Strategic Plan Update - March 2024

ONE COLLEGE. FOUR SCHOOLS. BOUNDLESS POSSIBILITIES

MARCH 2024

It is an incredibly exciting time to be a part of HSC. Since building the framework for this renewed strategic plan, collective efforts across all aspects of the College have already proven beneficial to student learning and I am confident that we can achieve our goals to create an even more joyful, engaged and inclusive community in the years to come.

Marc Ayotte, Head of College

PERSONALIZED LEARNING

Enhanced student engagement through authentic and experiential opportunities.

PERSONALIZED LEARNING

PURPOSEFUL AND SUSTAINABLE LEARNING ENVIRONMENTS

All of our learning environments enhance the College experience in purposeful and sustainable ways.

RESILIENCE AND WELLBEING

The development and nourishment of the whole child with attention to the wellbeing of our entire community will be our daily focus.

strategic Goal: Enhance the Learning Experience

A WHOLE COLLEGE–INCLUSIVE AND CONNECTED

A locally and globally connected community offering a seamless educational experience from 18 months to 18 years that fosters a sense of belonging.

A WHOLE COLLEGE–INCLUSIVE AND CONNECTED

Joyful Community Inclusive Engaged

strategic Goal:

Diverse, Inclusive, Equitable Lifelong Community

PURPOSEFUL

AND SUSTAINABLE LEARNING ENVIRONMENTS

strategic Goal: reimagining time and space

RESILIENCE AND WELLBEING

Highlights:

» Continued growth in the culinary arts program, giving students increased opportunities for experiential learning

THEME ONE: PERSONALIZED LEARNING

Enhanced student engagement through authentic and experiential opportunities.

A key aspect of our Strategic Plan is to give our students opportunities to find, engage and seek solutions for real-world problems and engage in authentic and experiential learning opportunities. In addition, this Strategic Plan aims to develop, deliver and support interdisciplinary and crossgrade collaboration and learning. Ultimately, we aim to empower each student to have input into their personalized learning pathway, allow them to engage in learning opportunities that will follow their interests and passions, and give them the confidence to take appropriate risks and try new things.

» Growth of the robotics program in the Middle School allowing students to follow their passions

» Expansion in co-op program with 11 students taking part in co-ops this year

» Early education is piloting the use of a universal screening tool for literacy called Acadience to help assess reading skill levels and personalize instruction

» Students in the Grade 12 Tech Design course designed door sidelights that showcased their interests and skills in the various aspects of the course, from engineering to architecture to design

» Grade 7 trench building experience at Fenton Farm

» 11 Senior School teams qualified for the Big Data Challenge finals

Senior Culinary Arts class making sausage

VEX IQ

Competition

Co-Op placement at Regency Law Group

Winners of the HSC Award at the Big Data Challenge Finals

Grade 12 Sidelights project

Grade 7 Fenton Trench Building

Highlights:

» Expansion of Miyawaki forest planting

» Tree Canada Grant sponsored by UHaul planting expansion to Willow Landing

THEME TWO: PURPOSEFUL AND SUSTAINABLE LEARNING ENVIRONMENTS

All of our learning environments enhance the College experience in purposeful and sustainable ways.

We are grateful to have a large campus with many resources to support student learning. We continue to enhance our indoor and outdoor learning spaces to support and deliver authentic teaching and learning for every grade. We know that the spaces we use and design support empowered learning and must be flexible, dynamic and adaptable to student needs. We also recognize the critical importance of our environment and the existential challenges of the global climate crisis. We are committed to making HSC a leader in Canadian education with respect to practicing, learning and teaching environmental sustainability.

» Hiring a construction management group

» Presentation to Middle School faculty by Jill Ackers from VS America on exploring the use of flexible furniture to optimize student learning and wellbeing

» Co-hosting the Unconference of Hope and Bold School Climate Action April 3 to 6

Jill Ackers presents flexible furniture

Co-Hosted by HSC and Appleby College

Miyawaki Forest Planting

Miyawaki Forest Planting

Willow Landing

Highlights:

» Third annual GLOW (Gathering Lessons on Wellbeing) for students

» Outdoor skating on campus

THEME THREE: RESILIENCE AND WELLBEING

The development and nourishment of the whole child with attention to the wellbeing of our entire community will be our daily focus.

We are developing practices to amplify wellbeing and embed it into our school structures and daily routines. We strive to develop a community where students are physically active daily, demonstrate gratitude, are engaged in learning, are mindful and present, and are actively open to caring for others and themselves. Our focus on the HSC ideals enables students to grow into well-rounded leaders who can act with the best interests of themselves and others in mind. In addition, researching and implementing research-based programs and practices that focus on students’, faculty’s, and staff’s physical, mental, emotional and spiritual wellbeing continues to be a priority.

» Expanded intramural program into Grades 3/4 and M8/9

» UPower speaker on resilience for JKGrade 4, M5-M9, and Grade 5-8

» Development of myHSC Safety and Security Page

» Staff Yoga offered by two faculty members

» Zones of regulation training for Learning Services Faculty in Early Education to support students with building selfregulation skills

» Wellbeing week for staff and faculty featuring a cooking lesson, a healthy breakfast, yoga and 80s-themed aerobics

» College-wide focus on Social-Emotional Learning

Wellbeing Week – Staff 80s Aerobics

Early Education Purple Power Girls’ Basketball

Dedicated to College-wide wellbeing

Will Kelly ’15 Presentation

Campus Outdoor Rink

THEME FOUR:

A WHOLE COLLEGE –INCLUSIVE AND CONNECTED

A locally and globally connected community offering a seamless educational experience from 18 months to 18 years that fosters a sense of belonging.

We endeavour for all stakeholders to have a sense of belonging to the HSC community, where all members are accepted and celebrated, not only for what brings them together but also for what makes them unique. We are actively focused on becoming a more pluralistic community through recruiting and admitting students and hiring staff who represent the broader community. This also includes ensuring that all members of our community feel safe and welcome. In addition, HSC offers a seamless educational experience for students from 18 months to 18 years. We are uniquely positioned to thoughtfully develop a curriculum continuum that ensures continuity across grade level and division boundaries. Finally, we are committed to fostering a sense of belonging among our entire community, including students, staff, faculty, parents and alumni.

Highlights:

» Pink the Rink

» Fit for Heart

» Hiring of Nina Lee, Instructional Lead Pluralism/Diversity, Equity, and Inclusion (DEI)

» Middle School DEI Workshop based on the College Ideal of Inclusivity

» DEI PD sessions for faculty and staff on topics such as managing resistance, using inclusive language, implicit bias and microaggression, and anti-black racism

» Expansion of in-house Montessoricreated DEI materials focusing on teaching younger students about Indigenous, Black Canadian and Asian cultures and history

Middle School Ideals Certificates

Fit for Heart

Sample of Montessori Black History Materials

Nina Lee, Instructional Lead – Pluralism and DEI

Pink the Rink – Students Attended Senior Boys Hockey Game

GOAL ONE: ENHANCE THE LEARNING EXPERIENCE

GOAL

We will empower each student to have input into their personalized learning pathway. Voice and choice will extend to student assessment and evaluation. HSC will incorporate a focus on wellbeing throughout all we do and will be at the forefront of all decisions – striking a balance between academic rigour and wellbeing. We will support and empower our faculty to grow as a community of professional educators. Experiential learning opportunities will be a key aspect of our programs. To support this, we will establish a robust network of local, regional, and global partners to provide learning opportunities for our students and teachers and create opportunities for our stakeholders to become more active leaders in our region.

Highlights

» Faculty from all four schools attended the NAIS People of Colour Conference

» Faculty and students attended St. Clement’s School Diversity, Equity, and Inclusion Conference “Making Space, Having Grace”

» Expansion of community partnerships to support experiential learning

» Faculty representatives from HSC presented at the CIS Experiential Learning Network

» Junior School faculty presented an overview of the Garden Curriculum and how to innovate within the curriculum with faculty of education students from McGill University

Attended by HSC Faculty and Students

CIS Experiential Learning Network

Junior School Garden Curriculum

NAIS People of Colour Conference

GOAL TWO: REIMAGINING TIME AND SPACE

We will reimagine our schedule to empower student learning and enable coordination across schools. Our spaces will also support empowered learning, and we will examine the use of our current spaces and the design of our future spaces to reflect student needs and best practices to promote flexibility and collaboration. We will exemplify environmental sustainability in our decision-making and make HSC a leader in Canadian education with respect to practicing, learning, and teaching environmental sustainability. We will also strive to become one of the most biodiverse campuses in Canada and leverage the learning potential of our outdoor spaces to support authentic teaching and learning.

Highlights

» Flexible furniture pilot in Middle School

» Solar panel array installed

» Working groups formed in Middle School and Senior School to examine the daily schedule and make recommendations

» HSC Food Services partnering with local farms to provide sustainable packaging, reduce waste and lower carbon footprint Creative Use of Time Repurposing Our Space Sustainable and Biodiverse Spaces SUB GOALS:

Solar Panel Installation Day 1

Middle School flexible furniture

Milk served from Summit Dairy in Jerseyville

Planting the new mini forest by the south fields

GOAL THREE: DIVERSE, INCLUSIVE, EQUITABLE, LIFELONG COMMUNITY

We recognize, celebrate and honour the diversity in our HSC community and we will actively focus on becoming a more pluralistic community. In our curriculum and learning experiences, we will prioritize the inclusion of widely diverse voices. We will develop a curriculum scaffold that ensures continuity across grade level and division boundaries and will support interdisciplinary and cross-grade collaboration and learning for both students and faculty. We will continue to build lifelong connections with our alumni as integral members of our community. Finally, our parents are key partners in the learning experience for their children and we will deliver a robust parent education program that helps parents partner effectively in support of the shared goals and values of the HSC community.

Highlights

» Faculty in all four schools are developing a curriculum continuum and taking part in activities to self-reflect on their courses and examine transition points

» The Global Languages department is using the curriculum continuum as a starting point to dismantle the Eurocentric approach to languages and present a more inclusive approach

» Expansion of Elev8 to Middle School and connections with Early Education through REACHers

» Elev8 lip balm sale in support of Gore Park and donations of lip balm to distribute at Gore Park

» Gina Ranger led a parent night on Social Emotional coaching for Junior School parents

» 16 faculty from all four schools took part in four Seasons of Indigenous Learning PD through Natural Curiosity

Continuum Community Connections SUB GOALS:

Pluralism and Culture Learning

Thanking

Junior School SEL Parent Night

Middle School Elev8 Fundraiser

STRATEGY IN ACTION

STORIES AND HIGLIGHTS OF OUR STRATEGIC INITIATIVES AT WORK.

HOPE AND REGENERATION: HSC’S PLAN FOR CLIMATE ACTION

Theme 1: Personalized Learning

Theme 2: Purposeful and Sustainable Learning Environments

Theme 4: A Whole College – Inclusive and Connected

Goal 1: Enhance the Learning Experience

Goal 2: Reimagining Time and Space

As we prepare to co-host the Unconference of Hope & Bold School Climate Action in early April, we look forward to showcasing the amazing work our students, faculty and staff have done to achieve our objectives related to climate action and sustainability at HSC. We have finalized our climate action plan and will be one of several schools committing to a Climate & Nature Leadership Pledge by March. Our recently installed solar array, implemented in February and March, showcases our commitment to renewable energy. This new 553 kW system will have an estimated cumulative energy savings of approximately $2.7 million over 25 years, with many learning opportunities for our students. Additionally, the project is set to reduce our total Co2 emissions by an impressive 7146 tons—an equivalent impact to planting 1624 acres of trees. These reductions will help reduce our overall carbon footprint, which we have been measuring since 2019. We also purchased and installed new LED lights in the Senior School over the summer break for further reductions.

Our commitment ensures that these topics are embedded into our learning, as evidenced by some of the recent school initiatives. Our Junior School Garden Curriculum, biodiversity fair, mushroom farming in the Montessori School and recently launched interactive biodiversity map across our campus are all great examples. This

interactive map is a collaborative effort between our Grounds department and Senior and Middle School science classes, where they inventoried the various plants and trees across our 50-acre campus. We are also hiring a new leadership position focusing on sustainability, ensuring that it continues to be embedded into our curricular programming to inspire hope and resilience throughout HSC.

LEARN WITH JOY: THE POWER OF PROJECT-BASED LEARNING (PBL)

Theme 1: Personalized Learning

Theme 4: A Whole College – Inclusive and Connected

Goal 1: Enhance the Learning Experience

Goal 2: Reimagining Time and Space

HSC is proud to be the first school in Canada to partner with PBL works and host the PBL Canada conference from 2017–2019. As a result of this partnership, HSC provided professional development in PBL to over 60 faculty. Plans were in place to host again in 2020, but the pandemic put those on hold. While the pandemic could have been a disruptive force in our effort to design engaging, authentic and interdisciplinary learning opportunities for our students, our innovative and dedicated faculty has continued to seek opportunities to embed PBL into the learning experience for students at HSC. Some of our projects are subject-specific, and others are on a much larger scale, incorporating many subjects over a long period of time. Regardless of the length or number of subjects involved, our faculty can see students’ engagement when they can drive their learning, create solutions to real-world problems, and present their learning to others. The following are some recent examples of PBL on campus.

Grade 8: “Think Global, Act Local”

For the first two weeks in January, the Grade 8 students and teachers were fully immersed in cross-curricular PBL focused on the big idea of “Thinking Globally and Acting Locally.” Students spent some time learning about the United Nations 17 Global Goals and were asked to choose a local economic, social or environmental problem to investigate. As part of our project launch, community members were invited to speak to our students about issues facing the local Hamilton community, such as rising food prices, lack of affordable housing, homelessness and climate change. Students then researched their problem of choice and connected it to the Global Goals. For the geography portion, students were asked to find various news sources as part of their research and brainstorm potential ideas to help solve the problem. In the mathematics portion of the project, students found data that supported their solutions, created graphs and presented the data on a website. They wrote a one-minute script for English and recorded a video introducing the problem and their solution. For science, they applied the scientific method in a real-world scenario. In French, the students chose a Francophone country and researched whether this country was facing an issue similar to our local community. The students then recorded a short podcast about what they learned. For their final presentation, students showcased their website and played their video and podcast for their class. The students used a rubric to evaluate the projects, and the top two projects from each class were selected to present to the entire grade as a final celebration of two weeks of hard work. The students learned to collaborate, overcome challenges, and work within a tight but manageable timeline. They rose to the occasion and loved the experience.

Grade 6 PBL Blocks

This year, the Grade 6 team is experimenting with the idea of flexible blocks of time to better facilitate PBL. Teachers can combine English, science and social studies classes when needed to create large blocks of uninterrupted time. This has allowed the Grade 6 team to more intentionally plan their courses around big ideas for students to explore in depth. In the fall, students grappled with how to make HSC’s campus more biodiverse. They learned about some of the issues facing our planet and came up with some ideas that would help HSC do its part to be stewards of the Chedoke watershed and increase our biodiversity on campus. Students got feedback from one another through a gallery walk activity and then used it to revise their thinking. The project concluded with a Biodiversity Expo, where students presented their ideas to parents, staff and community members. The Grade 6 students also took part in a simulated archaeological dig and a PBL focused on Indigenous issues. For this PBL, the students were asked how they might learn and educate others about Indigenous issues in Canada. Students explored various topics and then had the opportunity to personalize their learning by choosing one topic that resonated with them the most. Students also had many options for sharing their learning with others, such as acting as teachers in some of the Senior School Social Studies classes.

Grade 2 Nutritower

In the ongoing pursuit of integrating science education with hands-on experience, the Junior School has grown learning opportunities through its Garden Curriculum and a newly added Nutritower. Last year, to address limitations in the growing season, a Tutty Fund application was submitted and approved to purchase the indoor, hydroponic gardening system. The fruits of students’ efforts have been abundant. Harvesting vegetables from the prior year’s garden, the desire to cultivate more led to a successful classroom bean planting. Despite intentionally planting beans outside, where we knew they wouldn’t thrive, the purpose was to recreate the challenge of seasonal constraints experienced in previous years.

Engaging students in an in-depth exploration, questions arose about why beans thrived inside but not outside. Predictions on variables like temperature, nutrients, water and sunlight were made, prompting discussions on controlled conditions for success. A study on fungi and the cultivation of various mushrooms deepened our understanding of germination times, complemented by taste tests using garlic from our previous garden harvest. Scientific diagrams were crafted to compare the growth of kale in the garden to that in the Nutritower. Successful germination under controlled environments, followed by transplanting seedlings into the Nutritower, offered an insightful journey into plant growth. An expert was consulted for advice on maximizing Nutritower success and a keen interest in the origin of our food sparked a group investigation into the sourcing of Dining Hall provisions, culminating in a behind-the-scenes tour. The harvest from our Nutritower yielded not only vegetables but also a delightful salad prepared by Chef Matt. Balancing productivity with respect, we ensured a measured harvest, incorporating gratitude into our

PBL and the Montessori Method

The Montessori method is a child-centred approach that fosters hands-on learning, independence and the whole child’s development. From a young age, this educational method recognizes and respects individual learning styles and fosters a sense of independence in children. The philosophy hinges on the idea that children are inherently eager to learn and capable of initiating learning in a thoughtfully prepared environment. PBL is a natural fit within the Montessori classroom because it is a studentcentred teaching method in which children learn by participating in real-world projects that are personally meaningful. Students of all ages in the Montessori classroom are encouraged to follow their passions, ask driving questions that interest them and spend time exploring their topic in depth. Children use self-reflection to assess their progress and next steps. Their teacher guides the learning process, making observations and suggestions to deepen their understanding and promote critical thinking and problem-solving.

vegetable-picking process. Looking ahead, discussions on the surplus vegetables contemplate themes of food sustainability, preservation and potential donations. Plans to showcase Nutritower growth to the public, collaborate with the Senior School’s culinary class for canning, and create a collaborative non-fiction book underline our commitment to sharing knowledge and fostering sustainable practices. The Nutritower initiative continues to flourish, thanks to the collective effort and curiosity of our dedicated community.

LIVE WITH PURPOSE: SERVICE LEARNING AT HSC

Theme 4: A Whole College – Inclusive and Connected

Goal 1: Enhance the Learning Experience

Goal 3: Diverse, Inclusive, Equitable Lifelong Community

Our core mission is to develop joyful and engaged students who live life with purpose. A student’s journey at HSC prepares them to understand their world and to inspire, lead, act and make a difference in unique ways. Eddie Zhang, the 2023–2024 Service Prefect, embodies this mission statement. Looking back on his time at HSC, Eddie can see how much he has grown as a person and admits that his Grade 9 self would never have imagined all the things he is now doing to give back to his local community. He credits his passion for helping others to the example of HSC students in the grades above him and the faculty that encouraged him to get involved. While at HSC, Eddie saw other students involved in service initiatives and became interested in their work. To him, it looked like a good way to be involved in school life and to form better relationships with other students. He was encouraged to volunteer one Saturday at Gore Park by Mrs. Ciulla, who is a regular volunteer. Living in Oakville, Eddie was unsure of how he could participate, but he took the train to Hamilton one Saturday morning and decided to try it. After that first morning, Eddie never looked back. He became a dedicated member of the Elev8 group, a service committee created to elevate others and raise awareness about issues within our community and beyond. This committee comprises students interested in making an impact on local and global concerns through service. Over Eddie’s time in the Senior School, he has seen great growth in service initiatives. In addition to Elev8, the Empowerment Squared group helps newcomers to

Canada, the English Conversation Circle (ECC) volunteers at innercity schools to help students learn English, and the Wee Braveheart group creates care packages for cancer patients. As Service Prefect, Eddie’s goals are to support the service groups at HSC, connect the four schools through service projects, and help find opportunities for students interested in service that connect to their passions. Eddie is very proud that Elev8 has expanded this year into Middle School, and the Junior School REACHers have also begun to be involved. Dr. Sunjay Sharma ‘98 recently presented to the Leadership Team about the Three Wishes Project and proposed a potential service project partnership with HSC. Eddie was invited to attend this meeting and is eager to begin the creation of a new service club that will support the Three Wishes Project. He is working with two other prefects to get this club started before they graduate. In his time at HSC, Eddie has developed leadership skills that have allowed him to make a difference in the lives of others, and he hopes he has inspired others to do the same.

ROOTED IN EXPERIENTIAL LEARNING

Theme 1: Personalized Learning

Theme 4: A Whole College – Inclusive and Connected

Goal 1: Enhance the Learning Experience

This year, HSC joined ISEEN (Independent Schools Experiential Educators Network). ISEEN is an international learning laboratory and networking opportunity through which independent school experiential educators, administrators and classroom teachers can share their challenges and successes, learn of and from model programs, and explore the developing role of experiential practices within our educational communities. Experiential education lights a creative spark in the learning process. Experiential educators encourage students to create and innovate in an environment that celebrates making mistakes and taking risks, leading to new pathways.

From January 23 to 26, Sheryl Murray (Chair of Experiential Learning and an ISEEN Board Member), Erica Otaguro ’07 (Chair of Student Wellbeing and HSC’s ISEEN Representative), Jessica

Setzkorn (Vice Principal of School Life, Middle School), and Carrie Annable ‘97 (Chair of Academic Strategy) attended the ISEEN Winter Institute at the Athenian School in Danville, California. The institute was very impactful for all attendees. The theme was Rooted in Experiential Education: Finding Our Places to Flourish, and the following essential questions were examined:

How do we infuse experiential education throughout teaching and learning at our schools and institutions?

How do we educate students to have the conscience, courage and skills to work for social change and justice?

How do we make cultural competency central to our experiential learning pedagogy and practice?

The institute was filled with many meaningful activities and sessions. The highlight for all that attended was the Experiential Education in Action Day. Each participant chose a different fullday activity and learned about multiple aspects of experiential education. These activities ranged from learning about experiential math and Middle School Focus Days, exploring creative collaboration through words and movement, connecting identity and culture through food, and food justice in the San Francisco Bay Area. In addition, a large part of the ISEEN experience was connection and reflection; each attendee was placed in a homeroom group where topics such as experiential learning, placebased learning, and DEI were discussed. There was also plenty of time to reflect and opportunities to network within identity and professional affinity groups. We are excited to be a member of ISEEN and to expand experiential learning at HSC.

CELEBRATING BLACK EXCELLENCE

Theme 1: Personalized Learning

Theme 4: A Whole College – Inclusive and Connected

Goal 1: Enhance the Learning Experience

Goal 3: Diverse, Inclusive, Equitable Lifelong Community

Black Excellence Month at HSC was filled with many important learning opportunities for students. During Chapel gatherings in February, HSC’s Black Students’ Association (BSA) shared insights on the Black Canadian experience through historical, cultural and artistic perspectives. One week, students joined together to sing “We Shall Overcome” while learning about its role as an anthem for freedom movements all over the world. At the final Chapel of the month, students were treated to a hip hop dance performance from Defining Movement Dance. The Middle School

students also had an impactful presentation from Leo Johnson of Empowerment Squared who spoke about his childhood in Liberia and explained why he embraces UBUNTU. Ubuntu is a way of life emphasizing community, togetherness, and the greater good. We often hear

Ubuntu referenced with the phrase ‘I am because we are’ which reminds us that our own happiness and sense of self stems from our relationship with others. The month concluded with a special conversation with Canadian novelist and essayist Lawrence Hill. HSC, in partnership with Empowerment Squared and the Hamilton Wentworth District School board welcomed Mr. Hill for a panel discussion led by HSC’s own Black Students’ Association. Mr. Hill spoke about his experience as a Black author and provided insight into his writing process while discussing his award-winning novel The Book of Negroes. Thanks to the support of our Senior School communications technology class, HSC was able to live stream the event allowing students across the region to participate.

A Celebration of Canadian Black Excellence was displayed in the hallway between the Kemper Lounge and the Triple Gyms for the entire month. A scavenger hunt was designed to encourage student interaction with the display, and classes were invited to explore the display and learn about Canadian Black history. The genesis of the materials came in response to the Black Lives Matter movement when the Montessori School sought sources for our students’ age- and stage-appropriate lessons. We found various materials on the American experience but needed more information on Canadian history. In response, we created our own Canadian Black History Timeline. It covers the period from 1689 to the present, outlining significant milestones and struggles in the Black experience in Canada. The materials were designed to follow the layout and lessons in the Montessori curriculum. In addition, we created a series of “Who am I” cards highlighting different Black Canadians. The materials were created collaboratively by the Montessori school, HSC communications and two senior students. These were received positively in the Montessori community, and we were asked to sell the material to other schools. Since the work aimed to educate students and expand their awareness and understanding of the Black experience in Canada, Mr. Ayotte authorized sharing the materials with other schools at no cost. They have been shared with over 35 schools across Canada. In 2024, we updated the materials to include more recent events.

FINANCIAL LITERACY: FABULOUS FINANCE JAMMING

WITH THE PROS:

AN AUTHENTIC MUSICMAKING EXPERIENCE

Theme 1: Personalized Learning

Theme 4: A Whole College – Inclusive and Connected

Goal 1: Enhance the Learning Experience

HSC parent, financial literacy and wellness expert Grace Cleary-Yu visited Montessori and Junior students for a special reading of Fabulous Finance, a storybook she wrote with inspiration from her daughter Rose. The book covers eight basic but important concepts of investing that proved to be easy to understand for our young learners and aligns with HSC’s own efforts to foster a healthy financial mindset from a young age.

Theme 1: Personalized Learning

Theme 4: A Whole College – Inclusive and Connected

Goal 1: Enhance the Learning Experience

For a number of years now, students in the Senior Jazz music class have had the opportunity to experience something truly special as part of their summative assessment. Over the duration of the course, students learn several pieces from the standard jazz repertoire. Through listening to professional recordings and discussing how the elements of music are interpreted by the musicians, the students learn how to play the melody with a stylistically authentic approach. Additionally, students learn how to create improvised solos based on the repertoire, thereby expanding their understanding of music theory and developing their individual musical voice on their instrument. This is all part of the process of learning jazz tunes. The summative assessment requires students to tap into this experience by learning a piece of standard jazz repertoire of their own choice but with one wrinkle – the students will be accompanied by a trio of professional musicians!

Although some students initially feel intimidated by playing in the presence of such accomplished musicians, they quickly realize what a treat it is to play with real professionals. The level of collaborative, spontaneous music-making is unlike anything most students will ever have the opportunity to experience. The students take charge of the situation, dictating instructions on how their chosen piece will be played with respect to tempo and structure. The student counts off the tune, and away we go, transforming the Paikin Music Room into our own jazz club! The thoughtful and musical accompaniment sounds as though it was all previously conceived. It is the kind of music that can only be created by seasoned pros who have played these tunes hundreds, if not thousands, of times, and it breathes additional confidence into the student musicians. As each student concludes their turn fronting the ensemble, the sense of pride and accomplishment is apparent on their faces and validated with raucous applause from their classmates.

As the class debriefs, it is clear that the students are keenly aware of the authenticity of this experience. They marvel at the incredible musicianship they just witnessed and express how fortunate they feel to be able to share that experience as musicians themselves. This is exactly what professional jazz musicians do every night. They also comment on how encouraging the guest musicians were of their efforts. For Mr. Gaumond, the Senior Jazz teacher, it is inspiring to watch students embrace a process requiring such a level of personal vulnerability and take the risks required to engage in spontaneous composition on one’s instrument. While improvising is a regular part of the Senior Jazz music class, the students and faculty are grateful for the opportunity to have a truly authentic musical experience.

AI COMMITTEE

Theme 1: Personalized Learning

Theme 4: A Whole College – Inclusive and Connected

Goal 1: Enhance the Learning Experience

Goal 3: Diverse, Inclusive, Equitable Lifelong Community

The AI Committee, comprising faculty, parents, alumni and operational staff, has been working towards shaping the integration of AI technologies across the College, including all four schools. Through collaborative efforts, the committee has focused on several key initiatives, including developing a comprehensive policy document, planning upcoming professional development opportunities, and crafting surveys to gather insights from students and faculty regarding current AI usage.

Utilizing the “Hopes and Fears” protocol, the committee has effectively gauged our understanding of the hopes and concerns

surrounding AI implementation at the College. Looking ahead, the committee aims to establish a student subgroup to support this critical work further.

Recently, six faculty members had the privilege of attending the Unconference in Toronto, where they gained knowledge that they plan to share with the faculty. Through ongoing collaboration and dedication, the AI Committee remains committed to fostering a thoughtful and inclusive approach to AI integration, ensuring its alignment with our educational mission and values at all levels.

CAMPUS MASTER PLAN

Theme 2: Purposeful and Sustainable Learning Environments

Goal 1: Enhance the Learning Experience

Goal 2: Reimagining Time and Space

The College has been busy working towards a new Garth Street entrance. All of the pre-work for the application into the city has been completed with the hopes of submitting the application later this month. This work included a traffic study of the campus and the intersection which resulted in support for the new entrance with the addition of a new signal and road widening in the area. Several site plan reviews and work by various engineers all contributed to this application. The proposed entrance will be directly across from Westcliffe Avenue and should mitigate traffic congestion at the front of the College and within our campus. Stay tuned for the response from the City of Hamilton.

Simultaneously, we have also been busy planning for a new Middle School. We are so thankful to our Construction Steering Committee to help us navigate this project. This is a very experienced and talented group of staff, Board members and volunteers that will certainly benefit the College as we navigate this project. We have had preliminary discussions with the City of Hamilton about the project and will be building on a faculty envisioning exercise we held last year. In the past few months, we visited several new schools in the greater hamilton and Toronto areas and have been working with a local Hamilton architect to analyze our space requirements and develop some renderings of the new Middle school. By carefully considering and optimizing the school space, HSC educators and administrators can create an environment that nurtures and inspires students, promotes active learning and supports their holistic development. A thoughtfully designed school

space will reinforce educational goals, foster creativity and critical thinking, and ultimately improve students’ learning outcomes. Draft renderings should be complete by mid April and we will be sharing a case for support with our community in the coming months.

HEALTH SERVICES REVITALIZATION

Theme 3: Resilience and Wellbeing

Theme 4: A Whole College – Inclusive and Connected

Goal 1: Enhance the Learning Experience

The Health Services team plays a vital role in our College community, ensuring the wellbeing of our students and providing them with the necessary tools to thrive. As our community’s needs continue to evolve, so does the organization of our Health Services department to better serve our students.

In response to the changing needs of our Senior School students, we have added a Social Worker to provide support and strategies tailored to meet the needs of today’s students. This addition has allowed our College Counsellor to focus more on the daily needs of our Early Education and Middle School students, enhancing

the level of care and support available to them as well. Our Social Worker and College Counsellor work closely together to deliver personalized care and expertise across our entire community supporting students, staff and families.

We have also expanded the role of our Athletic Therapist, increasing their hours and responsibilities providing immediate care for injuries as well as rehabilitation guidance to our students. The Athletic Therapist also provides game coverage and training for staff in support of student and staff health and wellness. With these enhancements, the Athletic Therapist has transitioned from an external contracted role to an internal position as a core member of both the Health Services and Athletics teams.

Our Nursing team has been

Julie Pearce – Social Worker

Gina Ranger – College Counsellor

augmented by two regular occasional school nurses, as well as a partnership with an occasional nursing staffing agency to ensure medical support is available when needed. This team now consists of two full-time RNs, an RN who comes in once a week, and an occasional nurse who also works with our reception team.

To better align with the needs of our community, our Health Services department model has transitioned from a hierarchical structure with a department manager to a horizontal model with equal RNs serving our students. This shift enables a more personalized level of care and fosters better communication between health services and each respective school. Our RNs have also prioritized building relationships with teachers and leadership in each school to support clarity of process and foster partnerships in support of student wellbeing.

Our Health Services department receives invaluable support from our Chair of Student Wellbeing, who acts as a liaison to campus-wide leadership teams. With the creation of additional roles across the College, such as the Chair of Experiential Learning and an Innovation Lead for Pluralism and Diversity, the Chair of Student Wellbeing can proactively support Health Services in meeting the evolving needs of our school community.

In addition to their daily support for students, our revitalized Health Services team collaborates effectively with leadership teams to provide input into strategic discussions and planning for future growth and development. Together, we are committed to ensuring the wellbeing of our students and fostering a supportive and nurturing environment for their overall development.

STRATEGIC PLAN

COMMITTEE

Marc Ayotte

Head of College

Carrie Annable ‘97 Chair, Academic Strategy

Liz Davidson Director of Finance

Danielle Hourigan '82 Principal, Montessori School

Eleonor Kerr Director of HR and Operations

Jason Caruana Deputy Head of College

Linda Watson

Director of Technology, Innovation and Integration

Joyful Community Inclusive Engaged

HILLFIELD STRATHALLAN COLLEGE STRATEGIC PLAN

Hillfield Strathallan College

299 Fennell Avenue West

Hamilton, ON L9C 1G3

905-389-1367

strategy@hsc.on.ca

www.hsc.on.ca

RESPECT. INTEGRITY. COMMUNITY. INDIVIDUALITY. DETERMINATION.

Our core mission is to develop joyful and engaged students who live life with purpose.

The best learning happens when students are happy to come to school, have opportunities to follow their passions, and participate in deep learning experiences that challenge them.

Joyful, engaged students develop strong relationships with their peers and with the caring adults who spark and support their learning both inside the classroom and beyond.

Their journey at HSC prepares students to live with purpose—to understand their world, inspire, lead, act, and make a difference in their own unique ways.