious of their thinking as they learn in order to develop growth mindsets and creative, flexible and reflective thinking skills. ‘Thinking about one’s thinking’ has great psychological and physical health benefits.
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judgment, paying attention on purpose to one’s thinking, and being in the present moment. If you ask our PYP students what
Mindfulness is the intentional nurturing of positive states of mind such as kindness and empathy.
Deferring Judgement
our brainstorming rules are in our design classes, they should be able to point to a list of several of them! Ask them to think of the visuals we doodle to remember the brainstorming rules, since this usually helps trigger their memory.
In mindfulness & meditation, there is a heavy reliance on non-
One of the key brainstorming rules is to Defer Judgement, that is, to
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hold off on judging the ideas of others and even harder sometimes to hold off on judging their own ideas. There are several reasons why this is important for ourselves as learners, designers and human beings. Asking students to hold off on judging their ideas allows them to let their ideas surface more easily and to inspire additional ideas. This is important in design since the more ideas we have, the better our ideas will be (another brainstorming rule is Go For Volume). Deferring judgement also helps us create an environment where students feel safe sharing their ideas and taking creative risks. It is when students feel safe that the wildest and most beautiful ideas appear. As soon
as students are not in judgement mode, they are better able to pay attention to what is actually being said and be in the present moment to accept what they are feeling, and not let these feelings prevent ideas or people from being heard.
EDUCATE
Design thinking provides a systematic approach for students to practice listening to others, hearing their perspectives, withholding judgement and then taking action to help their client. Empathy is at the heart of our PYP design cycle, and compassion, empathy and focus are essential for human centered design. Through our design classes at Stratford Hall, we are creating a culture where students move from empathy to action, a key element in the IB programme. In many of our design classes, students are presented with clients for which they must design something that will solve or improve their client’s specific problem or challenge. If students can practice deferring judgement, they will be much better equipped to listen to the
needs of their clients whether their client be someone in another grade, someone in the school community or someone outside the walls of our school (or a marketing executive in their future career!). To succeed, students must be mindful of who they are designing for. Students may not feel empathy right off the bat, but through their design challenges, they begin to connect more deeply with the situation of others. And just as meditation takes years and years of practice so does the ability to be compassionate and empathetic.
this concentrated attention, so when we encourage students to incorporate the art of mindfulness into their learning, they develop skills that will benefit them as designers and creative thinkers. Our students are filling their learning toolbox with skills that will help them become strong problem solvers and leaders in any field they choose, leaders who can design solutions for our future.
Mindful practices help us stay focused. They allow us to slow our thinking down and pay attention to the present. Creativity and problem-solving requires
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PROFILE
Stratford Hall Alumni Profile: Where are they now? Annie Hsu Grad 2014
I am currently a 5th year student studying English Literature and Education at UBC. During this time, I have had the opportunity to volunteer at the UBC Daycare and participate in the Co-op program. In Co-op, I worked as an Administrative Assistant for the RCMP, and as a test centre operations intern at Paragon Testing Enterprises. I am currently working to finish my degree, and I am planning to go on exchange to Australia for one term before completing my degree. My first year at UBC was a new experience. The familiar faces and voices that greeted me at Stratford suddenly disappeared. While adapting to larger school life was hard, I believed that Stratford helped me prepare for the challenges of university. Because of the close SH community, I learned to work up the courage to talk and speak to teachers when I need help. The study methods and habits I picked up from my time at Stratford helps me stay on track. My advice to students is to take breaks when you need them, be open-minded, and try something new. In university, many are still unsure about what to do and will switch majors and discover new interests. It is great to have a goal now, but it is important to remember it is okay if the goal changes. In university, there are also lots of new roads to explore. I never considered a Co-op or exchange when I entered university, but after completing my Co-op, I can say that I was very glad I applied and got the chance to gain a great work experience. I believe that my choice to go on an exchange will be a beneficial experience too.
Kevin Yap Grad 2014
Hi Stratford Hall community! My name is Kevin, and I graduated from Stratford in 2014. I’m currently finishing up the final year of my computer science undergraduate degree at UBC. After I graduate, I’ll be working as a software engineer at Google Seattle. I truly believe Stratford Hall played a large role in getting me to where I am today. One thing that I found extremely valuable was, interestingly enough, English and History HL as course offerings. While those two courses may not appear to have much relevance to computer science and software engineering, they proved incredibly useful for building critical thinking skills — making connections between seemingly disparate concepts, synthesizing new ideas, and learning how to properly vet and cite sources. More now than ever, the value of school is to teach the skills required to adapt to a constantly evolving world, rather than to prepare oneself for one thing in particular. Speaking from my own personal experience at various internships, the most productive
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PROFILE PROFILE
people aren’t those who already know everything, but those who have the ability to break down complex problems into smaller subtasks, and search for the information that they need to complete those tasks. Most Grade 12 students won’t know exactly what they want to pursue, and that’s totally okay! My advice to current Stratford Hall students is to explore all possibilities available to you. Choosing a career solely for its financial payoffs or perceived prestige isn’t necessarily the path that will lead to the greatest overall fulfilment. Post-secondary life brings many more opportunities to grow as a person and figure out what exactly you want to do. In other words, your IB examinations are certainly important, but not the be-all and end-all. Remember to always keep an open mind, as the world is changing at an ever-increasing rate, and nobody knows for certain what skills and jobs will be in demand in the future.
Sharada Balaji Grad 2012
Hi! I’m Sharada, and I graduated from Stratford Hall in 2012. I went on to get a Bachelor’s degree in Engineering Physics from UBC, which (as the name suggests) turned out to be a lot of math and physics. I graduated from UBC last year. Since then I’ve been working as an engineer at a small company in Burnaby called Osensa Innovations. It’s a cool job doing research and development with fiber optic sensors, and I get to actually apply my degree every day. Looking back, being at Stratford Hall and doing the IB programme gave me advantages that I didn’t realize initially. There was the obvious benefit of using IB credit to skip first year courses, and generally being ahead of most other students where I had HL course knowledge. Then there were other bonuses like being able to appreciate subjects that weren’t just engineering, turning a CAS activity into a hobby, and (probably the most important) knowing how to learn on my own. These were things that only being thrown into the deep end of a wide range of subjects for two years could have taught. I also developed a new appreciation for Stratford Hall’s teachers, and the level of interaction and help I could get from them, right from the minute I started here. This was what I missed most when I moved to a large university; there’s a lot more anonymity and fewer people looking out for you. Knowing what I know now about the world after high school, whatever you choose to do, stay open and flexible about career paths and opportunities-- things are changing quickly and constantly. Enjoy being at Stratford, eat good food, and take the time to do fun things. Good luck!
WE WOULD LOVE TO HEAR FROM YOU! Please take a moment and send us your story. What have you been up to? Have you done anything interesting recently? Did you recently get married, have a baby, graduate, or go on a fantastic trip? Email us at alumni@stratfordhall.ca Save the date! The 2019 Alumni Reunion will take place on Thursday, June 13, 2019. More details to come.
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A Measure of Mindfulness for our Digital Obsession BY: Ellis Herbert Director of Technology
The most common questions I am asked by parents at Stratford Hall are on the theme of technology ‘addiction’ conventionally referred to as screen addiction. Questions range from ‘How much screen time is acceptable?’ to ‘We have a real problem at home, what can we do?’. The quick answer to this question is for a child to achieve a media balance with their consumption of all manner of information which is omnipresent on the internet. Common examples of media being social media like Facebook or gaming such as Fortnite. This answer often prompts the question of
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how media balance can be achieved. The answer to this question is less straightforward as this subject is engrained in our syllabus of digital literacy at the school with age appropriate learning enabling our students to thrive in a digital world. I can however shed some light on the subject of achieving a media balance through mindfulness and its relationship with technology. The relationship with mindfulness and technology is not a one way street with technology abuse being the root cause of addiction. Just like the powers of DC or Marvel comic super heroes being used for the good of mankind, the power of technology can be harnessed as a solution to enable children to thrive in a digital world as opposed to being part of the problem precipitating anxiety and counter productivity. Mindfulness enables us to focus our attention to experiences occurring in the present moment or albeit give us focus not to get lost in the device
in the context of technology with screen addiction. With mindfulness we can keep our self in check whilst using a device and be aware of what we are actually trying to achieve as opposed to mindlessly missing out on quality time with family, combating compulsive thoughts about getting online or using digital media to regulate our mood, stress and sadness subconsciously. Technology can also facilitate mindfulness by conducting and amplifying the act or process of mindfulness. Technology in the form of wearables like the popular Fitbit can aid in certain components that a user wants to be aware of like heart or breathing rate and other key metrics. Virtual or augmented reality can provide controlled environments to focus on key aspects of mindfulness that a user wishes to attain. There are many applications for mindfulness and technology. Please consider doing your own research on the internet taking special care not to get lost in the moment!
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A Place to Think. A Place to Create The IDEA Lab BY: Andrea Ryan IDEA Lab Coordinator A typical day in the Idea lab is anything but typical. In one space, there might be DP Biology Students using Visual Thinking skills to model coronary occlusion and thrombosis, or PYP students applying their Design Thinking Skills to develop innovative solutions to deal with one of the many issues facing our water resources. There might be MYP students in one corner developing their creative thinking skills by coming up with 50 different uses for a brick (try it!) and teachers collaborating on cross-curricular learning activities in another corner. The Idea Lab is a space that connects curricular learning outcomes with hands-on activities all while developing creativity and thinking skills. It is also a space where students can pursue their own passions (from a grade 11 small business start-up to a student-led robotics club.) It is a hub where all grades and all members of our community come together.
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Term 1 Senior School Athletics Grade 8-10 Girls Volleyball
Our Grade 8-10 volleyball team had an unbelievable season. The team won silver at the St. John’s Dig It Tournament! Congratulations!
Grade 11 and 12 Soccer
The Grade 11 and 12 soccer team had an excellent competitive season. The team won gold at the GVISAA soccer championships and finished 8th overall at the BC Provincial championships.
Senior Girls Volleyball
Our Senior Girls Volleyball team had an astounding season as they won the Lower Mainland Zone championships to qualify for BC Provincial championships where the placed 12th out of 20 teams!
Grade 8-10 Soccer
The Stratford Hall Grade 8-10 soccer team had a tremendous season with a bronze medal. The team also received the “Most Sportsmanlike Team” award.
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Term 1 Junior School Athletics Grade 5 Soccer
The team had a great year playing exhibition games and finished with a Playday at Meadowridge School where they had victories over Southpointe and Meadowridge.
Grade 6 and 7 Soccer
Grade 6 Volleyball
Congratulations to our Grade 6 and 7 Soccer team on winning gold this season. The team was coached by Ms. Baylee Wilkinson. Well done, team!
The Grade 6 team showed a consistent positive attitude, and great skill development throughout the season. They always encouraged each other and had many victories at their Playday at the Richmond Olympic Oval.
Grade 3-7 Cross-Country
The Stratford Hall Cross Country Team had a great season, participating in four different meets. At the ISABC Championships, many athletes finished in the Top 16 for their division!
Grade 5 Volleyball
The Grade 5 Girls Volleyball team had an amazing season! This noncompetitive league encouraged skill development and team work. They finished the season with a ‘Playday’ playing against other local ISABC schools.
Gade 7 Girls Volleyball
The Grade 7 Girls Volleyball team displayed some tremendous improvements this year. They had a record of two wins and two losses in league play, but finished off the season winning the silver medal at the ISEA Championship tournament!
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PROFILE
Getting to Know Kiran Shoker: One Experiment at a Time to become a teacher is seeing how much youth really need an empowering source, or a guiding source. I think it’s a duty for our society to have empowered youth because they’re going to be our future and if we want to have a better future as a population, we need to be invested in our youth. I see a lot of things in this world that need change, and I think the best way to make these changes begins with education. What brought you to Stratford Hall? Teaching at Stratford Hall is a good way to access a population that can affect change due to the fact that our students are not removed from the real world here. Our location sets us apart and allows for our students to see reality. There isn’t a disconnect with the rest of the world and I feel Stratford Hall is a place for understanding growth and global participation.
What I want for my students is for them to be confident in themselves to have a strong self-worth as individuals, and from there, they will be empowered to make changes. What inspired you to be a teacher? When I was going through school, I never felt connected to what I was learning. I felt, most of the time, people were giving me a lot of information, and I understood education as a means of life, but I never felt connected to what I learned. Then, when I went through university, I learned so many new things that I felt should have been taught to me when I was in school. I should have learned so much more about myself. What inspired me
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Do you have any heroes/mentors/any one that inspired you? My mom! My mom to me, epitomizes strength, change, resilience and journey. She really inspires me to do things like this. She’s a nurse, which means that she is always on the front line doing really hard work. For her, recognition was in care and watching people grow. And for me, it is something similar. I really care for these students and I want to watch them grow. I want to demonstrate the same amount of strength and resilience and change that she had on me. What is one piece of advice you would give students? You will only get stronger and happier from here.
PROFILE
What is your personal philosophy? “Still I rise” – Maya Angelou’s poem. You can always make change. You can always make things better. You can always keep going. It’s a choice. No matter what happens, you can always rise above. What were you like in high school? I was like every other kid - in that I was deeply conflicted trying to figure out who I was and trying to put all the pieces of me that I cared about together.
“Science is behind everything. I think that’s why I am so interested in it.” Were you always interested in science? No. I loved writing and I am a writer and I love poetry. I really liked science and for me my two things when I was thinking about a career were: I wanted to affect change in the world and I wanted to be able to travel. I really love science because I think that science is at the base of everything. Even for me to write poetry – that comes from science. Poetry and writing to me is a manifestation for how science works in our world.
to give them information and let them make the connection to it. If I’m going to give them projects or assignments, I want the students to decide how they want to present it and what they want to talk about. Overall, we want them to understand concepts. How they demonstrate that concept, if they can feel empowered and choose what they want, to me that is the best teaching philosophy because I think that fosters a sense of confidence in students and also a sense of inquiry. If you were to trade places someone else for one month, living or dead, famous or not, fictional or real, whom would you like that person to be? Hermione Granger, because who wouldn’t want to be a witch?! What book are you currently reading? Birdie by Tracey Lindberg. If you weren’t a teacher, what would you do? I would be a full-time writer that also wrote travel poetry.
Hobbies? Netflix. I like cooking and I like food. I like anything that science is involved at a greater level. I like being outside. I like nature because I love observing science. I enjoy food and cooking because of the science behind it. For example, I look at pizza and the first thing I think about is, how many different fungi are on this pizza?! Favourite place to travel? Favourite places to travel are where there are unique cultures and lots of biodiversity. My favourite places to go are Central and South America. Describe your philosophy of teaching. I believe the most effective way to teach youth is
IMPRINT: DEC 2018: VOLUME 18 / ISSUE 1
25
EXPLORE
Snapshots at Stratford Hall
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EXPLORE
IMPRINT: DEC 2018: VOLUME 18 / ISSUE 1
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ENRICH
My Gift of EID Cost me Nothing! BY: Alain Quennec Stratford Hall Parent and Foundation Board Chair
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ENRICH
Our amazing school is unique in its value proposition to the community – to focus on creating incredible, intelligent, and questioning people. It doesn’t happen by itself – we started renting space at the Italian Cultural Centre, and now we own and have developed three magnificent buildings, with a fourth in process! It’s important to note that these buildings did not come about because of tuition fees, which solely fund the operations of the school – salaries, activities, heat, light, etc. – but from donations of capital. It’s also important to state that these buildings still carry a debt load of $21 million – the mortgage payments come from tuition. Now I know that for many families, choosing to pay for independent school tuition is a big sacrifice. We want to acknowledge that our facilities arise from commitments above and beyond tuition, and we feel that to give a little extra, according to each family’s ability to do so, is necessary to perpetuate and grow the school’s ability to serve our children. We want every family to participate so that all can claim to be part of the school’s growth and future success. In the outline below, I will share how easy it can be to give the school more than you thought possible, how you can target your gift, and also how little it can actually cost you after all is said and done.
We joined the school in Grade 1, and knew we would get our EID back when our children left the school. After a year, we were convinced we had made the right long term decision to be at Stratford Hall, so we signed a form to designate our EID deposit as a gift to the school – we would not get the $20,000 back. But we will… No matter what your income level, gifting the EID will generate a tax savings of at least $8,800. I took this refund and invested it in a global stock fund to hold for the long term – at least the remaining 11 years my kids would be at Stratford, the same amount of time the school would hold my EID at zero interest.
Conclusion There are lots of ways to give beyond just writing a cheque. If you want to know more, Stratford Hall has resources to help you determine which is best for you and your family to keep this wonderful school growing and thriving, so our kids can make the difference they wish to see in the world. Drop into the Advancement Office and they will take the time to speak with you in confidence. The coffee and cookies are in the office, awaiting your visit. *Please note that the information in the article from Alain are based on his experience as a Financial Planner and are not individual recommendations.
If I make 8% over that period of time (which I think is a reasonable assumption), it will be worth $20,000 when my kids graduate. A little more or less won’t trouble me too much. So in the end I am giving nothing, really, and my kids will have better experiences because the school doesn’t have to make payments on $20,000 of their debt – about $2,000 per year savings - forever. I feel good about that, because if ten of us do this, it’s like having one extra tuition fee to the school every year. Which they can spend on the “middle building”, equipment for the amazing Idea Lab, or whatever priorities are designated.
Advancement Team (L-R): Aldrich Tan. Isabel Sankaran-Wee, Kelsey Hayre
Let’s build and grow the school together, at almost no cost to ourselves.
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The Head of School and Chair of the Board cordially invite you to the
STRATFORD HALL
Saturday, March 9, 2019 Four Seasons Hotel (Park Ballroom) 791 West Georgia Street, Vancouver Cocktails: 6:00pm | Dinner: 7:00pm Tickets are available at www.stratfordhall.ca/gala-ticket Dress: Black Tie
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EXPLORE
Save the Date December 24
January 25
WINTER HOLIDAYS DECEMBER 24 - JANUARY 11
12:00pm
School Closed
January 14
Start of MYP/DP Term 2 ALL DAY
January 16 Grades 2-5 Admissions Assessments 8:30am - 3:30pm
January 17 Grade 6 & 7 Admissions Assessments 8:30am - 3:30pm
January 18 Grades 8-11 Admissions Assessments 8:30am - 3:30pm
January 19
Kindergarten & Grade 1 Admissions Assessments
Early Dismissal K-12
February 5
Grade 6 & 7 Music Showcase 6:00 - 8:00pm
February 8
Grade 11 & 12 Student Fun Night 6:00 - 8:00pm
February 15 School Closed ISABC PRO-D DAY
February 15
Grad Cap & Gown Photos ALL DAY
February 18 School Closed FAMILY DAY
February 20
Senior School Play
8:30am - 3:30pm
FEBRUARY 20-22
January 21
February 21
DP Mock Exams JANUARY 21-FEBRUARY 1
January 23
OEE 10 Expedition JANUARY 23-25
January 23
Grade 8-12 Carnival of Languages 11:30am - 12:50pm
February 25 Kindness Week FEBRUARY 25-28
February 28
Parent-Teacher-Student Conferences 4:00 - 8:00pm
March 1
Parent-Teacher-Student Conferences SCHOOL CLOSED
March 7
Grade 8 & 9 Dance 7:00 - 9:30pm
March 8
Grade 7 Dance 6:00 - 8:00pm
March 9
Gatsby Gala 6:00 - 11:00pm
March 14
Grade 1-3 PYP Musical 10:00am - 12:00pm
March 15
Early Dismissal K-12 12:00pm
March 16
Grade 7 & 8 Quebec Montreal, Ottawa Trip MARCH 16-23
March 18
Spring Break MARCH 18-29
DP Information Session for Parents 7:00 - 9:00pm IMPRINT: DEC 2018: VOLUME 18 / ISSUE 1
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ENRICH
BY: Firstname Lastname Author’s Position
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Integer convallis elit Suspendisse sit amet nunc tortor. Phasellus a malesuada ipsum. Fusce eget mauris congue, faucibus lorem eu, pharetra turpis. Quisque eget tempor massa. Mauris ut mi mi. Vestibulum sed lectus magna. Cras at egestas mauris. Vivamus mollis lectus nec nibh egestas facilisis. Maecenas suscipit metus ut pulvinar congue. Mauris venenatis, felis ut tincidunt cursus, turpis justo consequat lacus, in semper mi nulla viverra lacus. Integer convallis elit sed mi egestas, eget malesuada mi varius. Nunc tristique tortor in justo scelerisque, nec lacinia felis tempus. Aliquam sit amet turpis rutrum, sodales turpis in, convallis risus. Maecenas laoreet eget lorem sed porta. Nunc et nulla cursus, congue urna ut, vulputate elit.
Annual Report Report Annual 2016-2017 2017-2018
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Maecenas eget porttitor risus. Cras suscipit eu neque vitae efficitur. Nullam feugiat lorem semper semper ultrices. Morbi tristique sagittis lectus, in semper libero commodo vitae. Fusce eleifend enim leo, at bibendum sapien rutrum a. Sed vehicula feugiat ligula eget rhoncus. Fusce posuere lectus sed tempor euismod. Nulla commodo maximus elementum. Nam iaculis risus purus. Cras posuere et lacus in mattis. Donec varius posuere molestie. Mauris mattis a justo ac congue. Interdum et malesuada fames ac ante ipsum primis in faucibus. Duis facilisis scelerisque dictum. In pharetra tellus est, eu aliquet erat ultricies a. Integer a lectus eleifend, pharetra ligula vel, porttitor nisi. Morbi hendrerit magna tristique velit gravida laoreet. Nulla sed TABLE OF CONTENTS mollis eros, at vulputate mi. Vestibulum bibendum nisl nec mi 34 Message from the Board Chair malesuada eleifend non ut nisl. Nulla auctor nunc ac diam convallis 35 pretium School Governance rhoncus. Proin eleifend vehicula. Sed ultrices condimentum Profiling ourerat. New 2017-2018 felis in sollicitudin.36 Pellentesque in risus SedGovernors posuere libero non 37 Financial and Fundraising Model nisl consequat, ac porta diam pellentesque. Ut scelerisque ex mi, 38 Financial Summary in elementum ex placerat at. Pellentesque habitant morbi tristique senectus et netus40 et malesuada famesOur ac turpis egestas. Aliquam Gifts from Community justo tortor, rutrum in accumsan et, dictum eget orci. Vivamus tempus libero nec pretium bibendum. Aliquam sodales, nibh eget
Thank You!
To the Stratford Hall community for your commitment and trust to the School. Your generous support enables every single student access to the best educational and co-curricular resources. It allows the School to enhance the opportunities offered in order for all Stratford Hall students to strive for excellence and reach their fullest potential.
YOU MADE A DIFFERENCE IN 2017-2018
$1,199,196 TOTAL AMOUNT RAISED
We aim to create and continue a legacy of philanthropy and we strongly encourage all Stratford Hall families, friends and alumni to participate. Any gift, small or big, can bear a significant effect on the school and every Stratford Hall student. Let’s start creating our personal impact today. IMPRINT : DEC 2018 : VOLUME 18 / ISSUE 1
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ANNUAL REPORT 2017-2018
Message from the Board Chair our school community, I extend my thanks and gratitude to Cindy.
Thank you for enjoying this version of the Imprint and turning your attention to the school’s Annual Report. It has been a privilege to serve the school community as board chair during the past year. Within this section of the Imprint, the Board of Governors seeks to provide the school community an overview of the past year, focusing on major accomplishments and a year-inreview of the school’s finances. First, the year marked a significant event in the life of the school as we honoured the long-term commitment of one of our founders, Ms. Cindy Leung. From concept to opening with 46 students in the fall of 2000 to annually committing her time and talents to the board, Ms. Leung, played a leading role in the school’s advancement into a leading IB World School. Serving over 17 years on the board, Ms. Leung held executive roles for over a decade, serving as both board chair and treasurer. Cindy was recently conferred the position of Chair Emeritus to honour her longterm commitment to the Stratford Hall School Society. On behalf of
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This was a milestone year in the life of the school for other reasons as well. The Junior and Senior Schools were ably led by Ms. Greta Bartsch and Ms. Michelle Douglas, who had the privilege of partnering with experienced head of school, Dr. Sue Groesbeck. Dr. Groesbeck, serving a one year term as interim head of school, kept the school focused on its core strengths: a rich academic program, a rounded and engaging co- and extra-curricular program, and a community that connects and supports all of its members. Our graduating students soared with outstanding Diploma Programme results, post-secondary offers and scholarships offered. Of the 41 students graduating, 100% completed their BC Dogwood Diplomas with Honours. The average score of students completing the DP was 33. And two students achieved the highest scores in the history of the school, 44 and 43, on the diploma. The Board and Foundation worked tirelessly behind the scenes with Dr. Groesbeck on “the big picture”. In particular, a team of Board and Foundation members was assembled to acquire the infamous “middle building”, which separates the PYP and DP Buildings. As a result of their diligence and perseverance, the school was able to purchase the middle building and now owns two city blocks. With this acquisition, the school is poised to develop a campus that will educate future generations of Stratford Hall students in the heart of East Vancouver.
Parent support continues to be an important pillar of our school. Events like the Back to School BBQ, Christmas Craft Fair, The Spring Gala and the Night Market show that our parents view Stratford Hall as their school (not just their child(ren)’s school)! In the drive to secure the middle building, parents contributed over $650,000 within two weeks. Combined with annual giving, the school raised over $1 million under the guidance of our new Director of Advancement, Isabel SankaranWee. I am constantly encouraged by the support and generosity of our parents. Stratford Hall continues to be shaped by the commitment of parents (and grandparents). Your continued investment in Stratford Hall is admirable, and I thank you. Finally, I congratulate the faculty and staff and thank my fellow governors for their commitment to our vision. Most importantly, I wish to thank the parents, grandparents, families and friends who make it possible for our students to attend Stratford Hall.
Susan Christie Board Chair
ANNUAL REPORT 2017-2018
School Governance Board of Governors
Foundation Board of Trustee
The Stratford Hall Board of Governors is voted on or appointed by the Stratford Hall (School) Society. The Board is responsible for overseeing the strategy of the school: setting priorities, approving annual budgets, and appointing the Head of School. The Head of School is responsible for ensuring that the school runs in a manner that supports Stratford Hall’s mission and vision. The Board meets approximately five times per year (more frequently if required) and includes a subste of three committees: Finance & Audit, Governance, and Head of School Relations.
A second organization, also under the Society’s Act of BC, is the Stratford Hall Foundation. The Foundation holds major capital assets and conducts capital fundraising.
Governors 2017-2018
Trustee 2017-2018
Susan Christie, Chair
Alain Quennec, Chair
Salman Bhura, Vice Chair
Ming Jang
Harry Lee, Secretary
Fayaz Manji
Shamsh Kassam, Treasurer
Karim Kassam
Beverly Ginder
Harry Lee
Elaine Lee
Harold Leishman
Christian Martain
Susan Christie, Ex-officio
Phillip Postrehovsky Lesley Shannon Matthew Taylor Dr. Susan R. Groesbeck, Ex-officio Alain Quennec, Ex-officio
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ANNUAL REPORT 2017-2018
Profiling Our New Governors 2018-2019 Congratulations Philipp Postrehovsky
Philipp co-founded RentMoola, one of North America’s leading fintech companies that is changing the landscape of paying rent all over the world. Philipp is also an award winning marketer and a former brand leader for Mogo Technologies and Vancity. He has been involved in the Vancouver tech scene for over a decade and was part of the committee that brought the first Startup Weekend to Vancouver. He is also the founder of Grind For Kids, a program which has raised nearly $1 million for BC Children’s Hospital Foundation.
Ron Cheung
Ron is currently semi-retired after spending decades in the food industry. His formal education was as an Economist and he was well established in a banking career before moving onto his family business. Before starting a family, he dedicated much of his time helping many charitable organizations with Strategic Planning as well as Operations and Fundraising. He has a passion for the arts and is well known in the local theatre scene for his support.
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Cindy Leung Chair Emeritus In recognition of outstanding service as Co-Founder, PastChair and years of dedicated contribution to the growth and success of Stratford Hall.
A big Thank You to our retiring Governors
Karim Kassam since 2016 Governor
ANNUAL REPORT 2017-2018
Financial and Fundraising Model Not-for-Profit Stratford Hall, under the name Stratford Hall (School) Society, operates under the Societies Act and is a registered Canadian charity.
Tuition Tuition (%) and government grants (%) cover the day-to-day expenses and operation related to the delivery of a Stratford Hall education. Tuition does not cover maintenance and campus improvements, classroom equipment and supplies, funding for extracurricular activities and state-of-the-art technology.
Stratford Hall Foundation The Stratford Hall Foundation is a separate registered Canadian charity that manages all capital assets and administers fundraising in support of new facilities.
The Annual Fund Annual contributions to the school bridge the gap between tuition income and the cost of providing each child with an extraordinary learning experience.
Education Investment Deposit (EID) Gifts All Stratford Hall families are required to place an Educational Investment Deposit (EID) with the school. Families are encouraged to donate all, or a portion of, their deposit to the school in advance of their last child’s departure. Families who donate their entire EID will be granted membership into the Stratford Hall Leaders’ Circle.
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37
ANNUAL REPORT 2017-2018
Stratford Hall (School) Society Financial Summary Revenue / Sources
10,000,000 TUITION - $10,118,711 GOVERNMENT GRANTS - $1,679,411 FUNDRAISING - $810,824 SCHOOL PROGRAMS - $196,797
8,000,000 6,000,000
(FEES, RENTALS, CAMPS)
INTEREST AND OTHER REVENUES - $67,589
4,000,000 2,000,000
Expenses / Uses
TUITION GOVERNMENT GRANTS FUNDRAISING SCHOOL PROGRAMS (FEES, RENTALS, CAMPS)
7.5%
0.5% AND OTHER REVENUES 3.2% INTEREST
9.3% 59.5%
20%
SALARIES AND BENEFITS - $6,990,125 RENT/FACILITIES, REPAIRS, MAINTENANCE - $2,352,354 PROGRAM COSTS - $1,090,472 ADMINISTRATION - $880,739 AMORTIZATION OF CAPITAL ASSETS - $374,779 TUITION ASSISTANCE - $61,932
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SALARIES AND BENEFITS RENT/FACILITIES, REPAIRS, MAINTENANCE
IMPRINT: DEC 2018: VOLUME 18 / ISSUE 1
ANNUAL REPORT 2017-2018
Stratford Hall (School) Society Stratford Hall Foundation Combined Balance Sheet for the Year Ended June 30, 2018 2018 $
2017 $
Assets – Current Cash
1,055,556
799,917
Short-term investments
4,193,657
4,669,000
Receivables
63,592
74,862
GST rebates
134,131
136,479
Prepaid expenses and financing Investment in 3060 Commercial Drive Nominee Ltd
151,717
221,475
5,598,653
5,901,733
1 36,627,925
28,959,619
42,226,579
34,861,352
Payables and accurals
1,130,591
1,131,646
Deferred revenue
3,486,325
3,007,243
Tangible capital assets Liabilities – Current
Educational investment deposits Current portion of long-term debt Current portion of capital lease obligations Long-term debt Capital lease obligations Interest rate swaps
7,502,100
7,493,500
17,753,597
480,905
29,754
71,810
29,902,367
12,185,104
2,885,284
14,253,303
-
29,755
374,328
454,595
20,335
-
33,182,314
26,922,757
Unrestricted
7,316,411
6,605,161
Restricted
1,727,854
1,333,434
Secuirty Deposits Fund Balances
9,044,265
7,938,595
42,226,579
34,861,352
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ANNUAL REPORT 2017-2018
Gifts from Our Community We would like to extend our heartfelt thanks to all our donors whose generosity and continuous commitment to the Annual Fund 2017-2018 demonstrate their trust and support of Stratford Hall.
Visionaries’ Circle $10,000 +
Tsogas Family
Mateo and Nico Ramji
Tiffany Guo
Sewa and Hardip Kang
Elias, Esme and Isaiah Yang
Tamiz and Jamila Kanji
Sabres’ Circle
$1,000 - $2,499 Gbemisola Adegboye Jameel and Sharifa Ahamed
Dhar and Harv Dhanda
Arwy Akub and Suriana Tjitramina
Dave Sangha and Beverly Ginder
Doyle and Alyssa Bauman
Founders’ Circle $5,000 - $9,999
David and Katia Coleman Duric Development Jian Ma and Weihui He Qing Qiu Muyu Alain and Linda Quennec Tristan and Clair Rockel
Head’s Circle
Scott Bell and Natasha Broemling Drs. Bobby and Mahnia Birdi Claire Blaney Dan and Diane Blue Nova Drywall Ltd Mark Brady and Naina Sloan Elan and Noam Breger David Brown and Laura Clark David Bursey Carolyn Cameron
$2,500 - $4,999
Patricia and Larry Chin
Dr. Alissa N. Antle
Niksten Chu
Atkinson’s
Gloria Chui
Rose and Salman Bhura
Christopher, Glenda and Adam Chum
Ron Cheung and Daisy Ng
Raymond and Michele Dar
Susan Christie
Electronic Arts Outreach
Callista and Marcus Do
Chris and Julie Frketich
Dr. Chantal Haussmann and Dr. Andrzej Kotlicki *
Jagmal and Randeep Ghag
Philip and Tina Heywood
Satwant Ginder *
Sophia and Keira Jamal Byron and Josephine Jung
Vadim Gorzhiy and Svetlana Velikoredchanina
Lau Family
Hilton-Webster Family
Lee Family
Conam Charitable Foundation / Cedric and Felice Ho
Weihua Wang Li Luo and Pinpin Diao Neat Uniforms Salim and Shazhan Popatia Amisha and Deyvin Puri
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Sukhjeevan and Amandeep Gill
Jennifer and Samson Hui Hynes Family Sam and Farah Jamal Ming, Marie, Andrew and Caleb Jang
IMPRINT: DEC 2018: VOLUME 18 / ISSUE 1
Karim and Rehana Kassam Shamsh and Karima Kassam Dennis Lai and Yvonne Chan Julian and Cynthia Lee Harold Leishman Feng Liu and Jia Fei Lovric Family Sophia Low Fayaz and Salima Manji Derek and Nadine May Mark Mehrer and Ye Chu Rick Michaels David Nicolay and Kate Keeler Jagdeep and Jaskanwal Phandal Peter and Charles Raine Ritchie and Jennifer Renaud Emma Richmond Dr. Rupi Kaila and Perry Saran Ron Schmitz and Hazel Lew Rob and Bimmie Senghera Kul and Jas Shahi Tom Syer and Tamara Little Tim and Gavriella Szigeti Matthew Taylor and Amy Francis David Telio MD Inc. TELUS Cares Scott Trebilcock and Anna Lim Caitlin Springate and Vance Tsai Jayin and Dilan Verma Trevor Wai James Wang and Karen Chan Wilkie Family The Winstanley Family Simon Wong and Wendy Louie Madoka Wowk Anonymous (1)
ANNUAL REPORT 2017-2018
Staff Sue and Mark Groesbeck Isabel Sankaran-Wee
Friend’s Circle $500 - $999
Dr. Gurinder Chahal Sanjay and Manjeet Chauhan Cheung Family Hilda Baharvahdat
THANK YOU TO OUR ALUMNI
Friesen Family
Tolulope Adegboye, ‘18
Nancy Mitenko Matthew Haussmann Sheng Fong Ho and Shu Chi Huang Ryan Knighton Norman Kwan and Angela Siu Whitman Lee Sunny Leung David Peterson and Mary Ellen Sanajko Elisabeth and Rick Ramsay Ute Preusse Nicanor and Rosario Silva Liliana and Amit Venugopal David Wharf and Willow Mack Dennis Xi and Tina He Eddie Yu Jun Fan Qiaozhen Fei Anonymous (5) Staff Adele Armstrong * Grandparents
THANK YOU TO OUR FACULTY AND STAFF This year, our Faculty and Staff have again shown their support to the Annual Fund. Thank you for making a contribution to Stratford Hall. Judy Bai Greta Bartsch Denise Brabban Chris Brogan Stephanie Brook ** Emily Browning Rick Campanella ** Lisa Capdecoume Lindsay Causey Julie Coghlan-Smith Mike Cosford Catherine Daniel Lauren Davies Ariana Debreuil Saloni Dholakia Dave Dirks Michelle Douglas Janine Erickson Mike Fraser Feda Ghaleb Christine Giesbrecht Lupe Gomez Boyd Grealy Tricia and Kevin Grzybowski Rimi Hans
Claire Hashemi
Krista Pederson
Kelsey Hayre
Mark Pulfer
Stefania Iacchelli
Sarah Riddell
Tatjana Jansen
Andrea Ryan **
Gareth Jones
Sukh Sandhu
Rouzanna Karapetian
Caitlin Shepard
Dave Knight
Shawn Skalinski
Akriti Kochher
Skipper
Paulina Lam
Sylvia Star
Olivia Law
Amy Starkey
Amanda Lempriere
Carmen Stephen-Patel
Dan Lin
Hannah Symons
Dallas Lloyd
Vanessa Tam
Gillian Louie
Aldrich Tan
Spencer Mackoff
Cristina Uroni
Courtney McFadyen
Carla Valenzuela
Kelli McLeod
Tish Vanstone
Randie-Lynn Moffat
Ana Ver
Kirsten Morozov **
Emma White
Laura Moriarty **
Baylee Wilkinson
Bobby Nishi
Brett Williams
Dion Norman **
Bev Willms Best
The Ottahal Family **
Anonymous (1)
** Staff who are parents 2017-2018
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ANNUAL REPORT 2017-2018
Founding Members Middle Building Doyle Bauman and Alyssa Schottland-Bauman
Norman Kwan and Angela Siu
Lawrence and Joanne Yau
Tim and Janice Kwok
Scott Bell and Natasha Broemling
Zenin Yeh and Christy Liao
Lee Family
Salman and Rose Bhura
Lorne Yip and Gloria Wong
Harold and Maegen Leishman
Guido Biemold and Cindy Yu
Anonymous (1)
Feng Liu and Jia Fei
Mark Brady and Naina Sloan
Lawrence and Lisa Liu
Staff
Edward Callaghan and Kristen George
Ed, Liezel and Sophia Low
Adele Armstrong
Wesley Carson and Barbara Womersley
Gang Lu and Weihua Wang
Sue Groesbeck
Jian Ma and Weihui He
Tricia Grzybowski
Jeff Magnusson and Helene deMonye
Kelsey Hayre
Fayaz and Salima Manji
Paulina Lam
David Nicolay and Kate Keeler
Olivia Law
Sean Pearson and Jennifer LeBoldus
Isabel Sankaran-Wee
Philipp Postrehovsky
Aldrich Tan
Ian Caven and Judy Rochette CEFA Early Learning Keith and Emily Chan Lawrence Chan and Jenny Tong Fred and Patricia Chen Ron Cheung and Daisy Ng David and Carol Chiang Larry Chin and Patricia Chong Susan Christie David Christie Anita Hui and Anthony Chu Hiu Ling Chui and Jiaxi Li Dhar and Harv Dhanda Antoine Do and Liz Tran Duric Development Ltd David and Jennifer Gunasekera * Philip and Tina Heywood The Hilton-Webster Family Cedric and Felice Ho Kenneth and Anne Hui Jason and Sally Hynes Ming Jang and Marie Louie Jang Karim and Rehana Kassam Shamsh and Karima Kassam Rebecca and Tony Keung Jennifer Kramer
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Glen Powell and Dawne Bringeland Rikki and Arti Puri Alain and Linda Quennec James and Kelly Reynolds Patricia and Oliver Rohlfs Dave Sangha and Beverly Ginder Kelly Saran and Roop-Preet Saran Kul and Jas Shahi Shieh Harvey Family Mohinder Singh and Meena Anand Istvan Sinka and Katalin Ildiko Torok Ivy Yu and Gary Tang Ivor Ting and Ivy Chow Scott Trebilcock and Anna Lim Vance Tsai and Caitlin Springate Venugopal Posada Family Jeffrey Wong and Charmain Lam Wei Wu and Yan Li Guo Wulff Family Brian Yang and Angelique Schnerch
* Staff who are parents 2017-2018
ANNUAL REPORT 2017-2018
Gifts from Education Investment Deposits (EID) To date, more than 50 Stratford Hall families have donated their EIDs, helping to reduce the school’s $21 million debt load. Donating your EID not only supports the school’s financial position, but also generates a tax benefit. This benefit, if invested well over the 13 years your child attends the school, can earn enough funds to mitigate much of your gift. For details on EID donations, please feel free to contact Isabel Sankaran-Wee, Director of Advancement. Doyle Bauman and Alyssa Schottland-Bauman *
Harold and Maegen Leishman *
Woon Ting Tsui and Anna Zhang
Gang Lu and Weihua Wang
Venugopal Posada Family *
Salman and Rose Bhura
Jian Ma and Weihui He *
Nga Phuong Vu
Su-Fan Chen
Lachlan and Suzanne MacPherson
Sukhjeevan and Amandeep Gill *
Sean Pearson and Jennifer LeBoldus *
Peter Wilkins and Elizabeth McCausland
David and Jennifer Gunasekera *
Tristan and Clair Rockel
Anthony and Winnie Yen
Tom and Ann Hennessy *
Xueyong Zhang and Baoyan Wang
Stephen Kamachi and Susan Christie *
Sukhwinder and Karminder Sekhon
Shamsh and Karima Kassam
Alan and May Soon
Tim and Janice Kwok
Thomas and Clare Steiner
* Family donated EID in full
Gala’s Fund-A-Need Franco Addante and Neda Sabbaghian
Raheem and Farzana Kherani
Staff
Jason Lau and Shae Hui Lau
Angus and Kate An
Tom and Hillary Lovric
Janine Erickson
Craig and Eva Atkinson
Darlene Mack
Tim Au and Kelly Tsai
Harvest Red Farms Ltd
Guido Biemold and Cindy Yu
Todd Raine and Sarah Jane Swartz
Daniel and Rosa Bosa
Jennifer Renaud
David Brown and Laura Clark
Perry Saran and Rupi Kaila
Gurinder Chahal and Fahreen Bhimani
Rob and Bimmie Senghera
Keith and Emily Chan
Don and Shawna Soo
Anthony and Jennifer Cheung
Stathis and Vivian Tsogas
Duric Development Ltd
Trevor Wai and Emily Gee
Philip and Tina Heywood
David Wharf and Willow Mack
Byron and Josephine Jung
Brian Yang and Angelique Schnerch
Laura Moriarty Stefania Iacchelli Dion Norman Isabel Sankaran-Wee
Karim and Rehana Kassam
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Stratford Hall School 3000 Commercial Drive, Vancouver, BC V5N 4E2 www.stratfordhall.ca
Our Mission Stratford Hall educates students to the highest global standards through the programmes of the International Baccalaureate. Excellence and confidence are developed through a challenging academic curriculum with further emphasis on creativity, action and service. We foster a strong pluralistic community built on integrity and respect. Our Vision Stratford Hall strives to be a global leader in the International Baccalaureate community. Our students will gain a deep understanding of the world around them, and they will act on their connections to the outside community. They will excel to the best of their abilities, and graduates will be equipped to achieve their chosen goals. This is accomplished by acquiring and retaining the best teachers, and by a commitment to a balanced and enriched curriculum. The success of Stratford Hall is deeply rooted in the establishment of a supportive, knowledgeable and committed community.