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DEC 2017 VOL 17/ISS 1
FOR THOSE WHO EXPECT MORE THAN A TRADITIONAL EDUCATION
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TABLE OF CONTENTS
FROM OUR LEADERS
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Letter from the Head of School, Interim FROM OUR LEADERS
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Message from the Junior Principal FROM OUR LEADERS
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Message from the Senior Principal
MANAGING EDITOR Kelsey Hayre Community Development Assistant SENIOR COPY EDITOR Isabel Sankaran-Wee Director of Community Development PHOTOGRAPHS Paulina Lam Aldrich Tan Clarence Chan
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Make an Impact on Stratford Today EXPLORE
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The Impact of Digital Portfolios EDUCATE
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A Teacher’s Impact PROFILE
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Alumni Profile PROFILE
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Teacher Spotlight EXPLORE
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Snapshots at Stratford Hall
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Term 1 Athletics
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Save the Date
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Annual Report 2016-2017
Imprint is published three times a year, expressedly for parents, students and friends of Stratford Hall. Imprint is copyright © 2017 Stratford Hall IB World School, Vancouver BC, Canada. Please contact our office to be added to the mailing list. IMPRINT : DEC 2017 : VOLUME 17 / ISSUE 1
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FROM OUR LEADERS
Message from our Leader Head of School, Interim Know Thy Impact What a powerful and succinct mandate! At every level of our School community, this small phrase “Know Thy Impact” makes sense and directs us to realize that we have a responsibility which has a trajectory. It is a force moving forward.
A Simple Compliment
Teachers have profound influence on students. We are mindful every day that even more than peer pressure, students look to teachers for guidance and steering. Because Stratford Hall teachers are particularly passionate about their students and spend time at OEE experiences and in clubs and sport, a considerable effort is made to have professional development that enhances and corrals the teachers’ impact positively.
For the youngest of our community, knowing one’s impact can be as simple as acknowledging a classmate with a compliment. That small impact on another’s day is important. Our youngest students make a difference to their immediate environment by how they treat each other at recess, during
Parents often underestimate the impact they have on their children. The research is compelling that parental influence far exceeds peer pressure. For a long time, we reversed those data and thought that peer pressure was stronger than parental counsel. We know now that children hunger for guidance and
The phrase itself pushes me to the edge of my desk chair while typing. Everything I do, and everything we all do has an impact. It puts the onus on the individual to embrace the power we all have within. It gives definition and credibility to the fact that we all “matter” and have an action-reaction status, as Einstein accurately unraveled.
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snack or cooperating on a math problem. The older students realize that research and social choices impact others in meaningful ways. We strive to share with our students that they have to know the negative results of poor social media choices. They have to know the impact of their choices.
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FROM OUR LEADERS
academic performance compared with teenagers who eat with their families two or fewer times per week.” (Brenda Dale, Bermuda Parent Magazine) Musick and Meier at Cornell found that shared mealtimes result in 35% less disordered eating, 24% healthier eating and 12% less likely to be overweight (Cornell University College of Human Ecology).
limits. It isn’t always immediately welcomed, but data are strong that parents have the single most important impact on children. Keep up the good fight!
Impacting Your Child The Science of “Know Thy Impact” for parents can be quite revealing. Recently, I have reiterated a quote from the Harvard study published in the Archives of Family Medicine which shows that families who ate meals together every day or
almost every day generally have a more positive impact than families who don’t eat together. The study found that nutrition/nutrients go up; fats go down; grades go up; communication and vocabulary improve (correlation to higher SAT scores); smoking, drinking, illegal drug usage went down; suicide went down… (Child Development Institute). The Columbia University follow-up study “determined that teenagers who eat dinner four or more times per week with their families have shown higher
Know Thy Impact! We all can flourish realizing that our efforts and our decisions can be directed toward positive results. All studies aside, we have all chosen to be a part of the Stratford Hall community which in and of itself is a positive and impactful choice. Add a commitment to mealtimes together and we can feel confident that at all ages we make a difference!
Dr. Susan R. Groesbeck Know Thy Impact
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EDUCATE
Know Thy Impact: Inside and Outside the Classroom BY: Greta Bartsch Junior School Principal
We’re a full term into our school year and the summer seems a long way behind us. Yet, for me at least, the filter of September and October has actually brought to the surface poignant memories that have carried me into the fall.
Experiences I spent six and a half days of my holiday this summer in a canoe paddling the Yukon River from Whitehorse to Dawson City. It’s the kind of experience that has such a lasting impact- you know, the kind of experience where you’re safe, but just on the edge of your comfort zone. I had done quite a bit of paddling before- ocean kayaking, canoeing on flat and moving water - which is why I liked it and had signed up in the first place, but that had been a few years ago. Now, as I stood on the edge of that amazing expanse of river preparing to paddle the next 402 km, I felt a knot in my belly. I watched that mighty river flow swiftly by (the current varies between 6-10 km/h) and worried. Would I make it to the end in one piece? Have I forgotten all I once knew about canoeing? In those moments I questioned my skills, my strength, my intelligence, my sanity. What had I gotten myself into? It’s not unlike the first days of school! Ten days after that launch onto the river I was at home ready to begin our new year, and I found myself again standing at the edge of something big and fast-paced. I had done it before but this time we were preparing to launch a year with a new Head of School, a few new teachers, new faces in Community Development, and of course, new families. How was this transition going to go? Were we going to be okay?
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Expectations Many of us have the expectation that transitions should be smooth. We are determined to do everything we can to introduce everyone to things gradually. Kindergarten parents start their orientation in May and new MYP students come for 3 days in August to learn about the program. Our Kindies have gradual entry in September and our Grade 6 and 7 students spend three days on retreat in the second week to ease into the year. We try and make each other feel comfortable about what’s ahead so it’s not so shocking. Some of us practice getting up early the week before we have to avoid the rude awakenings. We make meal plans, iron all our new clothes, run through scenarios of how it’s going to be. But we can only be so prepared. At some point, we just have to launch ourselves into it and trust that our skills and experience have readied us for what’s ahead. Even if we’re prepared, it’s not guaranteed to be a smooth float downstream. In fact the very definition of transition is “to cross over,” to move across an expanse towards something different. When you’re canoeing on fast moving water, the only way to cross to the other side without getting swept downstream is to doing something almost counterintuitive. You start by heading downstream, but then actually let the water turn the canoe around to point upstream, at about a 20 degree angle. You set your eyes on a still point on the opposite shore, and as you paddle forward strokes, the water moves the canoe across to the other side. It seems awkward to head into the current and paddle in the opposite direction, but it works. If you don’t panic.
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What this summer trip taught me is that transitioning successfully depends on three things: where we put our focus, how well we trust our team, and how we measure progress. Of course there are all the skills and mindsets that each individual has the responsibility to bring to the adventure, but we have to be together on three key pieces.
Commitment Just as when we focus our eyes on a still point across the river to ferry a canoe across a fast flowing river, as we ferry through this year, we need to keep our focus on what we know for sure. Stratford has a strong foundation in the IB continuum programme and we are passionately committed to deepening and broadening our curriculum and authentic learning experiences for students. We also have our amazing families, who deliberately choose to be here and are dedicated to that IB mission, willing to invest your children, time and money to develop the school. These are foundational, and will strengthen over the course of the year if we keep them in focus. We also trust the guides to be the experts. On an adventure trip, we rely on our leaders’ broad vision, deep knowledge, and experience with skills and technique; second-guessing this does not move us forward. Yes, we have some new faces in admin, but the team together has skills and experience to create an amazing year. We also have to establish a quick rapport with a variety of “paddling” partners, communicating positively and clearly with those
in the canoe with us to make progress. We have outstanding teachers who are exceptional at forging strong relationships with their students, and exceptional curriculum coordinators with a commitment to excellence and seeing the school become one of the best in the world. We invite parents to build rapport with those who are dedicated to working positively and collaboratively with you.
Getting in the boat that first day that was the hardest. Now I look back later and smile at how nervous I was, but on that first day, it felt awkward and uncomfortable, and a yes, little scary. I was reminded this summer that progress is best measured not by how hard we’re trying, but on whether we get to where we want to go. There are waves to manage and we can’t avoid even some tense moments. But keeping our focus and working as partners to paddle in the same direction will get us there. We’ll know we’re successful when the impact on students and students learning is positive and aligned with our goals. Are we using our strategies and resources and skills that will make the most positive impact?
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INNOVATE
How Far Does Your Impact Go? Helping Students Succeed BY: Michelle Douglas Senior School Principal
Through the continuum, Stratford Hall teachers have long excelled in ensuring students are actively involved in their learning. Student are taught skills and strategies that encourage them to seek evidence of their own progress. At the onset of this academic year, our teachers were challenged to explore how they “Know their Impact” on student learning in the classroom and beyond. A daunting challenge in terms of scope and importance, but our teachers, as always, dove into this Senior School goal with passion and enthusiasm! The dedication and expertise of our teachers is incomparable and their continuous modelling of being active lifelong learners is an inspiration to their students everyday. Our most recent graduating class of 2017 demonstrates our teachers’ impact on our students with the highest IB Diploma results in Stratford Hall history and, more importantly, the overwhelming success of our graduates earning entrance into their FIRST CHOICE of post-secondary program.
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Throughout their Senior School journey, our teachers develop such close connections and explicitly create opportunities for students to explore who they are as well as carefully reflect upon their interests and strengths. Our students develop and make knowledgeable and informed choices in their pathways after graduation in learning and life. Knowing our impact in student development is central in our mission. Just recently at a Senior School assembly, I spoke to students of the recent events in Spain, Las Vegas, and Puerto Rico. In these moments and in the context of such tragic events, it is so very important to know our impact on supporting the development of lifelong learners who are knowledgeable in their quest to make the world a better and more peaceful place. Our students are ‘Change Makers’ in the simplest acts of kindness in the halls to fully developed action against world poverty and equitable access to education. In subsequent assemblies our Grade 12 students, led the way in presenting on their experiences as Change Makers. Through their attendance at the ‘IB Student World Conference in London,’ launching a Stratford Hall Peer Support network in collaboration with our Social Emotional Counsellor, or taking risks in presentation styles in order to bring Senior School students even closer together, our graduating class of 2018 is leading the way for our Senior School.
INNOVATE
Through the continuum, Stratford Hall teachers have long excelled in ensuring students are actively involved in their learning. Student are taught skills and strategies that encourage them to seek evidence of their own progress. This student centred approach is the foundation of our educational programming. It ensures that students develop into intrinsically motivated young adults who are able to take positive action in our world. Leading
current education research, on the most effective pedagogical practices, is catching up to what Stratford Hall teachers have been doing for years and providing a discussion platform to further our practice. A leading educational researcher, John Hattie, is actively advocating teaching strategies to ensure students are “actively involved in seeking this evidence: [the
student’s] role is not simply to do tasks as decided by teachers, but to actively manage and understand their learning gains. This includes evaluating their own progress, being more responsible for their learning, and being involved with peers in learning
All of our teachers, can very confidently and rightfully claim their impact is simply “OFF THE CHARTS!” together”. These are the strategies and practices Stratford Hall teachers have long been practicing. So, to say, “I was excited,” to support staff in taking practices in ‘Knowing thy Impact’ even further to the next level excellence, is to say the least. Exploring new and different innovative practices and measuring the impact will ensure we are making learning gains for each and every one of our students. Strategically supporting our students as they become change makers and embodying our mission of fostering a strong pluralistic community built on integrity and respect in action is key.
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Make an Impact on Stratford Hall Today BY: Isabel Sankaran-Wee Director of Community Development
“We make a living by what we get, but we make a Life by what we give.” -Sir Winston Churchill I was brought up with the advice to give until it hurts. You give your 101% every day and make sure that you at least make a difference in one person’s life every day. And I was told that you don’t have to move massive mountains but a simple smile is all you need to make it budge. Somewhere out there, a person might be having a bad day and their day might just improve a tiny bit when they chance upon a smile. And that smile has even enough impact to move a school. Every day I exchange smiles with parents who then ask me how they can contribute to the school. Philanthropy is a special way that can bring about change. Something that all of us can certainly get involved in - to start creating our personal impact in society. And what better way to do that than by beginning with Stratford Hall. Philanthropy may seem like a big sounding word, but it simply means giving. Any gift, small or big, can be impactful towards the school and every Stratford student.
There are two ways you can make a difference and create an impact today. 1. Donate your Education Investment Deposit (EID) back to the school. All Stratford Hall families are required to place an EID with the school. This
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non-interest bearing deposit is reimbursed to the family following the end of the school year in which their last child leaves the school. Families who donate their entire EID will be granted membership into the Stratford Hall Leaders’ Circle. EID donations are obligated to be used directly towards the reduction of the school’s $21million bank debt. A reducing debt load helps the school to open up financing opportunities for capital projects and expansion. All EIDs that are converted into a donation to the school qualify for an official charitable tax receipt. This enables families to realize the tax benefits of that conversion well in advance of their last child’s departure from the school. 2. Contribute to the Annual Fund. The Annual Fund is an important part of the school’s ongoing success. Every gift is equally important. It makes a meaningful difference and conveys a vote of confidence in Stratford Hall today and in the future. Annual Fund donors help enrich the lives of students through increased scholarships, funding for extra-curricular activities, stateof-the-art technology, classroom equipment and supplies, and maintenance and campus improvements. It can be easy to make a difference today, and the old adage that “every little bit counts” holds truer than ever. It becomes even simpler when your measurable impact begins with a visit to the Yellow building or a phone call to speak with me.
ENRICHING EVERY STRATFORD HALL STUDENT. ONE GIFT AT A TIME.
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EXPLORE
The Impact of Digital Portfolios BY: Amanda Lempriere PYP Coordinator
Research Shows
Traditional portfolios generally focus on student achievement with a small glimpse of the learning process. Recently, there has been a shift in belief regarding the purpose and most effective use of portfolios. Rather than using a portfolio as a place to display a perfected final product, it should be an interactive story of the students’ learning journey, which includes their mistakes and growth from such mistakes. In this model of a portfolio the students become the drivers of their learning experience. They use their portfolio to set goals, receive feedback, self-assess, and engage in home conversations about their learning. All of which, according to John Hattie, have considerable impact on student learning.
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Professor John Hattie is a renowned educational researcher, whose work analysis focuses on performance indicators, models of measurement and evaluation of teaching and learning. Through his extensive research and studies, Professor Hattie found specific influences that are related to learning outcomes and ranked them according to their impact. Criteria that scored above 0.4 were considered to have the greatest impact on
3. Student self-reporting of grades/mastery level (1.44) 4. School-home communication (.52) Digital portfolios are an excellent avenue for students to access these criteria. As a starting point, students use the portfolio to set personal and academic goals, which they reflect upon throughout the year. As parents also have access to the digital portfolio, they can discuss and support student goals. A key element to student success is
Some information changes over time but the ability to learn lasts forever. That’s why we need to focus more of our time on the process of learning, not just the product. student learning. Using digital portfolios directly connects to the work of Hattie. In his study he found the following to have the greatest impact on student achievement: 1. Student Goal Setting (.5) 2. Teacher Student Feedback (.75)
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feedback. This feedback needs to be specific and timely. With the use of digital portfolios, teachers can write or record a message to the students about the work they have completed. Because the portfolio is digital, this becomes a much more manageable task for teachers and easily shared with parents. Teachers are not required
EXPLORE
to bring home 20 writing booksthey can simply use their iPad to view student work and provide feedback. Furthermore, they are able to record and comment on activities as they are happening in class. Finally, students are asked to continually reflect on various parts of their learning, and this may include a error they made, the skills they needed to complete the task, something they are proud of, or the process to get to the finished product. This allows the student to identify their successes, but also acknowledge areas for improvement. As such, all their work is kept in one place, they can easily review these reflections and apply them to their next big task.
Additionally, parents can view these reflections and engage in meaningful conversations with their child.
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What was the feedback from your teacher?
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How will improve your work next time?
Viewing your Child’s Portfolio
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Choose a piece of work and tell me how you think you did.
Conversation starters
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What are your goals for this year?
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How will you achieve your goals?
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What skills did you use to complete this task and why were these skills important?
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How did you display the learner profile attributes when completing this task?
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Our Senior School Teachers Impacting our Students 14
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EDUCATE
The “ah ha” Moment Vanessa Tam, Chemistry and Math
One of the most rewarding feelings in teaching is when a student experiences the “ah ha” moment and confidently helps another student. Building selfconfidence is very important in learning as it impacts the flow of the classroom environment and the results the students see in themselves. In every lesson, my goal is to teach in a calm and approachable manner while maintaining a certain structure that allows for flexibility for students to explore. As a result, students walk into class with a growth mindset and excitement to learn and be challenged.
Risk-Takers Sarah Riddell, English
In Creative Writing 9/10, students started out the year by being great risk-takers and working together to construct 24 separate stories...in one class block! With a timer in hand, I clocked three minute intervals, during which students had to contribute to one section of a larger story, then pass it along and contribute again to a brand-new story line. We had so much fun working together to create heartwarming, collaborative and sometimes hilarious stories. I loved to observe the students working together seamlessly on the very first class, and the students particularly enjoyed reading their work at the end!
Meaningful Learning Gareth Jones, History and Photography
I have adopted and integrated a model for specifically teaching students how to receive feedback and make it meaningful for their learning. All students have a ‘tracking’ document that includes my feedback for each formative and summative assignment. In this same document students show that they have processed my specific feedback by identifying strengths and targets. By identifying these, students are able to clearly know what they are already doing well and what specifically they need to do to improve. In preparation for submitting future assessments, students can review their strengths and targets and approach their work accordingly.
Cooperative Learning Strategies
proven to increase student attainment of knowledge, by putting the student at the centre of the learning process, as well as offering the student opportunities to learn from each other and develop interpersonal skills. I feel Cooperative Learning Strategies fit into “Know Thy Impact” as it allows for me to see how the students are improving, but also gives them the opportunity to know the impact they can have on their classmates. Additionally, it provides the opportunity to learn in a more dynamic, fun, collegial atmosphere within the rigorous Geography Diploma Programme.
Building Student Trust Ana Ver, Science
I know I have an impact on my students when they ask me for a particular favour – to write a reference letter. It is truly the best compliment I can get as a teacher. It means that students trust me to help them with their most cherished dream for themselves, whether it is a university application, as a volunteer for an non-profit organization, or for an award or a scholarship. They realize that all the risks that they have taken, all of the work that they have put into their coursework, have helped them develop as a scientist and as a thinker. They are proud of the knowledge they have gained and the discussions that we have had. This is how I know I have had an impact on my students, and how they have had an impact on me as a teacher.
Mike Cosford, Geography
In order to “Know Thy Impact”, I aim to incorporate more Cooperative Learning Strategies into my DP classrooms this year. Cooperative Learning has been IMPRINT : DEC 2017 : VOLUME 17 / ISSUE 1
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PROFILE
Stratford Hall Alumni Profile: Where are they now?
McGill University
UBC
Margaret Ovenell , Grad 2017
Harrison Lee, Grad 2017
Stratford Hall gave me constant opportunities for growth and challenge. The opportunities I received at Stratford Hall impacted my life in ways I did not expect, from going to England for a debate tournament to receiving the Loran award. I’m now studying at McGill, and, while I don’t think that the IB is the right choice for everyone, I’m personally very thankful for all the academic skills that it taught me. I have carried with me Stratford Hall’s emphasis on service and involvement. I’m currently serving as VP Equity on my residence hall council and am a volunteer researcher at Head & Hands, a Montreal non-profit focused on harm-reduction and youth services. More than anything else, I think the most important impact of Stratford on my life was the close relationships I formed with my classmates and teachers.
Well, it’s been a little over one month since I started University; I survived my first round of midterms and still got a decent amount of sleep! I chose UBC for their Commerce and Computer Science dual major. Looking back, I am thankful for the difficulty of the IB program because University is just as hard. The great study habits and time management skills I gained from being in the IB have really helped and have allowed me to make an easy transition. Plus, the DP credential was great when applying to post-secondary schools. School is still stressful, but I know how to deal with it. I’m constantly surrounded by smart people here too; it’s like Stratford on steroids.
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Concordia Isis Sutton-Jones, Grad 2017
Stratford Hall’s impact on my life has become even more apparent to me after I graduated. Although moving to Montréal has been an amazing experience, it has made me realize what an amazing community Stratford provided me with. I miss it so much! Stratford Hall allowed me to make friendships that have lasted even after moving away, with not only people from my graduating class, but with people in many different grades. Funny enough, the IB actually prepared me for university. Believe or not, they didn’t lie to me about that. While everyone else is freaking out before midterms, I’m sitting back and relaxing, remembering how nothing could be more horrifying than my IB exam period. Attending Concordia has already been such an amazing growing experience for me and I am so glad that Stratford prepared me for it! I’ll be back to visit soon!
PROFILE
Brain is Second from the left.
London School of Hygiene & Tropical Medicine Brian Wong, Grad 2012
I’ve recently completed my MSc in Epidemiology at the London School of Hygiene and Tropical Medicine and last month, started a Clinical Research position with the Medical Research Council’s Unit for Lifelong Health and Ageing, based in the Institute of Cardiovascular Science at University College London and will be doing a PhD in Lifecourse Epidemiology for the next 3 years here! Dr. Brian Wong coming at you in 2020! :) Also, I just hosted a Model World Health Organisation Conference at LSHTM, which was a HUGE success!
Western Kelsey Lee, Grad 2017
The first few months at university have been quite an adjustment. Going from the cozy class sizes of Stratford Hall to the 800 plus class sizes at university can be overwhelming at times. However, it is during these moments when I fondly reflect on the personable and supportive teachers and staff that I was so fortunate to have at Stratford Hall. To be able to connect with the teachers not just for schooling but also on a personal level helped me develop the academic and interpersonal skills needed for university. Coupling this with the vigorous training of IB, I believe I am better prepared for the stress and workload of university than otherwise. When sharing my high school experience with my university friends it became apparent
that the traditions and connections at Stratford Hall are different from other high schools. For some, it seems foreign to be able to approach your teachers and get to know them; however, I am grateful for this because it enriched my education but more importantly it made my high school experience more memorable. Stratford Hall’s inclusive, supportive and open environment has shaped me to who I am today and taught me lifelong skills. To the 2018 grads, take time to enjoy your year and enjoy your successes. You earned it!
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PROFILE
Stratford Hall Alumni Profile: Where are they now?
Hello from Iceland! Kalahne Serpanchy, Grad 2017
Recently, I took a trip to a country of my choosing as a reward for earning my IB diploma. I noted that I was incredibly lucky to have such an opportunity, and immediately chose to travel to a place I had often fantasized about but never imagined having a reason to actually visit; with conviction, I asked to be sent to Iceland. Now, if there were any learner profile descriptors that I hesitated to paint myself with during my time at Stratford, they would have been ‘Balanced’ and ‘Risk Taker’. As it so happens, there’s nothing like being entirely on your own in a foreign country to open yourself up to such differentia. While I may have needed the push of getting away from friends and family to jumpstart my drastic sidestepping of my comfort zone, 18
the foundation for such venturous behaviour was most certainly laid in the midst of my school years. During my jaunt about the island, I was challenged time and time again to put my faith not only in others, but in my decisions as well. If I hadn’t been so receptive to the kindness and comraderie offered to me by fellow travelers, I never would have found myself in the same breathtaking situations, like experiencing the Northern Lights for the first time on a desolate black sand beach at midnight, a moment shared solely with a photographer who was just as awed by the event as I. It can be difficult to put faith in strangers, but in doing so I opened myself up to an entirely different and wondrous experience. It was not the curriculum or even the principles at Stratford that
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prepared me for my adventure; in truth, it was the bonds I fostered with classmates over thirteen years of knowing them and the trust I gradually learned to put in my teachers that allowed me to so willingly count on previously unknown faces, and in doing so turn them into new friends. It was the community that we knit, students and staff alike, that proved to me that confidence in others can yield great personal results and that I believe has inspired me to continue to place that confidence in newcomers to the winding tale of my life. For that, I am grateful.
PROFILE
Empowering our students to explore their passions. Every gift makes a difference. Donate today.
www.stratfordhall.ca/donate/give-now
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Getting to Know New Faces: Mike Fraser, Jr. School PE What brought you to Stratford Hall? While I was teaching in China, I began to look at PE positions in the Greater Vancouver area and Stratford Hall was always on my radar. I knew it had a good reputation and it was a desirable place for me to work.
Never give up. Always try your hardest, and that’s how you will succeed in life. What inspired you to be a teacher? I was inspired to be a PE teacher because growing up, I had a mean math teacher who wouldn’t let students participate if they didn’t do their homework. I wanted to help encourage an academic balance in students by doing it a different way than my teacher did. Also, I wanted to inspire students to develop a healthy, active lifestyle and advance their passions by carrying them out after school.
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Why did you choose to come back to BC? I had travelled and taught in many different countries and I thought it was time to come home. It was a great time. Got to teach students all over and learn different curriculums. After a couple years abroad, it was nice to be back in a familiar city. What experiences from abroad did you bring here/stick with you? The travel experience I was able to gain developed into a new passion over the last couple of years. Because of that, I am chaperoning the Quebec, Montreal and Ottawa trip this Spring. I love that Stratford Hall has the international trips program. I think it is so important for students to have the opportunity to see other parts of Canada and other countries.
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It helps creates them to be wellrounded and open-minded people. Something else that I think I bring by working in different countries - specifically China - it allowed for me to teach such diverse backgrounds and forced me to develop new and different teaching methods. Many of the schools I worked at had high collaboration between teachers which is also very prominent here at Stratford. What do you hope to achieve by being a teacher/what impact do you want to leave behind? By teaching PE, specifically, I hope to inspire healthy lifestyle choices in students and encourage them to be active members in society. In the PYP especially, I think it is important that students learn those fundamental movement skills that are applicable to different situations. Once you have that base, your options for sport and activity get so much broader until you find something that you really enjoy and will hopefully continue with for the rest of your life. I want to expose students
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to different sports and activities because the more activities you are exposed to the more things you are comfortable with. Do you have any heroes/ mentors/anyone that inspired you? I had this one professor at the University of Victoria, Sandra Gibbons. She was a PE assessment and curriculum professor. She did such a good job of teaching the subject matter by constantly engaging our class and made it fun. She is the one who inspired me to teach such fun and alluring
classes. So I try my best to come up with new lesson plans each week to keep the students engaged and classes fresh and fun!
those skills. Always try your best, and at the end of the day, if you try your best, you’re meeting my expectations and that’s all that matters.
What is one piece of advice you would give students? In PE, it so important to come in and try different activities even though at first you may not be comfortable with or may not excel at right away. The key is to be to be open-minded if you are struggling and switch it up and try something new to see if that works. Work really hard to develop
What is your personal philosophy? To be happy, you have to have all parts of your life in balance.
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EDUCATE
Getting to Know Denise Brabban: One Math Equation at a Time in training my department. That was the piece that I loved - I liked teaching. Have you ever thought about teaching another subject? Teaching math is different in different countries. I see math as problem solving. We do a lot of context-based mathematics. If I did, it would be physics because of how it is related to math. Before you came to Stratford, where did you teach? I worked in the UK before moving to Dubai, and finally came to BC.
Just be aware of what’s around you; what opportunities come your way. See change as a positive thing and not as an upsetting thing. What inspired you to be a teacher? I always loved math as a kid and always wanted to be a math teacher while I was in school but was talked out of it by my math teacher. So I went off and did mathematical engineering and ended up going into IT. Through that, I realized that I didn’t like working in an office but I enjoyed working more in support which led me to get involved
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What brought you to Stratford Hall? I live on the North Shore and the commute to Stratford has made things much easier for my son and I. It all just happened. It was the right place at the right time. I was looking and came across Stratford. All the pieces just came together and it was just meant to be. What experiences from Dubai and the UK did you bring here/stick with you? When I worked in Dubai, I worked in a local girls Arabic school, so again very different from here. The thing I’ve learned: it doesn’t matter what the cultural background or the economic background, kids are kids. They are the same across the world. The characters that appear when you gather students together; they try the same tricks. It doesn’t matter where you teach, it’s the same challenges, sometimes from a different perspective, but it’s very similar.
EDUCATE
What do you hope to achieve by being a teacher/ what impact do you want to leave behind? I want my students to be good problem solvers. I keep coming back to that, but that’s what I’ve learned as a teacher. You want to pass on that knowledge about that subject you are so passionate about. What I’ve learned as a teacher—and now as a mother—it’s not about what you teach, it’s about your connection with the kids. And for me, I want them to try. If I can improve student’s effort, that’s what it’s about, whatever level they are working in. So, I’ve changed
Without mathematics, there’s nothing you can do. Everything around you is mathematics. Everything around you is numbers. my perspective and my expectation. It’s not about being good at a subject, it’s about coming in and trying and wanting to be in my classroom. Do you have any heroes/mentors/any one that inspired you? I was very lucky throughout my high school. If you ask me if I remember that names of my teachers, it’s the names of all my math teaches. And they were all very different in terms of their styles of teaching. They’re the people I always go back to because I always had a connection with them. Maybe it was the subject, but there was always a strong connection. There was
one teacher in particular who was such a strong role model and constantly inspired me. What is one piece of advice you would give students? Don’t be afraid to ask for help. A lot of students will sit in class, and I wait for those questions to come. I’m waiting for that curiosity and problem solving to come. There is a hesitation to ask or admit to not knowing to others and to yourself. If you can get pass that, you will learn so much more. What is your personal philosophy? Be open to change because you never know where it will take you.
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EXPLORE
Snapshots at Stratford Hall
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EXPLORE
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Term 1 Athletics Grade 9 and 10 Soccer
Our Grade 9 and 10 soccer team had an unbelievable season. The team won the GVISSA soccer tournament as well as finished the season with a silver medal. Congratulations!
Grade 6 and 7 Soccer
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!
Grade 11 and 12 Soccer
The Grade 11 and 12 soccer team also had a very excellent and competitive season. Congratulations on winning the bronze medal!
Senior Girls Volleyball
Our Senior Girls Volleyball team had an astounding season - possibly the best yet! The team not only won the GVISSA tournament, but also won the league championship. Our girls now move onto to Provincials. We wish them luck!
Cross-Country Grade 8 Soccer
The Stratoford Hall Grade 8 soccer team had a tremendous few months of play, ending the season with a bronze medal. The team also received the “Most Sportsmanlike Team� award.
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The Stratford Hall Junior and Senior Schools cross country teams had a very strong season. The teams worked extremely hard and are already looking forward to next year. Sisters, Nolan (Gr. 8) and Avery (Gr. 12) Lee-Pii, qualified for Provincials. Good luck girls!
Save the Date December 8
December 25
February 6
3:30 PM - 5:00 PM
WINTER HOLIDAYS (DEC 25 - JAN 12)
6:00 pm - 8:00 PM
December 11
January 15
February 7
SHPA Kidz Craft Fair
Coffee Morning with the Head of School (K-12 Parents) 8:30 AM - 10:00 AM
December 12 Middle Building Public Hearing Vancouver City Hall 6:00 PM - 10:00 PM
December 14
PYP Winter Concert
School Closed
Start of MYP/DP Term 2 ALL DAY
January 17
Grade 1 - 11 Admissions Assessments (2018-2019)
Grade 6/7 Taiko Showcase
Parent Info Session for all Spring Break Trips 6:30 PM - 7:30 PM
February 9
ISABC Pro-D Day
5:30 PM - 8:30 PM
SCHOOL CLOSED
January 20
February 12
Kindergarten Admissions Assessments (2018-2019)
Family Day
SCHOOL CLOSED
6:00 PM - 8:00 PM
8:30 AM - 3:30 PM
December 19
January 22
12:00 PM - 12:50 PM
Jan 22-30
December 21
January 24
Grade 10-12 Winter Dance
JAN 24-26
SCHOOL CLOSED
January 24
February 23
DP Luncheon # 1
6:00 PM - 10:00 PM
December 22
Early Dismissal for all Students 12:00 PM
December 22
PYP/MYP/DP Term 1 Report Cards 1:30 PM - 3:30 PM
Grade 12 Mock Exams
OEE 10 Expedition
DP Information Sessions for Parents 7:00 PM - 9:00 PM
February 2
End of PYP Unit 3 ALL DAY
February 14
Senior School Play 7:00 PM - 10:00 PM
February 22
Parent-Teacher -Student Conferences
Parent-Teacher -Student Conferences SCHOOL CLOSED
February 26
SMASH! Science & Math Fair ALL DAY
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STRATFORD HALL together with the Head of School cordially invite you to
A NIGHT AT THE
OSCARS 2018 Annual Gala
Saturday, March 3, 2018 Vancouver Public Library 350 West Georgia Street, Vancouver, BC Cocktails: 7:00 PM Dinner: 8:30 PM
Dress: Black Tie
Rob Senghera, Annual Gala Chair
TABLE OF CONTENTS
Annual Annual Report Report 2016-2017 2016-2017
31 32 33 35 36 37 39
Message from the Board Chair School Governance Profiling our New Governors 2017-2018 Strategic Plan 2016-2021: Our Future in Focus Financial and Fundraising Model Financial Summary Gifts from Our Community
ANNUAL REPORT 2016-2017
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.
RECORD-BREAKING FUNDRAISING YEAR
$495,030 TOTAL AMOUNT RAISED
#SaveClarkPark
Capital Enhancement
$260,000
$90,000 EID
$38,580 30
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Annual Fund
$106,450
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.
ANNUAL REPORT 2016-2017
Message from the Board Chair
It is my pleasure to present the 2016-2017 Annual Report. The Annual Report demonstrates how our school lives its mission and vision which is evident as you peruse the report. The 2016-2017 school year was an extraordinary year, full of changes and progress.
We said farewell to our second Head of School, Jason McBride. Under Mr. McBride’s leadership, our 2017 graduating class achieved the highest ever IB results in the history of Stratford Hall and, our Annual Fund - that went towards Clark Park - yielded 63% participation from the school community. A school record for participation! A new school wide information system was implemented and now communication for students, parents and staff is more concise and easily accessible. The Board of Governors was privileged to recruit our Interim Head of School, Dr. Susan R.
Groesbeck for the 2017-2018 school year. Dr. Groesbeck brings outstanding credentials and a wealth of leadership and educational experience to our school. The school will continue to be positioned for success under Dr. Groesbeck’s leadership and our students will not only prosper but flourish under the leadership of our permanent Head of School, Dean Croy who will join our community in August 2018. Mr. Croy is a leader who brings an incisive intellect to education along with sincerity and a genuine curiosity to learn from others. One of the Board’s key responsibilities is overseeing the financial integrity of the school and especially during times of transition, financial stability is essential. With oversight from the Head of School, Director of Finance and the Board Treasurer, along with the Audit and Finance Committee, we continue to demonstrate fiscal responsibility. In this regard, I am pleased to announce that once again the school received a positive report from our Auditors. This past year, the Board also continued to move forward with its transition plan. Cindy Leung, Co-Founder of Stratford Hall, retired in June 2017 from the Board of Governors after 17 years of dedication to the school. She not only co-founded the school but held significant positions on the Board – Chair, Vice-chair,
Treasurer, Governance Chair and Head of School Relations Committee Chair. We owe a depth of gratitude to Cindy that is difficult to convey in words but we are pleased that Cindy will continue to serve on the School Society. We also saw two other Board members retire after serving almost a decade – Chris Nicolls and Aiyaz Alibhai. We welcomed four new Governors – Lesley Shannon, Susan Christie, Claudia Ruitenberg and Christian Martin. On behalf of the Board of Governors, I would like to extend my sincere appreciation to our Head of School, his Senior Leadership Team and to all faculty and staff for their hard work and dedication in 2016-2017. We have accomplished a great deal this past year and the entire school community has much to be proud of. Finally, I would like to extend my personal thanks to my colleagues on the Stratford Hall Board of Governors. The Board is comprised of a dedicated group of individuals with diverse backgrounds who volunteer endless hours of their time in support of our children.
Beverly Ginder Board Chair
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ANNUAL REPORT 2016-2017
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 2016 - 2017
Trustee 2016 - 2017
Beverly Ginder, Chair
Harry Lee, Chair
Susan Christie, Vice Chair
Ming Jang
Harry Lee, Secretary
Fayaz Manji
Shamsh Kassam, Treasurer
Karim Kassam
Aliyaz Alibhai
Harold Leishman
Salman Bhura
Alain Quennec
Elaine Lee
Beverly Ginder, Ex-officio
Cindy Leung Claudia Ruitenberg Lesley Shannon Jason McBride, Ex-officio
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ANNUAL REPORT 2016-2017
Profiling Our New Governors 2017 - 2018 A big Thank You to our retiring Governors Christian Martin
In his more than 30 years in the financial industry, Christian focused early on leadership opportunities and, in the past 8 years, integrated the coaching methodology in his own management roles. Recently formally retired from the financial industry, Christian now focuses his coaching practice on personal and family leadership. Christian’s past career specialties: Investment Banking, Mergers and Acquisition, Investment management and Wealth planning, including generational planning, financial planning.
Matthew Taylor
Aliyaz Alibhai since 2002 Governor
Cindy Leung since 2000 Co-founder and Governor
Matthew Taylor is a Senior Legal Counsel with the British Columbia Ministry of Attorney General. Matthew grew up in Montreal and received a B.A.(Hons.) from Queen’s University, an M.Phil. in political philosophy from Cambridge University, a law degree from McGill Law School and an LL.M. from Harvard University. Prior to working in government, Matthew was a law clerk at the Supreme Court of Canada and a policy advisor at the Privy Council in Ottawa, and also worked as a lawyer in private practice and as inhouse counsel at a real estate development company. Matthew is married with two daughters currently attending Stratford Hall (Grades 7 and 9). He is an avid squash and tennis player, loves to ski and travel and is the family chef.
Chris Nicolls since 2007 Co-founder and Governor
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ANNUAL REPORT 2016-2017
Strategic Plan 2016 - 2021: Our Future in Focus 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.
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.
Pillar 1: Progressive and Outstanding Skills, Knowledge and Character for All Provide outstanding IB Programmes that are rooted in a principled mission, aspirational vision and high quality standards that challenge and support every student in preparation for success in all aspects of their development. Facilitate international mindedness, high character and an orientation towards action in an urban context so that our community has an appreciation of, and takes responsibility for, our various roles in the wider community. Further develop opportunities for personal expression, creativity and innovation by
strengthening creativity in all of its forms for students Kindergarten to Grade 12. Recruit, train and retain highly-qualified teaching faculty and staff who are supported and challenged in their professional growth so they can inspire and support students. Strengthen co-curricular, club, athletic and arts-based opportunities for participation and competition to provide as many students as possible with an opportunity to explore, compete in and pursue their passions and interests.
Pillar 2: A United and Engaged Community Strengthen our student cohorts by recruiting and retaining students who are mission appropriate and committed to pursuing their potential. Further engage our parent community in support of learning and development to promote and nurture the positive culture that exists at Stratford Hall. Cultivate a strong post-graduate Stratford Hall community who embody the Graduate Profile. Strengthen Governance to ensure long-term school success.
Pillar 3: Strong, Sustainable Facilities and Foundations Ensure that facilities and infrastructure support student learning, health and safety through continuous improvement. Ensure financial stability that supports our mission, vision and strategic priorities to deliver a continuously developing, outstanding program that sustainably operates within our means. Establishing an alumni office to stay connected to our graduates.
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ANNUAL REPORT 2016-2017
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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ANNUAL REPORT 2016-2017
Financial Summary Revenue / Sources 10,000,000
9,487,229
8,000,000
$
Tuition
10,000,0006,000,000 8,000,000
4.2%
6,000,000
Fundraising
4,000,000
4,000,0002,000,000
$
10,160 Student Learning Grant
2,000,000
TUITION
TUITION GRANTS GOVERNMENTGOVERNMENT GRANTS FUNDRAISING FUNDRAISING SCHOOL PROGRAMS (FEES, RENTALS, CAMPS)
SCHOOL PROGRAMS (FEES, RENTALS, CAMPS)
INTEREST AND OTHER REVENUES
59.5%
INTEREST AND OTHER REVENUES
Salaries and Benefits
Expenses / Uses
3.2% 0.4%
8.0% 8.7%
8.0%0.4% 3.2%
$
8.7%
20.3%20.3%
329,771 Excess of Revenue over Expenses
59.5%
59.5%
$
46,938 Tuition Assistance
SALARIES AND BENEFITS SALARIES AND BENEFITS RENT/FACILITIES, REPAIRS, MAINTENANCE REPAIRS, MAINTENANCE PROGRAMRENT/FACILITIES, COSTS PROGRAM COSTS ADMINISTRATION AMORTIZATION OF CAPITAL ASSETS ADMINISTRATION TUITION ASSISTANCE AMORTIZATION OF CAPITAL ASSETS
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ANNUAL REPORT 2016-2017 ENRICH
Stratford Hall (School) Society Stratford Hall Foundation Combined Balance Sheet for the Year Ended June 30, 2017 2017 $
2016 $
Assets – Current Cash Short-term investments
799,917
1,023,936
4,669,000
3,324,000
Receivables
74,862
126,829
GST rebates
136,479
118,304
221,475
237,162
5,901,733
4,830,231
28,959,619
29,830,389
34,861,352
34,660,620
Payables and accurals
1,131,646
934,714
Deferred revenue
3,007,243
3,031,984
Educational investment deposits
7,493,500
7,051,593
480,905
459,449
Prepaid expenses and financing Tangible capital assets Liabilities – Current
Current portion of long-term debt
71,810
108,485
12,185,104
11,586,225
14,253,303
14,734,207
29,755
101,566
454,595
902,879
26,922,757
27,324,877
Unrestricted
6,605,161
6,256,320
Restricted
1,333,434
1,079,423
7,938,595
7,335,743
34,861,352
34,660,620
Current portion of capital lease obligations Long-term debt Capital lease obligations Interest rate swaps Fund Balances
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ANNUAL REPORT 2016-2017
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 2016 - 2017 demonstrate their trust and support of Stratford Hall.
Visionaries’ Circle $10,000 +
David Bursey Dhar and Harv Dhanda Ginder-Sangha Family Stathis and Vivian Tsogas Edward and Eugenie Yeung
Founders’ Circle $5,000 - $9,999
David and Valerie Christie Philip and Tina Heywood Pak Kei Ho and Chieh Tung Ming Jang and Marie Louie Jang Karim and Rehana Kassam Alain and Linda Quennec Nathan Slee and Merel Veldhuis Zhicheng Xu and Jie Lin Anthony and Winnie Yen
Head’s Circle $2,500 - $4,999
Alan and Gloria Au Doyle Bauman and Alyssa Schottland-Bauman Susan Christie
David and Katharina Coleman Simon Cookson and Chihiro Tajima Roger Cross and Josephine Jacob Anh Tuan Do and My Linh Tran Glenn Friesen and Yanlin Liao Shamsh and Karima Kassam Julian and Cynthia Lee Fayaz and Salima Manji Jackie Reid TELUS Cares Jagdeep and Bandna Ubhi Shawn Winstanley and Karen Lai Winstanley Jeff Wong and Oringa Yip Kenny Young and Mee Fon Thien
Sabres’ Circle $1,000 - $2,499
Anonymous (x2) Franco Addante and Neda Sabbaghian Jameel and Sharifa Ahamed Willud Ali and Sarah-Jane Anand Aiyaz and Rubina Alibhai Alissa Antle Rajveer Atwal and Meena Hans-Atwal Timothy Au and Kelly Tsai Salman and Rosena Bhura Hardeep Birdi and Komal Madan Dan and Diane Blue Daniel and Rosa Bosa
Michael Breger and Armansa Glodjo Stefan Buitelaar and Joely Collins David and Carolyn Cameron Ian Cavén and Judy Rochette William Chan and Emaly Tsai Ron Cheung and Daisy Ng Geoffrey Chong and Waylin Cheng Anthony Chu and Anita Hui Christopher Chum and Glenda Hendson Mandeep Dhaliwal and Koml Kandola Karim and Ashifa Dhanji Greg and Karen Dosen Raymond Fong and Winnie Lai-Fong Christopher and Julie Frketich Vadim Gorzhiy and Svetlana Velikoredchanina Rajbir and Mini Grewal David and Jennifer Gunasekera Tony Haughian and Lou Guerrero Yoshiaki Hiraoka and Nenah Ida Cedric and Felice Ho Crispin Horng and Yujie Chen Dave Howard and Shalini Verghese Farhan and Shahin Jamal Byron and Josephine Jung Tony and Rebecca Keung Norman Kwan and Angela Siu Mike and Wendy Kyer
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ANNUAL REPORT 2016-2017
Jason Lau and Shae Hui Harry and Elaine Lee Whitman Lee and Maggie Tam Jeremy and Cindy Leung Gang Lu and Weihua Wang Tze Him and Kin Eron Lui Derek and Nadine May Nevada Mohammed and Calle Johnson Mohammed Qing Qiu Muyu Omicron Steven Pii and Sandra Lee Salim and Shazhan Popatia Rikki and Arthi Puri Rick Ramsay and Elisabeth Finney Kirk and Michelle Romero Ruth Chuang Personal Real Estate Dave Sangha and Beverly Ginder Baldev and Navjot Sanghera Ron Schmitz and Hazel Lew Kul and Jas Shahi Mark Shieh and Shannon Harvey Istvan Sinka and Katalin Ildiko Torok Don and Shawna Soo Alan and May Soon Tom Syer and Tamara Little Victor Tam and Helen Hodgson Tam Scott Trebilcock and Anna Lim Vance Tsai and Caitlin Springate
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Amit Venugopal and Liliana Posada Rishi and Kavita Verma Alan Walker and Patty Carmichael Timothy Walker and Baljinder Girn Liguo Wang and Yajuan Qui Chris Webber and Darlene Prosser Richard and Kathryn Webster Raymond Weind and Lauren Lowe James Wilkie and Kelly Tremblay Douglas Wong and Tracy Kwan Simon Wong and Wendy Louie Brian Yang and Angelique Schnerch Rui Yang and Haixia Lu Yujun Zhu and Hai Yan Wu Friends’ Circle $500 - $999 Anonymous Ayodeji and Gbemisola Adegboye Oliver Aldridge and Rita Biermann Scott Bell and Natasha Broemling Guido Biemold and Cindy Yu Mark Brady and Naina Sloan Canada Scaffold Supply Company Charlie Chan and Flora To Keith Chan and Pearline Er Peter and De-Ann Chan Stephen and Elaine Chan David and Carol Chiang Larry Chin and Patricia Chong
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Jimmy and Melinda Der Patrick Fung Sukhjeevan and Amandeep Gill Jeff Gravistin and Nancy Mitenko Ming-Jen and Winnie Hsu Sam and Farah Jamal Dr. Shahin Jessa Inc. Sewa and Hardip Kang Tamiz and Jamila Kanji Raheem and Farzana Kherani Ryan Knighton and Tracy Rawa Tim and Janice Kwok Harold and Maegen Leishman Wing Cheung Leung and Emi Hashimoto Feng Liu and Jia Fei Edmund Low and Liezel Lorico John and Lee Marinelli Mark Mehrer and Ye Chu Brian and Yvonne Nann Steve and Katherine Naylor Jagdeep and Jaskanwal Phandal Alex Phung and Rachel Choi-Phung Return It - Instant Recyling Perks Jessica Rudd Perry Saran and Rupi Kaila Rob and Bimmie Senghera Greg Stanford and Ghita Ohm Thomas and Gavriella Szigeti Vindy Teja
ANNUAL REPORT 2016-2017
David and Summer Telio Kevin Tong and May Hsu Mike Tran and Linh Nguyen Andrew and Valerie Tsui Bruce Voyce and Leanne Barden Mark Westlake and Marie-France Delisle Jeffrey Wong and Charmain Lam Tian Xiao and Tina Xi Wei Xu and Hong Ji Lawrence and Joanne Yau Lei Zhang and Mei Long Wayne and Wendy Zhang Tania Zulkoskey and Diane Srivastava Staff Anonymous Judy Bai Greta Bartsch Candice Birch Lisa Blachut Stephanie Bosello Emily Browning Rick Campanella Lisa Capdecoume Lindsay Causey Mike Cosford Catherine Daniel Ariana Debreuil Saloni Dholakia
Michelle Douglas Melissa Falabella Feda Ghaleb Samantha Gayfer * Christine Giesbrecht Lupe Gomez Boyd Grealy Tricia Grzybowski * Kelsey Hayre Laura Moriarty Sylvana Herrera Stefania Iacchelli Tatjana Jansen Gareth Jones Rouzanna Karapetian Dave Knight Akriti Kochher Paulina Lam Olivia Law Amanda Lempriere Dan Lin Gillian Louie Spencer Mackoff Jason McBride * Michael McGuire * Kirsten Morozov * Jessica Naka Bobby Nishi Dion Norman * Kyle Nystad
Nicole Ottahal * Sarah Phillips Anja Radakovic Dragana Radmanovic Sarah Riddell Dave Ritchie Andrea Ryan Sarah Sakaki Sukhwinder Sandhu Caitlin Shepard Peter Skipper Sylvia Star Carmen Stephen-Patel Vanessa Tam Casey Turnpenny Michael Twaites Cristina Uroni Patricia Vanstone Aliya Virani Naomi White Brett Williams Bev Willms Best Jennifer Yeung *Staff who are parents 2016 - 2017
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ANNUAL REPORT 2016-2017
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 SankaranWee, Director of Community Development. Alan and Gloria Au *
Robert and Katherine Hooley
Richard Wong and Chika Usami
Anthony and Jennifer Cheung *
Xing Huang and Shenghui Zhao
David and Elaine Young
Pak Kei (Anthony) Ho and Chieh (Jennifer) Tung
Peter and Maureen Skov Susan Weinrich
* Family donated EID in full
Gala’s Fund-A-Need in support of the IDEA Lab Ewart Aitken and Lindsay Killam
Crispin Horng and Yujie Chen
Glen Powell and Dawne Bringeland
Willud Ali and Sarah-Jane Anand
Farhan and Shahin Jamal
Rikki and Arthi Puri
Craig and Eva Atkinson
Sewa Singh Kang and Hardip Kang
Satpal Rai
Rajveer Atwal and Meena Hans-Atwal
Karim and Rehana Kassam
Todd Raine and Sarah Jane Swartz
Greta Bartsch
Raheem and Farzana Kherani
Frederick Ramsay and Elisabeth Finney
Scott Bell and Natasha Broemling
Edward Klarich and Cheryl Nakamoto
Tristan and Clair Rockel
Salman and Rosena Bhura
Alexander Lau and Anna Kaye
Craig and Charlene Rodrigues
Dan and Diane Blue
Jason Lau and Shae Hui Lau
Ian Ross and Tami Crawley
Daniel and Rosa Bosa
Harold and Maegen Leishman
Claudia Ruitenberg
Mark Brady and Naina Sloan
Lawrence and Lisa Liu
Andrea Ryan
Stefan Buitelaar and Joely Collins
Gillian Louie
Hardev Sangha and Beverly Ginder
Wesley Carson and Barbara Womersley
Jeffrey Magnusson and Helene DeMonye
Kalwinder and Roop-Preet Saran
Keith Chan and Emily Lew
Derek and Nadine May
Lawrence Chan and Jenny Tong
Jason McBride and Samantha Gayfer
Rob and Bimmie Senghara
David and Katharina Coleman
James and Esther McGregor
Parmjit and Kulwinder Dhillon
Nevada Mohammed and Calle Johnson
Avtar and Gurpinder Dhinsa Antoine Do and Liz Tran Ashef Gillani and Shelina Harji Rajbir and Mini Grewal David and Jennifer Gunasekera Cedric and Felice Ho Matthew and Alexandra Haussmann 42
Stephen and Katherine Naylor Dion Norman Nicole Ottahal Meg Penafiel Jagdeep Singh Phandal and Jaskanwal Phandal
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Antonio and Angela Scardillo Thomas and Clare Steiner Matthew Taylor and Amy Francis Tooth King Dental Studio Kavita Verma Rishi Verma James Wang and Karen Chan David and Susan Wells Jeff Wong and Oringa Yip Brian Yang and Angelique Schnerch
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.
December 8, 2017 Retiring Board Chair Beverly Ginder remains on the Board of Governors after serving four years as Chair of the Board. The entire Society and Board thank Bev for her dedication and hard work on behalf of the school. Having been Board Chair with three Heads of School, Bev’s oversight and care of the transitional times have been invaluable. Retiring Governor Claudia Ruitenberg, Assistant Professor of Philosophy of Education at the University of British Columbia steps down from the Board. The Society and Board thank Claudia for her leadership and academic perspective. 2017-2018 Board of Governors Board Chair
Susan Christie
Vice Chair
Salman Bhura
Treasurer
Shamsh Kassam
Secretary
Harry Lee
New Governor, Matthew Taylor Matthew Taylor has been serving as Legal Counsel at BC Public Service for the past eight years, as has been working as corporate counsel and lawyer since 1996. He has co-authored The Charter of Rights in Litigation: Direction from The Supreme Court of Canada. Matthew obtained his Master of Laws from Harvard Law School, both his Bachelor of Laws and Bachelor of Civil Law from McGill University, and his Master of Philosophy from University of Cambridge. He has two children in the MYP at Stratford Hall. New Governor, Philipp Postrehovsky Philipp Postrehovsky 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, Wonga Canada 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 the city. He is also the founder of Grind For Kids, a program which has raised over $1 million for BC Children’s Hospital Foundation. Philipp holds a BA in Communications from Simon Fraser University.