THE SAINT THE MAGAZINE OF ST. GEORGE’S SCHOOL | FALL 2016
A LEADER
IN BOY-CENTRED LEARNING LEADERSHIP AT ST. GEORGE’S SCHOOL
THE SAINT
THE MAGAZINE OF ST. GEORGE’S SCHOOL MANAGING EDITOR Joe Santos Head of Communications GEORGIANS EDITOR Ian Yen '03 Head of Georgian Relations GRAPHIC DESIGNER Bruce Elbeblawy
SENIOR COPY EDITOR Nancy Kudryk PRESIDENT OF THE GEORGIANS AND THE ST. GEORGE’S OLD BOYS’ ASSOCIATION Bruce Jackson '78
PHOTOGRAPHERS Richelle Akimow Photography Bob Frid Roger Pimenta St. George’s School Archives Clement Woo Ian Yen '03
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DEFINING LEADERSHIP
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BUILDERS OF ST. GEORGE’S SCHOOL
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> CONTENTS
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BUILDERS OF ST. GEORGE’S SCHOOL Honoured in 2016
NE CAMPAIGN O Grades 4 and 5 Neighbourhoods
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C OVER STORY A Leader in Boy-Centred Learning
SAINTS’ life
COVER STory
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A LEADER IN BOY-CENTRED LEARNING
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BOYS AS GLOBAL CITIZENS
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GRADE 10 COHORTS
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THE WIND ENSEMBLE
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LEADING THE WAY IN ATHLETICS
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LEADERSHIP EDUCATION AT THE JUNIOR SCHOOL
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WELCOME TO THE NEIGBOURHOOD
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ONE CAMPAIGN
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THE GEORGIANS
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MENTORING PROGRAM
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GEORGIANS’ SURVEY HIGHLIGHTS
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GEORGIANS’ PHOTO ALBUM
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SAINTS’ NOTES
G EORGIANS’ PHOTO ALBUM All the Events!
THE SAINT is published twice per year, expressly for Georgians, parents, and friends of St. George’s School. It is also distributed to other Canadian independent schools and selected public or private institutions. Comments about any of the articles are always welcome. Address all correspondence to: Joe Santos, Managing Editor, THE SAINT | St. George’s School | 3851 West 29th Avenue, Vancouver, BC V6S 1T6 CANADA Phone: 604-221-3891 Fax: 604-224-7066 Email: jsantos@stgeorges.bc.ca THE SAINT is copyright © 2016 St. George’s School, Vancouver BC Canada. Reproduction rights: We encourage you to circulate or copy this material unmodified for your own private use. You may quote any article or portion of article with attribution. Quotation of any article or portion of article without attribution is prohibited. THE SAINT, its contents, or material may not be sold, intact or modified, nor included in any package or product offered for sale. Please contact our office to be added to the mailing list.
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Publications mail agreement no. 40580507. Return undeliverable Canadian addresses to: St. George’s School Society | 3851 West 29th Avenue, Vancouver BC V6S 1T6
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• Make sure to mark your calendar for this party of the year. • No auction, no ask. • Our only ask is that you come ready to have a great time! • Only 450 tickets will be sold so make sure to get your tickets early. • Complimentary valet parking will be provided (+$8 parking fee), but if you plan to drink, we suggest that you take a cab. FALL 2016 | 3
DEFINING
LEADERSHIP BY: BRIAN LEE
4 | THE SAINT
During a recent Senior School Assembly, students were asked to raise their hands if they considered themselves to be a leader. There was a momentary pause as they looked to their left and right before responding. Not surprisingly, few of the boys felt confident enough to raise their hands. While there may have been several individuals who perceived themselves as leaders but felt too self-conscious to put their hand up, the reality is that most believed the term ‘leader’ or ‘leadership’ applied to only a few individuals who have accomplished outstanding feats and was not applicable to them. We know that ultimately not everyone can wear a “C” on their game jersey or have the opportunity to grace the halls of St. George’s Senior School with a burgundy Prefect blazer. If we are going to develop leadership skills in each of our students, it is incumbent upon us all to help reframe conventional thinking around the very term “Leadership”. Our process of defining the leadership at St. George’s School began in the spring of 2016, when both students and faculty were asked to reflect on and define for themselves ‘leadership’. Parents also had the opportunity to weigh in on this initiative through an online survey. The information was collated and synthesized by students and faculty from both campuses. What resulted is our current
definition of leadership: Leadership is making a positive difference in your community. What we like about this definition is that, like our Core Values, it came from the stakeholders within our community. The definition is inclusive and provides an opportunity for every boy to develop his unique strengths in order to positively impact and influence those around him. This is leadership at St. George’s School. Recently, we have formally engaged the boys in a number of activities in support of leadership development. At the Junior School boys have been involved in conversations and self-reflection on what leadership looks like and how one might tap into personal leadership capacities. The Junior School “Man of Character”
nominations have been changed to “Exemplars of Leadership” nominations through the use of the School’s Core Values. The Senior School students recently had the opportunity in advisory to discuss the new leadership definition and what it means to them, both as individuals and a community as a whole. The new x-block timetable structure has enabled highleverage, teachable moments during the school day, thus far including: a screening of the 30 for 30 Terry Fox documentary, Into the Wind; a most inspiring leadership presentation by Terry Fox’s high school coach and teacher, Mr. Bob McGill; and participation in our annual Terry Fox Run.
LEADERSHIP IS MAKING A POSITIVE DIFFERENCE IN YOUR COMMUNITY. As the academic year continues to unfold, our students will have the opportunity to reflect on their personal leadership capacities and identify ways in which they can lead. When next asked the question of whether or not they consider themselves as leaders, it is our hope that every boy raises his hand with pride in knowing that he does and will continue to “make a positive difference” in the lives of those around him.
FALL 2016 | 5
On May 16th, 2016, Mr. Shek Kong Leung, Mr. John MacKay, Mr. Ken Teskey, and Mr. Nigel Toy were inducted as Builders of St. George’s School. Board members, faculty and staff, Georgians, family members, and the community gathered to honour these individuals who have made an extraordinary, transformational contribution over time to the building of the School. The Builders designation represents the highest award the School will confer in recognition of extraordinary support. Reflecting a genuine love of St. George’s School, this support may involve either personal effort ‘above and beyond the call of duty’ and/or financial support. 6 | THE SAINT
Builders The
of
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BUILDERS OF ST. GEORGE’S SCHOOL
HONOURED IN 2016 MR. JOHN MACKAY
MR. KENNETH TESKEY
MR. SHEK KONG LEUNG
MR. NIGEL TOY
Mr. MacKay is a parent of two Georgians (Michael ’04 and Christopher ’06) and continues to serve as a Member of the Headmaster’s Advisory Council (2006 – present).
Ken Teskey is a Georgian Parent (Drew ’03 and Connor ’05), former Member & Executive Member of the Board of Directors, former Member & Executive Member of the Foundation Board of Trustees, Honourary Georgian (2015), former Campaign Fundraiser, and Major Donor since 1994.
Mr. Leung has served as a member of the Headmaster’s Advisory Council since 2012, guiding our strategies for recruitment and support for the School. Despite his son, Wai Chuk, having graduated from Saints in 2014, Mr. Leung and his wife, Rainbow Wong, continue to be highly engaged with the School, guiding new families, encouraging the support of other Georgian parents and alumni, and supporting the Annual School Fair.
Mr. Toy served as the school’s 8th Headmaster for 13 years (1997-2010), was recognized as an Honourary Georgian in 2012, and has been a major donor since 1997. His leadership proved crucial to the transformative changes that St. George’s experienced in his 13 years as Headmaster, and many hundreds of boys grew up with his ‘play hard, play fair’ approach to life and learning. The facility renewals, the new programs, and the inherent sense of pride in the School and in themselves that marked his tenure were transformational.
Many programs and projects at St. George’s have benefited from the generous support of the MacKay family over the years, from athletics and facilities to the Saints’ Fair and the Hamper Drive. John was a leader in the creation of the very successful “Nigel R.L. Toy Scholars’ Fund,” an endowment fund that allows financial assistance to be given to new students who otherwise might not be able to attend the School.
Mr. Teskey holds one of the longest continuous service records for volunteer leadership at St. George’s School, most notably as one of the longest-serving Board members. He was also actively involved in the Rowing Parents group and the building of the JS Lecky Boathouse in conjunction with UBC.
In March 2016, a small private luncheon was organized to induct former Headmaster, Nigel Toy, as a Builder of St. George’s School. Mr. Toy was a unanimous choice for the award this year, but was unable to attend the formal dinner on May 16th. FALL 2016 | 9
A LEADER
IN BOY-CENTRED LEARNING
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FEATURED STORY
The Vision of becoming Canada’s World School for Boys embodies our aspirations for St. George’s School. Reinforcing the fact that we are deliberately a boys’ school, it also reminds us that our graduates must be able to flourish in an increasingly complex and rapidly changing world, one that is more globalized and interconnected than ever before. Moreover, within this context, St. George’s aspires to be a Canadian school of international significance. In other words, when educators from around the world want to identify a school that really understands boys and that has structured its programs and instructional practices to meet their learning needs, we want St. George’s to be at the top of their list. We take this aspiration of becoming a world leader in the education of boys seriously. Back in late June, St. George’s hosted the Annual Conference of the International Boys Schools Coalition (IBSC). Focusing on the theme of Boys as Global Citizens, we welcomed more than 600 educators from 160 schools located in 14 different countries. The Conference showcased an impressive roster of Canadian speakers, including Dr. Shimi Kang, Joseph Boyden, Richard Wagamese, and Rick Hansen; it also provided about a dozen of our faculty members with the opportunity to make presentations and to lead workshops on best practices in boys’ learning. As you will see from this issue of The Saint, St. George’s is leading the way in a number of other ways as well. As we continue to fine-tune our instructional practices, we are also developing and implementing innovative new programs designed to engage our boys in deeper learning while reinforcing key skills such as collaboration, problem solving, and communication. This emphasis on continual school improvement is also driving our efforts to renew our teaching spaces through our new Grade 5, 6 and 7 Neighbourhoods, and the upcoming construction of new academic buildings on the Senior School campus. In one way or another, all of the programs and initiatives featured in this edition of The Saint reflect our recently unveiled definition of leadership—making a positive difference in your community. As we move forward, this definition will guide our efforts to help every boy build his own unique leadership capacity, just as it will shape our commitment to ongoing school improvement. Most importantly, as we strive to become a world leader in the education of boys, I believe that we will do an even better job of helping every boy become the very best human being he is capable of becoming. In my mind, there is no more important or noble an aspiration than that!
DR. TOM MATTHEWS HEADMASTER FALL 2016 | 11
Making the journey from around the world, nearly 600 delegates from local and international boys’ schools attended the 2016 IBSC Annual Conference hosted by St. George’s School. From June 26-29, 2016, educators representing 14 countries came together to learn, discuss, and collaborate around the central theme of developing “Boys as Global Citizens.”
YS OBAL IZENS BOYS L GLOBAL CITIZENS NS
This year’s conference, organized by members of the staff and faculty of St. George’s School, centred around two streams – Creating Global Citizens and Environmental Stewardship – and was supported by a distinguished roster of keynote speakers and workshop leaders ranging from environmental advocate Simon Jackson through to the highly regarded First Nations authors Joseph Boyden and Richard Wagamese. In addition to plenary sessions featuring Lisa Glithero, Rick Hansen, Shimi Kang, Michael Kaufman, and Amanda Lindhout, the IBSC conference showcased several workshop speakers (Aaron Bohnen, Aaron Freeman, Jake Locke, and Jenny Witterick) who presented topics related to global citizenship and 21st century boys’ learning. Running in conjunction with the main teachers’ conference, the Student Forum brought together 20 exemplary young men hailing from 19 boys’ schools around the globe and mirrored the same theme as the teacher conference: “Boys as Global Citizens”. From June 24th to June 29th the boys and their accompanying teachers/mentors attended seminars, engaged in thought-provoking workshops and dialogue, and went on excursions that aimed to help them better understand their roles as global citizens. By bringing the student delegates face to face with real people who have acted on their passions at various levels and who are making a distinct difference in the paths they walk, we hope the boys returned home with a more articulate vision and an enhanced skillset that will enable them to turn their own ‘passions into action.’
BY: COURTNEY KLASSEN
23rd Annual IBSC Conference
C Conference 12 | THE SAINTJUNE
ST. GEORGE’S SCHOOL
VANCOUVER, BC, CANADA
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23rd Annual IBSC Conference
26-29, 2016
ST. GEORGE’S SCHOOL
VANCOUVER, BC, CANADA
FEATURED STORY
A LEADER
IN BOY-CENTRED LEARNING
FALL 2016 | 13
The 2016 International Boys Schools Coalition (IBSC) Conference, hosted at St. George’s this past June, was organized around the theme of “Boys as Global Citizens.” If I were to summarize the plenary and workshop sessions that truly spoke to me, it would be those that wove together themes of connectedness and relationships —relationships between different groups of people, between people and the land, and between people and the animals around us. These themes were uniquely presented in our geographical context, as many delegates took the time to explore our region, and also in the Reception for delegates held at the Museum of Anthropology at UBC.
throughout the year, giving encouragement and feedback on each other’s work, the team became a very real presence in my professional life. (Of course, having other St. George’s faculty members – Sarah Coates, Sarah McLean, and Sheena Matthews – working on projects of their own, it was easy to have a direct connection with them!) As the team members arrived in Vancouver, it was a pleasure to host them and reconnect with friends.
also be carrying out simple acts of service for others, doing essential tasks in ways in which you are uniquely “able to respond.”
BOYS GLOBAL CITIZENS
My participation in the conference actually began in July of 2015, when I attended the IBSC Conference in Cape Town in preparation for my own Action Research Project, “Lessons 2 Liberia”. At that time, I was teamed with a group of 15 other passionate teachers from the UK, USA, South Africa, and Canada who were all working on projects to develop ideas of global citizenship with their students. As teachers, we developed strong bonds in spite of the distances between us. It was a remarkable opportunity for me to collaborate with teachers from diverse places who all wanted to find ways to challenge boys in their notions of global citizenship. As we texted and emailed
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JUNE 26-29, 2016
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Shimi Kang challenged us in the ways that we relate to our children as parents and educators. Simon Jackson spoke of the relationships he developed with politicians, corporations, and even royalty as his passion for the protection of the Spirit Bear grew into a global movement. The conference closed with an address from Rick Hansen who works tirelessly to highlight issues around accessibility and inclusivity for people with disabilities. Indeed, throughout the conference we were challenged with issues of global significance, but also reminded that the place to start is usually at our own front door. If the saying “all politics is local” is true, then surely all global issues have some connection to our local lives as well – a connectedness which we may not yet be aware of, but which is there nonetheless.
The keynote speakers at the conference all challenged us in different ways. Amanda Lindhout’s opening address was a difficult, emotional journey through the story of her abduction and captivity in Somalia. The idea that has remained with me from her is that we all are responsible to share with others the experiences and the things that that we know about. Joseph Boyden spoke of the relationships between Canada and the First Nations peoples, and the effects of intergenerational trauma on communities In addition to these keynote sessions, like Attawapiskat. Richard Wagamese there was a full slate of presentations by inspired my summer hiatus from Facebook, teachers and administrators on the actions when he encouraged us to build communal that they have taken in their schools. There campfires with the people around us, rather were sessions geared at virtually every than staring at screens. He also shared the subject area and grade level. For me, it’s words of a First Nations Elder who taught always inspiring to see how other schools him that being “responsible” isn’t necessarily are approaching issues that are similar to standing in front of a group and leading the challenges that we are facing here. It was IBSC equallyConference inspiring to see many of our in a grand manner. Being responsible 23rdcan Annual
ST. GEORGE’S SCHOOL
VANCOUVER, BC, CANADA
FEATURED STORY own faculty presenting the approaches that they are taking here at St. George’s. Brian Lee and Robert Wisden’s presentation, to name just one, on their use of the “Issues Drama” for initiating discussions among the boys at the Senior School was one that several of my international colleagues spoke very highly of. It is good to be part of an international community of schools that are all doing their best to improve their own practices, and who come together to share and discuss their ideas freely. My role as an Action Research Participant at the conference came to a close when I presented alongside educators from Harrow School and Reading School in the UK. Although our projects were very different, there was again a common theme of seeking connectedness and building relationships with people the boys might not have otherwise encountered. While the main conference took place at the Senior School, a parallel Student Forum, also themed around Global Citizenship, was held in Harker Hall Residences and the Junior School. Phil Webster and Steffen Tweedle took the lead in hosting and planning this event, which included sessions with our plenary speakers, trips around the Lower Mainland, and even saw the visiting boys paired with St. George’s families. As I was sharing the highlights of Vancouver with my global colleagues, I twice came across our own boys playing the same role with their counterparts. I’d like to thank Dr. Matthews and the entire Organizing Committee for their work in planning such a diverse and inspiring conference together with the IBSC, and Melissa Gaudiel, from Sodexo Food Services, for the magnificent job highlighting West Coast cuisine for our international guests.
A LEADER
IN BOY-CENTRED LEARNING
STUDENT PERSPECTIVE When I was first offered an opportunity to attend the IBSC Student Forum, I had no idea what it was, and to be honest, I initially turned the offer down; summer seemed as if it were a lifetime away, my mind was focused on exams, and I didn’t want to commit to anything that might complicate my summer plans. In retrospect, I’m not sure what compelled me to change my mind, but I did, and on June 24, 2016, I joined the five-day forum alongside 19 other young leaders from around the world. It’s incredible how quickly a group of like-minded people from different backgrounds, cultures, and geographical locations can bond with each other. Through the workshops that honed our ideas and the outings that allowed the Vancouver natives in the group to showcase our beautiful city, we were able to form a cohesive brotherhood and bounce proposals for initiatives off of one another. After five full days of learning jargon from each other’s respective regions, sharing our plans to make a difference in our communities, laughing on buses, listening to guest speakers, and taking the time to just be teenage boys, the Forum was over. Though it can be easy to forget the lessons learned four months ago, there are some things that have withstood the storm of studying, university applications, and extracurricular work that is Term One. Most notably, the similarities between our perceptions of leadership far outweigh the differences. The definitions of a global citizen or community leader will, of course, differ from person to person, but the underlying reasons as to why being either or both is important are generally uniform. As I go through my own process of finding a niche and maturing as a student leader, it’s comforting to know that I have 19 companions from Adelaide to London going through the same trials and errors as I am. To me, attending events like the IBSC Student Forum is particularly important because it exposes us to a wealth of new opinions and perspectives that refine our own ideas.
XAVI DELGADO SCHOOL CAPTAIN, 2016-17
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COHORTS 16 | THE SAINT
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IN BOY-CENTRED LEARNING The Grade 10 Cohort model was created to provide students with the opportunity to learn more deeply through a specific perspective or lens. We knew we had a good model to help us achieve our educational goals of depth and relevancy. Discovery, our Outdoor Education Cohort, has been in existence for over 15 years and has provided hundreds of boys with a powerful experience that rejuvenated and motivated its graduates. What makes Discovery such a powerful model is its ability to move beyond courses and allow boys to see the world for its connections. Science is taught on a mountain. Social Studies is reinforced on the land. English compositions have context. The key was to expand this model to other perspectives and lenses. We presently offer four Grade 10 Cohorts. In Discovery students link their learning to environmental issues; in Connect they view their subjects through a global lens; in Fusion they use Science and Math to solve real-world problems via design thinking; and in Express they are learning to convey complex ideas through performance. All cohorts provide ways for our students to identify their unique strengths and to develop their ability to ‘lead from within’. How does it work? The cohort is a group of students who learn together for a number of connected courses with a minimal number of teachers. The additional time to allow bonding as a cohort in combination with the blurring of lines between courses creates an environment that encourages the interdisciplinary study of complex problems. And so far, the results have been outstanding!
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THROUGH CREATIVE LEADERSHIP MODELS, STUDENTS WORK WITHIN AND TOWARDS A GLOBAL PERSPECTIVE. STUDENTS INVESTIGATE CREATIVE AND STRATEGIC LEADERSHIP MODELS TO EXPLORE PERSONAL POTENTIAL. THEY WILL EXAMINE RELATIONSHIPS WITH OTHERS AND DEVELOP THE ABILITY TO IDENTIFY THE NEED FOR AND TO CREATE PRODUCTIVE CHANGE IN THEIR COMMUNITIES.
TEACHERS: SARAH COATES, DUSTIN HERSEE, NORM KAETHLER, SARAH McLEAN
Grade 10
CONNECT 10
COHORTS
The goals of the Connect 10 are for students: • to grow as people: develop leadership skills, gain selfconfidence, work with others, and improve communication skills; • to gain experience working with different models of thinking and working by engaging with community organizations, social enterprises, and leadership organizations to incubate products, services, and ideas in order to practice problem solving and apply solutions; • to work within and towards a global perspective that considers self and others in dynamic communities.
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The name “Connect 10” is fitting because we recognized that we are making connections in a number of different areas, including an integrated approach to curriculum, where we collaborate and design units that connect ideas between traditional subject areas as well as with experts and partners in the community. The focus of many projects involves students connecting emotionally and intellectually with important issues facing their local and global community. The students take part in experiential learning in the community. Connect 10 has relationships with the Academy of Tomorrow, UBC, Southlands Farm, a senior’s home, and various organizations in Tofino.
FEATURED STORY DISCOVERY IS A COHORT OF APPROXIMATELY 20 STUDENTS WHO PARTICIPATE IN A YEAR OF CHALLENGING OUTDOOR EXPERIENCES THAT ENHANCE THE REGULAR GRADE 10 CURRICULUM. THIS COHORT IS IN ITS 17TH YEAR AND WAS ORIGINALLY CALLED DISCOVERY 10 BECAUSE AS STUDENTS DISCOVER THE AMAZING LAND AND WATER OF BRITISH COLUMBIA, THEY ALSO DISCOVER MORE ABOUT THEMSELVES. THE BOYS SPEND OVER 55 DAYS IN THE FIELD AS THEY CANOE, KAYAK, HIKE, SKI AND CLIMB.
A LEADER
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TEACHERS: CHRISTINA TUTSCH, ANDREA BELL, CLAUDIA LUTES, RICK ROBERTS, PHIL WEBSTER, HUBERT WOHLGEMUTH
Grade 10
DISCOVERY 10
COHORTS
The goals of the program are for students: • to grow as people: develop leadership skills, gain selfconfidence, work with others and improve communication skills, build resilience and independence; • to gain environmental and social awareness and understand the issues involved in our relationship with nature and people; • to learn the outdoor skills required for a variety of selfpropelled activities (hiking, kayaking, canoeing, snowshoeing, rock climbing, and camping); • to integrate academic learning into cultural and wilderness experiences. The boys learn both indoors at the school, in the natural environment around the school, in urban field trip locations such as the Parliament Buildings in Victoria, and many wilderness locations in British Columbia. Students have the opportunity to spend time in places such as the North Coast Trail, Clayoquot Sound, and the Stein Valley. They experience a number of different climactic regions with layered natural and human histories. In all the places we visit, we spend time learning about the biology, geography, cultural history, and environmental issues relevant to each place. In Discovery, the boys form a unique community held by the bonds created through shared challenges and successes. Through the
security of this community, boys are encouraged to try new things and push themselves beyond their perceived limits. As a result of the self-discovery that comes in these moments, the boys become familiar and comfortable with aspects of their own uniqueness. Discovery focuses on experiential learning, providing countless opportunities for hands-on and activity-based learning. Boys learn about First Nations culture when introduced to pictographs lining cliff walls in the Stein Valley. They learn about tectonic plate movement when hiking up to Black Tusk in Garibaldi Provincial Park. In the classroom, they learn about government by forming a mock society. The integration of these lessons in the field allows Discovery students to absorb and digest the information in a longlasting and meaningful way. In Discovery, we believe that all leaders do not share the same traits. We want students to uncover their authentic selves and find ways to express that to the world. Our job as educators is to help feed the unique fire of strength and wisdom within each boy. Discovery boys have the opportunity to explore and bask in these parts of themselves through the joy of life in the outdoors, whether it is reaching a summit or simply putting up a tarp under which to sleep.
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LEADING 21ST CENTURY INDUSTRIES DEMAND CREATIVITY AND INGENUITY, AND THEY REQUIRE WELL-ROUNDED INDIVIDUALS AND PROACTIVE PROBLEM SOLVERS. THE PERFORMING ARTS HAVE ALWAYS PROVIDED LEARNERS WITH THE OPPORTUNITY TO DEVELOP A DEEP RANGE OF INTELLIGENCES—INTELLECTUAL, EMOTIONAL, AND PHYSICAL—NOT AS SEPARATE STREAMS, BUT AS ONE INTEGRATED EXPERIENCE ON THE STAGE. THE EXPRESS 10 PERFORMING ARTS COHORT PROVIDES LEARNERS WITH THE LEARNING ENRICHMENT THAT WILL EMPOWER THEM TO USE THEIR CREATIVITY TO COMMUNICATE IDEAS AND CONCEPTS EFFECTIVELY, IN AN ENTIRELY INSPIRING AS WELL AS COMPREHENSIVE MANNER.
TEACHERS: WES BOISE, EMBER KONOPAKI, JESSICA LENNY, ROBERT WISDEN
Grade 10
EXPRESS 10
COHORTS
Express 10 views all cohort subjects (English, Socials, Drama, and PE) through the lens of performance. Express 10 fosters the learners’ ability to tell his story through many forms of performance. The title of “Express 10” has a double meaning. Firstly, to express one’s thoughts and feelings through words, gestures, and action. Secondly, the idea of express in terms of a more direct form of movement; a streamlined hybrid that will put 21st century learners on the fast track to success. Express 10 offers students an enriched performing arts environment in which to study, grow, and enjoy their curriculum through the prism of theatre arts and other performance avenues. An actor’s physical training, storytelling skills, literacy through the study of drama and song, and, of course, performance opportunities of many kinds, are offered in this cohort, exemplifying visible, experiential, and meaningful learning.
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Through our four connected courses, Express 10 learners explore content and culture while considering perspective, audience, and focus. Express students are challenged to write, direct, and present their many discoveries. The cohort’s structure allows learners to unpack the words on the page of a great play (English); explore the social content of the play (Social Studies); bring the words to life through live performance (Drama), and finally bring the movement and energy to the scene through choreography, rhythm, and timing (Physical Education). Everything we do in Express involves learning through collaboration, movement, and expression. We generate many aspects of choice through a number of varied activities and projects. Learners are enthusiastically encouraged to get up and Express!
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IN BOY-CENTRED LEARNING FUSION 10 IS AN OPPORTUNITY TO “FUSE” THE LEARNING BETWEEN MATH AND SCIENCE THROUGH DESIGN THINKING AND MAKING. IT IS A HANDS-ON APPROACH USING THE ACADEMIC CONTENT OF MATH AND SCIENCE TO SOLVE REAL-WORLD PROBLEMS.
TEACHERS: MARC CROMPTON, JORDAN FORSETH, CATHERINE HOLMEN
Grade 10
FUSION 10
COHORTS
Fusion 10 is for students who want to see the concepts they encounter in Science and Math come alive through the process of making. Through design-thinking models, they learn processes of analysis and prediction to understand real-world problems. Digital fabrication and other tools are leveraged to build solutions to these problems. Throughout the year, students engage in a series of teacherdirected and student-identified challenges to solve real problems. Experts in the local STEM (Science, Technology, Engineering, and Math) industries are brought in to engage students in topics of relevance, and field trips are organized to expose students to the
thinking and opportunities in these industries. Additionally, retreats and field trips are organized to focus on specific skills such as digital fabrication, ideation techniques, and the introduction of designthinking models. The Fusion course emphasizes relevance and a hands-on approach. We strive to incorporate all Science and Math curriculum into real design challenges to allow the boys to see the application and relevance of everything that they are learning, so that rather than discuss laws of motion and conservation of energy, we build mousetrap-powered vehicles that put those laws into action.
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FEATURED STORY
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IN BOY-CENTRED LEARNING
THE WIND ENSEMBLE
The Wind Ensemble is a group of musicians like no other found at St. George’s School; it is a manifestation of student leadership in action. Its very existence is the result of a student initiative and it is completely run by its members. While most professional musical organizations like symphony orchestras and opera companies are very much ‘top down’ in their structure, our Wind Ensemble relies upon two levels of student leadership to take care of all functional aspects.
STUDENT LEADERSHIP IN ACTION BY: MARKO RNIC
FALL 2016 | 23
For the past eight years, the Wind Ensemble Executive has taken care of all major decisions including setting rehearsal times, running auditions, making final choices about who will perform in the group and what part they will play, hiring a conductor (currently Mr. Rnic), and choosing repertoire. This year’s leadership team—Rhys French, Stephen Lin, Wesley Ng, and Jack Li—have also completed work on writing the group’s constitution, an extensive document detailing the intentions of the group and responsibilities of members. Running independently of the Executive are Section Leaders. A Section Leader is defined as the person within a group of like instruments who demonstrates the highest level of understanding of all performance concepts. They are selected by their peers by way of their ability to perform with exemplary tone, technique, articulation, phrasing, etc. They inspire and lead by way of example. The results of the boys’ work has been impressive. For three years in a row, the Wind Ensemble earned the Dal Richards ‘Top Band in B.C.’ Scholarship at the Kiwanis Festival. At the National Level, the Wind Ensemble earned the only Gold rating in the highest performance level the last time they performed at MusicFest Canada. Internationally, our Wind Ensemble has attracted the attention of the top judges on the west coast of the United States. It has been the engagement and care demonstrated by all the members, along with their desire to perform together within this ensemble, that has led to these remarkable successes.
24 | THE SAINT
FEATURED STORY
A LEADER
IN BOY-CENTRED LEARNING
FALL 2016 | 25
LEADING THE WAY IN ATHLETICS BY: CHRIS BLACKMAN
26 | THE SAINT
FEATURED STORY
A LEADER
IN BOY-CENTRED LEARNING
The many competitive and recreational sport programs offered at St. George’s provide opportunities for boys to experience many aspects of character development. Throughout a season, there are dozens, if not hundreds, of situations during which each boy will learn a little bit more about integrity, respect, leadership, and more. That learning might start with committing to try a new sport in Grade 8 and continue to include missing out on selection for a varsity team or losing a championship match in Grade 12. The cumulative effect of all those small experiences has an important impact, no matter the level of the competition and no matter the outcome of the season. This is why athletic endeavours and all of our sport programs are valued at St. George’s. The Athletics Department works to allow the coaches to focus on coaching and the boys to focus on being athletes. Our support staff (Mandy Grewal, Athletics Assistant and Daniel Chang, Associate Faculty, Athletics) assists with all of the following, and more: schedules, tour planning, facility booking and access, coordinating trainers, tournaments (both home & away), and equipment needs. Head of Games, Paul Proznick, liaises with BC School Sports and coordinates the Co-Curricular Programming.
and team talks before and after matches are all examples. A coach’s interactions with the boys continue off the court or field, and extend into the classrooms and hallways, even into Harker Hall. This is an important element within our sport programs—the ongoing relationship beyond the sport itself.
The sport programs at St. George’s provide every boy with opportunities to develop their leadership skill set. One example is Team Captains, who are certainly tasked with being leaders on and off the court. They also work closely with coaches to support efforts to build team chemistry. You will frequently see a coach talk with a team before a match starts, but the Captain will have the final word with them.
While the coach-athlete relationship is often central to the growth in character for our boys, there are several other key relationships involved: teammates supporting and challenging each other and interactions with trainers and game officials that highlight communication and the emotional experiences involved with winning or losing. Tours and tournaments also provide opportunities during which boys will learn about themselves and their teammates and how to handle challenges in what are often circumstances they are encountering for the first time.
Our dedicated, experienced, and committed coaches are central to each of our sport programs. Each of them supports a boy’s character development in a very meaningful way, frequently on a day-to-day basis. Instructional feedback about skill development or team performance, discussions on the bus heading to a game,
Our Athletics Department team is comprised of leaders in their own fields who model leadership skills as they support and challenge each other to help build the best environment, with the shared mission of supporting Saints’ boys to help them become the best athletes they can be while enjoying the sports they love. FALL 2016 | 27
My name is Matteo Aquilini and I am currently in my final year at St. George’s School. After coming to the School in Grade 10, I fell in love with the sense of community at St. George’s and got involved with a variety of clubs and sports such as Food for Thought and Rugby. Through sports at the School, I strive to support and motivate other students to become better at everything they do.
LEADERSHIP
BY CO-CAPTAINS OF ATHLETICS
28 | THE SAINT
My favorite aspect of St. George’s athletics is the bond we all have. Playing with heart and sportsmanship is important to me, because it represents who we are as a School and who we are as individuals. I feel that St. George’s is different from other schools because of the way we promote both leadership and brotherhood, and how we support each other on and off the field—whether it’s soccer or assignment due dates, we always have each other’s backs. My role as Sport Co-Captain involves planning athletic events for the grades and encouraging, motivating, and supporting the students of St. George’s to challenge themselves. Nothing is more rewarding than watching our teams work hard for the win. To me, a leader is someone who can direct others without being bossy, someone who is admirable but not superior, someone who gets the job done but doesn’t rush. A leader needs to be someone you can relate to and understand, and someone that you respect. A good leader needs to understand the people he/she is leading. A leader gains respect by acting appropriately and by treating others fairly.
FEATURED STORY
A LEADER
IN BOY-CENTRED LEARNING
My name is Quinn Litherland. I came to St. George’s School in Grade 6 and immediately felt at home. At Saints, I am involved in numerous aspect of student life. I have been a part of student government throughout high school, I was the athletic representative in student government in Grades 9 and 11 and, this year, I am the Co-Captain of Athletics. In Grade 11, I started volunteering at a peer’s charity called Sports For All and enjoyed helping underprivileged kids find their love and respect for sports. The Athletics Program at St. George’s is different from other schools’ because of its focus on unity. Our School is committed to offering such a broad spectrum of sports and co-curriculars that everyone has the ability to find their passion. For myself, I know the athlete I am today is due to this unity, found solely in the St. George’s Athletics Program. It is this perfect balance between inclusiveness, encouragement, and competitiveness that is so incredibly unique. Being Sports Co-Captain means to not only be a leader, but also a representative. Having the title doesn’t actually change anything; I didn’t change when I was given this position. I am still a student-athlete just like every other boy at St. George’s School. The only difference is that all eyes are on my fellow co-captain and me as representatives of the student body. In a nutshell, to me, being Sports Captain means giving a voice to the student body. My role is to represent the values and actions of athletics at Saints. Defining “being a leader” at Saints is really difficult because everyone is one. Another unique part of St. George’s Athletics is that leadership and integrity are treated with just as much importance as running drills. Young men are taught that it’s the little things that matter, or that make the difference. It’s the things that you do because it’s the right thing to do, not to get recognition or a pat on the back. The things that help the people around you and makes their lives just that little bit easier. I think if you were to ask anyone at St. George’s School about leadership within sports, the answer would be that it’s everywhere. It is boys running to the ball bag, wanting to carry it inside, not because they think they have to, but out of respect for their coach, their team, and themselves. The ability to consciously do something with no intention to be commended for it, is what a true leader is. The most important lesson I learned during my involvement with athletics was in Grade 9 during rugby practice. We would be put through circuits at the end of practice when we were already pretty drained, as the circuits were meant to test our strength. We would be in a circle and have to hold certain positions or do exercises until we were told to stop. At times it would be raining and cold and everyone was just looking forward to a warm shower. However, the lesson I learned was that everyone was being a leader in those situations. Everyone wasn’t pushing themselves to impress the coach or get that starting position. They were doing for their teammates, they wouldn’t let themselves stop the workout because it “hurt” or “was too tiring” because they’d be letting their teammates down. I believe that athletics at St. George’s is built around the fact that individual athletes don’t act for the benefit of themselves, they act for the benefit of those around him. FALL 2016 | 29
LEADERSHIP EDUCATION AT THE JUNIOR SCHOOL 30 | THE SAINT
FEATURED STORY
A LEADER
IN BOY-CENTRED LEARNING
One of the recommendations that came out of the CAIS Accreditation Report (February 2015) was to review leadership education at the Junior School. It’s fair to say that leadership education has historically been associated with leadership opportunities and not fully with leadership education. BY: GREG DEVENISH
FALL 2016 | 31
WHAT IS LEADERSHIP EDUCATION?
“
Leadership Education is defined as a curriculum that teaches specific skills and qualities to students to empower and prepare them to deal with the many challenges our community, society, nation, and world face. Some examples of these qualities and skills include the ability to: take risks, make decisions, communicate, collaborate…” The skills required for leadership are decision making, creative problem solving, risk taking, communication, social action, collaborative work, and decision making. The qualities of leadership are respect, honesty, persistence, moral compass, adaptability, self-awareness, empowerment, confidence and courage.
“
”
LINDSAY HESS | 2010
RECENTLY, A QUESTIONNAIRE WAS SENT OUT TO GRADE 6 AND 7 STUDENTS ON LEADERSHIP. THE QUESTIONS WERE:
1. TO ME A LEADER IS ONE WHO… 2. A STUDENT IS A LEADER WHEN HE DEMONSTRATES…
To me a leader shows leadership and supports others. Instead of putting themselves first they put others first. They know right from wrong and show strong integrity. They show all the core values and demonstrate them…A leader shows respect for others and cares about his classmates no matter what they do wrong and he is always there to forgive them. A leader is not the one who is popular or good at sports. It’s the one who shows the core values.
To me a leader is one who steps out of his comfort zone to guide others through tough times. He lives the core values. He makes mistakes but he learns from them...he leads by example…he follows his moral compass.
To me a leader is one who shows responsibility for not only himself, but others as well. He demonstrates desirable traits that would make others follow his example…He or she has a sense of humour but does not let it take away from his own or others’ learning experience To me a leader is one who listens to other people’s ideas and gives feedback to them. He is always helpful to whoever that needs help…
To me a leader demonstrates the core values. Empathy for others, respect for elders, humility to others, responsibility to himself/ herself, and resilience… cares for others. A leader stands up for other people.
ONE THEME PREDOMINANT IN THE RESULTS OF THE QUESTIONNAIRE IS THAT THE STUDENTS CLEARLY HAVE MADE THE CONNECTION BETWEEN THE CORE VALUES AND LEADERSHIP.
32 | THE SAINT
FEATURED STORY
A LEADER
IN BOY-CENTRED LEARNING
LEADERSHIP EDUCATION AT THE JUNIOR SCHOOL Embedding leadership education in the curriculum involves teaching and practicing teamwork, communication, sharing power, sharing information, self-inquiry, and collaboration, as happens in Civilization Week and the inquiry-based learning that goes on daily. One example is the Grade 7 Science project where students, using limited materials, must work in teams to construct an apparatus to protect an egg when it is flung through the air at considerable height. There are no rules on how the apparatus is designed; the object is simply to have the egg land unharmed. Another example is the various games and role-playing exercises that have been introduced in HACE (Health and Career Education). One of the games introduced uses empathy toys. The object is for a student (the designated leader) to guide another student, who is blindfolded, to put together a wooden model. The exercise is designed to build empathy, but it also promotes communication, team-building, problem solving, and encouragement—all key skill sets and qualities of leadership. There are many more examples like this that occur at the school every day. The Junior School’s Scouting program also
teaches a unit on leadership, which focuses on the importance of working in groups, protocols for running meetings, team dynamics, and problem solving. Scouts and Ventures are required to take on leadership roles with the Cubs and Beavers. There are, of course, numerous opportunities where students can hone their leadership skills: on the practice field, with Wing Teams or the SFPD, and in Student Government. More importantly, there are examples of leadership education going on every day in all subject areas. Going forward, the term “leadership” will be linked more formally into the curriculum so that we may recognize the skills and qualities it engenders. We are still asking questions about leadership education. How do we measure our success in leadership education? What are students’ attitudes in relation to learning and using these skills in the classroom? How do we continue to have faculty incorporate these skills in the classroom? How do we link the Junior and Senior School together? What would a vision and mission statement look like for educational leadership at St. George’s? If you asked the boys, it would tie into the Core Values and speak to someone who makes a positive difference. FALL 2016 | 33
WELCOME TO THE
NEIGHBOURHOOD
34 | THE SAINT
FEATURED STORY
A LEADER
IN BOY-CENTRED LEARNING
BY: SAM JOHNSTON
There have been significant changes at the Junior School over the last six months! The 4th floor has undergone a massive renovation project that stripped away the old classrooms and reconfigured the entire area to reflect our understanding of the types of spaces needed to support the various strategies we use to facilitate boys’ learning. The reorganization of the classroom spaces reflects what we learned through the Pilot Projects of the Grade 7 Neighbourhood and Senior School Socials Commons and a refinement of our philosophy of boy-centred learning. Now, our Grade 5s and 6s have Neighbourhoods of their own.
FALL 2016 | 35
36 | THE SAINT
FEATURED STORY
A LEADER
IN BOY-CENTRED LEARNING
Our philosophy, informed by the Strategic Plan, is a commitment to boy-centred learning and the development of key skills that will help boys find success in our School and in their postsecondary education. Even more importantly, these skills will help them find happiness and meaning in their lives. At the heart of our philosophy is the importance of building relationships, and these Neighbourhoods have been designed to connect the boys to their peers, the faculty to their colleagues, and the whole group as a community. We know that boys crave activity, and these new Neighbourhoods are already bustling with it. The reconfiguration has created an environment that provides more space, in a wider variety, for all types of learning to occur. From the DaVinci Lab to encourage creativity and building on a large scale, to the small breakout rooms for boys to work on individual projects, the new spaces are equipped to support any idea the faculty or boys can dream up. Working and learning in a variety of ways, in close proximity to others with different learning styles and preferences, is very beneficial to the development of a boy’s understanding of his own learning preferences. The new Neighbourhoods give students an opportunity to test and reflect on how they learn, and how they affect the learning of others. Experiencing the different ways their peers learn and express themselves is instrumental in the development of their own learning process and their
understanding of how they can support each other. In their pursuit of independence, boys take pride in being a part of something larger. Our new Neighbourhoods allow them to work and learn in a meaningful community, with plenty of glass to allow for visibility and transparency of learning. In their own pursuit of excellence, they often take great pride in and learn a great deal from their peers’ work in addition to their own. Our new Neighbourhoods provide ample opportunities for students to display their work, with a dynamic display system and Curiosity Cabinets to inspire creative thought and promote student ownership of these spaces. The boys aren’t the only beneficiaries of these wonderful spaces. For faculty, the new re-configurable classrooms provide an opportunity to work closely in teams and give additional options for innovative classroom instruction. Grade-wide activities and authentic interdisciplinary learning are much easier to make happen in the new flexible learning studios. And, the new faculty collaboration offices make planning these new learning opportunities even easier. While it took a few extra weeks for the space to be completed, now that we are in, there is no looking back. It is hard not to be inspired by these new spaces, so full of possibility. We can’t wait to see what’s next!
FALL 2016 | 37
Commencing in May 2016 and following a long design process involving faculty, staff, and a team of international architects, the entire fourth floor of the iconic Junior School was renovated and opened for business in October. The feedback from students and faculty alike has been very positive and enthusiastic. But the renovations did not just create a beautiful new space with customized furnishings; the whole project has been very carefully conceived and designed to allow for collaborative teaching and learning to maximize the potential of our students in the 21st century. These renovations were paid for entirely through donations to the ONE Campaign. Thank you to all who have participated to date with your incredibly generous gifts!
One
ONE VISION. ONE SCHOOL. ONE CAMPAIGN.
BY: ADRIENNE DAVIDSON
38 | THE SAINT
FALL 2016 | 39
WHAT DO STUDENTS AND FACULTY SAY? In honour and appreciation of their new learning spaces, both the Grade 5 and 6 communities have each developed their own Codes of Conduct, echoing some of our core values:
AND IN GRADE 6, THE STUDENTS AND STAFF HAVE AGREED TO:
FOR EXAMPLE, 5TW STATE THE FOLLOWING: • Be Responsible: come to class prepared; keep track of your belongings; come to class on time; always do your best. • Be Respectful: treat yourself, others, and property the way you want to be treated; support others and work collaboratively. • Be Safe: always walk in the classroom and the hallways; use materials the way they are supposed to be used.
“
• • • •
Treat others how we wish to be treated. Keep the Neighbourhood clean and organized. Respect each other’s opinions and belongings. Be creative.
WHAT WE HEARD ABOUT THE NEWLY DESIGNED NEIGHBOURHOODS
One of the clearest messages about the new space from the ‘tenants’ of the new fourth floor is found in the gratitude boards. Both Grade 5 and 6 students and staff were asked the question “What are you thankful for in the new space?” Here are some of their thoughts:
“I LIKE THE NEW WHITE BOARDS AND CABINETS. I ALSO LIKE THE GLASS SLIDING DOORS.”
“HAPPY TIMES TOGETHER”
“I REALLY LIKE THIS NEW 4TH FLOOR….THE DIMMING LIGHTS AND THE WOOD FLOORS… THE BEAN BAGS AND WINDOWS AND SLIDING DOORS.”
“THANK YOU FOR THE BIG WINDOWS AND LOTS OF SUNSHINE!”
“I AM THANKFUL FOR THE CLASSROOMS”
“I AM THANKFUL FOR EVERYONE WHO MADE OR DESIGNED THIS PLACE.”
“I LOVE THIS SPACE SO MUCH; IT’S SO BIG, NICE AND TIDY.”
“THE HUSTLE AND BUSTLE OF A COLLABORATIVE OFFICE SPACE.”
At the November 15th donor appreciation event, Mr. Josh Drummond spoke on behalf of the faculty who now teach in the renovated spaces: “When we think about boys’ learning, we often refer to the importance of movement and choice. Our new space engages the boys kinesthetically by providing them with chairs and stools that move or wiggle, desks that are height adjustable, and many breakout spaces that allow teachers and students to choose an environment that is best suited for the activity they are engaged in. The boys understand that they have the opportunity to show responsibility in choosing how and where they will work that best fits their individual learning styles. It’s exciting to see boys huddled up in “Whistler” * on the bean bags, interacting with their math program, and getting messy at the large tables in “Grouse,” * all while respecting each other’s choices on what best helps each boy learn. My personal favourite part about teaching in this brand new space is the relationships that are built between the boys, as well as between the boys and us as educators, simply by sharing a common space. Being in close proximity and having a shared vision for the neighbourhood have been crucial in our community building.” 40 | THE SAINT
*The boys helped name the individual parts of their new neighbourhoods, picking local mountains.
WHAT NEXT?
Watch for updates on our rezoning application to the City of Vancouver and plans for the new Senior Academic Halls!
FALL 2016 | 41
OPEN HOUSE WELCOMES OUR FIRST VISITORS! Approximately 35 families came out to the Open House on Tuesday, November 1st to see the newly renovated 4th floor at the Junior School. The entire floor was decorated with balloons and yellow hard hats, and the boys from Grades 4-6 were treated to special celebration cupcakes! Cookies and refreshments were provided for parents and siblings, and tours of the new spaces were offered by sons and faculty. Greeting the parents and students were Headmaster Tom Matthews, Principal Greg Devenish, Deputy Principal Stephen Sturgeon, and teachers from Grades 5 and 6, as well as the Advancement team.
42 | THE SAINT
THANK YOU TO THE MANY ONE CAMPAIGN DONORS! On November 15th a Reception was held in the new grade neighbourhoods for our ONE Campaign donors, to showcase the wonderful new spaces made possible through their generosity. We hope to speak personally with all school families to ask for their support for this campaign as we transform all our teaching and learning spaces across both campuses over the years ahead. Our current major focus is on completing the ONE Campaign by June 2017 in support of two new Academic Halls at the senior campus.
FALL 2016 | 43
COMING BACK TO GIVE BACK THE GEORGIAN MENTORING PROGRAM
44 | THE SAINT
After graduating from Saints in 1971, like others of my era, I was truly on my own. Counselling at the School back then was limited to pre-grad teacher advice, university course selection assistance, and my lofty ideals garnered from tracking public role models. I struggled to find my path. What I was really lacking was a mentor. Well, that void is no longer an issue. St. George’s has partnered with the Georgians to create a joint venture that’s truly a game changer. It’s called the Georgian Mentoring Program (GMP) and was launched in November 2015. One year later, it’s steamrolling in high gear.
BY: ALISTAIR PALMER '71
FALL 2016 | 45
Even though this mentoring program is too late for me, I’m already benefitting from it! How so? Enter my son, Torsten Palmer ’13, who signed on this past summer (2016). After graduation, Torsten enrolled at Dalhousie in Halifax, Nova Scotia. Since then, he changed his desired field twice and is now pursuing a B.Comm degree with an accounting major. Struggling with conflicting choices and different paths, he turned to the Georgians for help after discovering the mentoring program by way of an e-Newsletter from the School. After applying to be a mentee, he was interviewed by Dominque Anderson, who had the challenging task of helping to develop the program and acting as its coordinator. She paired Torsten with Doug Allan ’04, who obtained his Bachelor of Commerce from McGill in Accounting and Finance; Doug is also a seasoned Chartered Accountant who climbed the ranks within Ernst & Young LLP. Doug and Torsten hit it off in a lengthy phone conversation, sharing information and identifying opportunities to be pursued. Even in such a short time, Doug has already made a difference on Torsten’s career progress by simply improving his attitude, knowledge, and confidence. Such are the ‘intangible values’ of this incredible program. Priceless!
SO HOW DID THE GEORGIAN MENTORING PROGRAM COME INTO BEING? The idea of mentoring recent Grads has been batted around in the Georgian fraternity for many years, but no one had taken the initiative to formalize a functioning program. Adrienne Davidson, Director of Advancement, was keen to support the program, and recruited then Head of Georgian Relations, Chris Blackman, and Advancement Associate, Dominique Anderson, to help develop a structure and a plan to execute the program. Adrienne sits on the Board of the Canadian Accredited Independent School’s Advancement Professionals (CAISAP) as Chair of Mentorship, and has over her career seen the many benefits of professional mentorship. In collaboration with Bruce Jackson ’78, serving as President of the Old Boys Association (OBA), the mentorship idea took on steam; everyone was excited to see mentorship made available early on to young Grads. Two Georgian Board members—Laurence Chee ’84 and Tom Masterson ’03—came forward to usher in some helpful building blocks. Both had experience in start-ups and both brought their two generations of entrepreneurial spirit and expertise to the table, thereby assisting in defining the program.
“THE IDEA OF MENTORING RECENT GRADS HAS BEEN BATTED AROUND IN THE GEORGIAN FRATERNITY FOR MANY YEARS”
46 | THE SAINT
Laurence turned some heads when he presented the OBA board with graphs, charts, and demographic statistics that had a critical impact on their decision-making moving forward. One such observation, was that even though the School was in its 86th year, 50% of all Georgians have graduated in the past 15 years. Using data from the School, he also isolated meaningful ‘pods’ of Georgians in various cities around the globe. These statistical facts were pivotal, from which many other ideas are still being developed. Several would-be mentors were conscious of young Georgians and their profiles from LinkedIn, and vice-versa, so there was already awareness of each other from both sides of the Georgian group. Chris pursued some recent Grads from LinkedIn while assisting Dominique with some of her framing tasks that included preparing an application process, creating a data bank, registering mentors and mentees, and the all important GMP addition to the Saints website. Naturally, Laurence and Tom were advising as the whole process coalesced quite rapidly. It was decided that age gaps weren’t really relevant and that career profiling, although a starting point, wasn’t totally essential. It was never meant for the program to become an assisted job search centre, but no doubt it might be a side benefit for some. It appears many mentors have assisted with sage advice, suggestions, ideas, some leads and obvious referrals, and networking introductions. And why wouldn’t they? It’s all about Georgians mentoring Georgians, with the ultimate goal of helping each other succeed in any way possible. Several months after the launch of the program, the mentorship team did a survey and found almost 100% of the respondents said
brother; or a career coach, but whatever it was, it was all about giving back to the next generation of Georgians, one man at a time. The key to the Georgian Mentoring Program is essentially twofold. First is facilitating the networking opportunities with the subjective mentor/mentee match-ups. Second, and ultimately core to the success of the program, is all about those very powerful mentor/mentee relationships. Like any good relationship, it comes down to a form of bonding with compatible core values; common pursuits; a willingness to share; trust; empowerment; and belief in and support for each other. Success breads success, and from all accounts this is what has been happening. The response to the program has been overwhelming. Georgians are returning to the fold to give back with the most selfless act, that of giving their time, skills, and expertise. Having access to business life skills, support, and advice well after graduation, is an extraordinary ‘value-added’ gift for all students who enroll in St. George’s. How special is that for those needing a life path mentor! And now, as a Georgian father of a Saints Grad, I’m vicariously benefitting from this whole program. Intriguing how life comes full circle. As for my son Torsten, one of his degree requirements involves a co-op work program whereby he works a semester or two in his chosen field to obtain practical career experience. Living on the east coast was very isolating and networking in person was extremely limiting. It was a tough slog but with encouragement, advice, and empowerment, and with less than a week until his work program was supposed to commence, he succeeded in getting two job offers at the eleventh hour. One was on the east coast and the other one, (that he accepted), was in Vancouver’s
“THE RESPONSE TO THE PROGRAM HAS BEEN OVERWHELMING. GEORGIANS ARE RETURNING TO THE FOLD TO GIVE BACK WITH THE MOST SELFLESS ACT, THAT OF GIVING THEIR TIME, SKILLS, AND EXPERTISE.” they were incredibly happy with their match and were very happy to be participating in the program, and many mentors said they were equally gaining from the experience as their mentee. From the onset, each mentor was encouraged to use his own style of guidance to suit the unique needs of their respective mentees, and this organic approach to the structure of the program has been a key factor in its success. The GMP’s foundation is set on older Georgians offering their invaluable guidance, advice, and support to younger versions of themselves to fast-track the careers of younger generations of Saints Old Boys. During the process of developing these on-going personal/ business relationships, varying hybrids were created. The role of the mentor could be that of a sounding board; a business consultant; a role model; a guidance counsellor; a facilitator; a big
downtown financial district. As for moving back in with his pining empty-nester Dad and his wife, well, let’s just say, with tongue in cheek, “Be careful what you wish for!” As a quick update, Chris Blackman is now Head of Athletics, and Dominque Anderson, who was overseeing the Annual Giving Appeal is now in charge of Stewardship. Ian Yen ’03 is the new Head of Georgian Relations, and although he has big shoes to fill and many challenges ahead, he’s inheriting an exciting program that’s running on all cylinders. It’s destined to grow. Welcome to the Georgian engine room. If you are interested in participating in the Georgian Mentoring Program, please contact Ian Yen (iyen@stgeorges.bc.ca) or visit the Georgians website for more details.
This is Alistair Palmer’s sixth major article to be published in The Saint. He is an avid photographer and new author. The second book of his planned trilogy series entitled “Confessions of a Weekend Dad – Audacious Stories of Post-Divorce Parenting” will be released in the spring/summer of 2017. For further information, visit www.weekenddad.ca FALL 2016 | 47
2016
GEORGIANS’ SURVEY HIGHLIGHTS
94%
OF GEORGIANS ARE CURRENTLY RANKED
ENGAGED OR SOMEWHAT ENGAGED WITH THE SCHOOL HIGHER THAN NATIONAL MEDIAN (13%) 48 | THE SAINT
85% 88%
OF GEORGIANS ARE SATISFIED WITH THEIR
OF GEORGIANS FEEL THAT ST. GEORGE’S PROVIDES A
ACADEMIC HIGH QUALITY EXPERIENCE EDUCATION AT ST. GEORGE’S SCHOOL
THE TOP PRIORITY
FOR GEORGIANS PARTICIPATING IN OLD BOY EVENTS IS TO
CONNECT WITH OLD FRIENDS 73%
RECONNECT WITH ST. GEORGE’S FRIENDS AND CLASSMATES
59%
OF GEORGIANS ARE INTERESTED IN
CLASS REUNION EVENTS
43%
OF GEORGIANS WOULD LIKE TO
MENTOR
OVER
A CURRENT STUDENT OR YOUNG OLD BOY.
50%
OF GEORGIANS WANT TO
HELP
CURRENT STUDENTS
75% 83% 73%
OF GEORGIANS FEEL THAT ST. GEORGE’S SCHOOLWAS
WELCOMING
OF GEORGIANS ARE
PROUD
TO BE ASSOCIATED WITH THE SCHOOL
OF GEORGIANS WOULD
RECOMMEND ST. GEORGE’S SCHOOL TO OTHERS
FALL 2016 | 49
>
TORONTO PUB NIGHT
Over 40 Old Boys attended the November 4th event at the Duke of York Pub in Toronto. This was one of the last events for outgoing OBA President Bruce Jackson ’78. Tom Stevens ’66 was the most senior Georgian at the event.
>
MONTREAL PUB NIGHT
The Montreal Pub Night was hosted in the heart of Montreal at the Irish Embassy Pub and Grill with 15 Georgians in attendance. Many recent graduates from the Classes of 2015 and 2016 caught up with Headmaster Tom Matthews and OBA President Bruce Jackson ’78.
> Photo Album GEORGIANS’
>
LONDON PUB NIGHT
This event was a late addition to the trip, but still attracted Georgians from grad classes ranging from 1995-2016. This event could not have happened without the help of Paul Chauvel ’12.
50 | THE SAINT
>
REMEMBRANCE DAY
After another moving Remembrance Day service led by the Venerable John Stephens ’83, the Annual General Meeting for the Old Boys Association was held in the Upper Grad Lounge. Two new Directors were appointed to the OBA Board, Saamy Karim ’03 and Allan McGavin ’04. The Georgian Games were held after the AGM with the Georgians winning the rugby game and the Grads of 2016 taking the soccer and basketball games.
FALL 2016 | 51
>
REUNION WEEKEND
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September 2016: On the weekend of September 16th, over 200 Old Boys returned to the School for the annual Reunion Weekend. The event spans two days with many of the returning Georgians going out for class dinners afterwards. The highlight of the weekend for many Georgians was being able to reconnect with old friends and share a laugh. This year, the Class of 1966 celebrated their milestone 50th reunion. A special dinner in McLean Hall for the Class of 1966 was hosted by Headmaster Tom Matthews and Head of Georgian Relations, Ian Yen ’03. A special thanks to Rob Edwards ’66 for helping with arrangements for the Class of 1966.
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Nick Wicaksono ’15 (located back row last on the right) is a current member of the Yale Rugby program. He will be travelling with the team on this year’s Japanese Rugby tour.
SAINTS’ NOTES ALL THINGS GEORGIAN
Canadian Business and PROFIT today ranked LowestRates, a company founded by Justin Thouin ’96, as No. 4 on the Startup 50 ranking of Canada’s Top New Growth Companies. LowestRates.ca, a FinTech platform helping Canadians make smarter financial decisions, made the 2016 Startup 50 list with a two-year growth of 1,754 per cent. Joel Abramson ’99 and Dave Wong ’96 have both made Business in Vancouver’s Top 40 under 40 list. Joel is the CEO of Fully Managed Technology Inc. and Dave is a partner at Fasken Martineau DuMoulin LLP. The Death (and Life) of Carl Naardlinger produced by Carl Laudan ‘91, and written and directed by his partner, Katherine Schlemmer, will soon have its world premiere at the Whistler Film Festival, where it is up for a number of awards. The film is a comedy about a mild–mannered IT specialist who discovered that a recently missing person has the exact same name and goes on an adventure to find him in the Toronto ravines. He instead finds the missing man’s identical twin.
Tyler Hotson ’03 has officially retired from international rugby, after winning 45 caps for Canada and participating in the 2011 Rugby World Cup in New Zealand. He is one of the 25 most-capped players for Canada, and has played professionally for Plymouth Albion, London Scottish, and the Doncaster Knights. Tyler recently started working as an Equities Sale Trader for Goldman Sachs London. 54 | THE SAINT
Mike Hager ’02, a reporter for the Globe and Mail, is the recipient of the prestigious Webster Business, Industry and Economics Award for his reporting on medical marijuana in British Columbia. Greg Bevis ‘04, Ian Bevis ‘04, and Kyle Statham ‘01 of Bear Mountain released their sophomore album, Badu, in September and will be touring this winter and into the new year.
Zach Yuen ’11 has made history, twice, over in the KHL by becoming the first Chinese player to record a point and score a goal. The 23-yearold defenseman scored his first goal against Amur Khabarovsk, and the goal ended up being the gamewinner. Zach was originally drafted by the Winnipeg Jets in 2011.
Over the years, many Georgians have kindly donated items to the School’s archives. One of these items, a sketch of the original school, had been without a history for a while. However, thanks to the Georgian Community, the artist and the backstory has been filled in. Tony Griffin ‘72 saw the October edition of the Georgian eNews and was able to identify the signature of the artist as his mother’s: Helen Griffin. Mrs. Griffin would often sketch while she waited to pick up her son after school and this was one of her drawings. Mrs. Griffin was a highly regarded artist in her time. She received a Master’s in Asian Art in 1968 and travelled to mainland China in 1970 as an illustrator for Vancouver Sun reporter Lisa Hobbs. After that, she continued with several exhibitions in Taipei, Hong Kong, Tokyo, and the Palace Museum in Beijing. She died prematurely in 1984 with further accolades awaiting. In 2010, the Savary Island Heritage Society and the family published a two-volume set of sketches from her time on the island.
Timothy Hsia ’02, right, with brother, Stephen Hsia ’04, shows off his winning 2017 toonie design for the Royal Canadian Mint’s national competition. Tim’s original design “Dance of the Spirits” will be gracing Canada’s $2 coin, starting in the spring of 2017. Photo Credit: Alan Campbell/Richmond News
Conor Trainor ’07 scored a try in his professional debut for RC Vannes in the second division of domestic club rugby union in France. FALL 2016 | 55
BIRTHS & MARRIAGES Justin Chu ’01 and wife Sonia (née Yoo) are thrilled to announce the birth of their son Alexander Yong-Jun Chu. Alexander was born in Surrey Memorial Hospital on April 25th, 2016.
Lee Davies ’83 married Dianne Lea Adams on August 13th, 2016 in Yale, BC, surround by friends and family.
Tyler Hotson ’03 married Octavia Bolitho on May 21st, 2016 in Cornwall, England. The event was attended by fellow Georgians, Class of 2003: Scott Tindle, Doug Grant, Jack Sawyer, Glen Yip, Tom Masterson, Jordan Cosulich, Jason Hamilton, Tristan Armstrong, Ben Lutes, and David Stockton.
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GEORGIANS WHO HAVE PASSED…
DAVID R.L. ROLFE ‘49 on July 4, 2016 in West Vancouver
JAMES X. YANG ‘01 On July 11, 2016 in Vancouver
EULOGY: Excerpt from the Eulogy by Stuart Clyne ’50 I have known David longer than almost any other person here today. In September 1942 we met in Grade 5 at St. George’s School. Within a week, David was promoted to Grade 6, a higher place of learning. He has never let me forget it. Even then, as you see, David was the ultimate achiever, graduating among the top students of St. George’s and rising to be President of the Old Boys’ Association and then Chairman of the Board of Governors. This was the Rolfe way of life. Likewise, he immersed himself in his chartered accountant profession and rose to the top, as he did with any organization with which he became involved, a competent, practical, common-sense leader with an engaging personality and a wicked sense of humor. His firm, Rolfe Benson LLP, grew from small beginnings to a successful and well-recognized firm with more than 50 accountants and staff. He became involved in the Chartered Accountant Institute, was invested as a fellow in the Institute, and later receiving the Institute’s Lifetime Achievement Award…
David was a church man. He loyally served the Diocese of New Westminster in various capacities. His service was recognized when he received the Order of the Diocese of New Westminster. He and Margaret were committed to their Anglican faith and for over 40 years attended their parish church, St. Stephens in West Vancouver. Both have been amongst the leaders and main supporters of their church and parish and generously responded to request for advice and assistance, financing and otherwise. As many of you know, David’s other religion was rugby, in his opinion the only field team sport worth playing or watching. He played top level rugby in BC with the Trojan’s Rugby Club, as front row prop in the scrum… All of the foregoing, wonderful and inspiring though it is, pales in comparison with what was truly of prime significance in David’s life—his family: his children, Sue, Tricia, and Cameron; his stepsons Mark and Craig; and his grandchildren Kevin, Ryan, Patrick, Michael, Shelby, Ashley, and Jeremy. You grandchildren here today will remember this day when your grandfathers’ friends and colleagues absolutely filled this Cathedral—to remember him. And of course, saving the best for last, his incomparable wife Margaret, who supported him in all his many endeavours and brought a deep and loving understanding to his last trying months. On July 4 at 8:00 pm, David died at home surrounded by his loving wife and family. He was a committed Anglican from the beginning to the end of his life. Your family and friends are here today to wish you a fond and loving farewell. You have had a full innings in your lifetime. God bless and rest in peace. FALL 2016 | 57
GEORGIANS
UPCOMING EVENTS • HY’S BUSINESSMEN’S LUNCHEON Wednesday, December 14th, 2016 Hy’s Steak House, Vancouver • LONDON/UK GEORGIAN PUB NIGHT Friday, January 13th, 2017 6:00 pm - 8:00 pm The Back Bar at Boisedale’s 15 Eccleston Street, Belgravia SW1W 9LX (One block from Victoria Station)
• LOS ANGELES GEORGIAN PUB NIGHT Thursday, February 16th, 2017 TBA • SAN FRANCISCO GEORGIAN PUB NIGHT Friday, February 17th, 2017 TBA • VICTORIA GEORGIAN PUB NIGHT Tuesday, March 7th, 2017 TBA • ST. GEORGE’S DAY Thursday, April 20th, 2017 Various rugby games Senior School • ANNUAL GEORGIAN DINNER Friday, April 28th, 2017 Senior School
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For more information on our events, please visit our online calendar at: www.stgeorges.bc.ca/georgiansevents
GIVING STOCK THE GIFT OF
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PLEASE CONSIDER GIVING VIA YOUR APPRECIATED STOCKS AND SHARES TODAY!
Call Adrienne Davidson at 604-221-3883 or adavidson@stgeorges.bc.ca or visit www.stgeorges.bc.ca/giftofstock for more information
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THE ANNUAL FUND
FROM THE TIME YOUR SON TAKES HIS FIRST STEP ONTO THE ST. GEORGE’S SCHOOL CAMPUS TO THE DAY HE CROSSES THE STAGE AND BECOMES A GEORGIAN, HE IS TAUGHT HOW TO EMBODY THE SCHOOL’S CORE VALUES.
A Saints’ boy is a boy who has empathy for others, demonstrates humility and integrity in his actions, respects those around him and acts responsibly, and is resilient throughout his childhood and adolescence. The Annual Fund perpetually cultivates and enriches the attributes of each boy by focusing on character and leadership skill development, curriculum expansion, and enhanced program and club opportunities. The wide variety of initiatives that the Annual Fund supports are only possible because of our community’s support of programs and activities. Through the many opportunities that St. George’s provides, each boy is able to fully explore and discover his own destiny while learning, and develop the strong character and talents that will positively impact our world in future decades. Every gift, no matter the amount, makes a difference. When you give to the Annual Fund, you give directly to every Saint today.
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