Corridors 2020-2021

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Transforming

THE WAY

HTS’S STRATEGIC ASPIRATIONS HTS, where every learner is seen, heard and encouraged to make an impact in their communities and the world.

Learner-Driven Ecosystem • Access to learning through flexible scheduling • Learner-centred pedagogies of instruction and assessment • Project and challenge-based learning • Interdisciplinary and transdisciplinary programming • Educators as instructors, coaches and facilitators of learning • Graduate Capstone Project • Competency-based transcript • Digital portfolio demonstrating depth and proficiency of learning

IMPACT: Learning For Life Your educational journey begins at HTS; the impact lasts a lifetime.

A Sustainable and Healthy Ecosystem • Strong ecological commitment to our natural environment and physical campus • An agile and flexible business model as the organization transforms • A vision-aligned scholarship program and admissions process • System alignment and coherence to the HTS Vision for Learning and the school-wide mental health and wellbeing strategy • Reimagined philanthropic program • Robust endowment strategy

OUR ORGANIZATIONAL VALUES:

DIGNITY

LEARNING

is at the heart of inclusion and respect.

is a journey, not a destination.

The purpose of education is to prepare students for life. A rapidly evolving world needs confident, driven, intellectually agile and empathetic citizens.

Professional Studies HTS Internship Program • Industry-specific, research-based, cultural immersion, career exploration or service-oriented pathways • Business, NGO, community members, parents and alumni as professional partners and mentors

Learning Partnerships • K-12 student and teacher exchange programs • Post-secondary collaborations • Partnerships with professional industries • Learning programs for parents, alumni, volunteers and community members • Experts in their field instructing HTS classes or delivering specialized programming

Micro-credentials • Curated through digital wallets • Professional certification programs • Specialized skills

HTS Global Online Academy • Independent Online School • Synchronous and asynchronous instruction • Teacher mentors and advisors • High school program (Grades 9-12) • Year-round programming • Required internship – industry-specific, research-based, cultural immersion, career exploration or service-oriented pathway

Centre for Transformative Learning and Leadership • Professional learning and mentorship for HTS staff • Consultancy and system training • Executive and leadership coaching • Research and publishing hub • Professional courses and microcredentials • Conferences, educational summits and events

CHARACTER

EXCELLENCE

INNOVATION

is the essence of our humanity.

is the pursuit and realization of one’s personal best.

is a mindset of possibilities fuelled by curiosity.

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Leaders in Learning

Corridors CO N T E N T S

2020 - 2021

CONTRIBUTORS Joseph Adamo Chami Akmeemana Asees Banwait ’30 Craig Brown Carolynne Bull Ron Caruso Robbie Cotton ’25 Raj Dewan Tracy Faucher Jamie Greenhalgh ’03 Simon Hanna ’22 Sandra Herbst Megan Ho ’21 Joy Idami ’21 Tara Irani Ella Kanetos ’28 Lambert Liu ’20 Maria Locacciato Michka Mancini Gillian Martin Heather MacDonald Caroline Murphy ’10 Bob Nicholson Esther Nimry Deborah Ojo ’22 Esya Osherovsky

Frank Oshodi ’21 Veronica Oshodi Elicia Pavan ’11 Michael Peppler Helen Pereira-Raso Olivia Raso ’21 Greg Rose Richard Rubin ’21 Jonathan Salna ’14 Cynthia Shi Parm Singh Oscar Song ’21 Peter Suma Stephanie Stephens Rob Thomson Melanie van de Water Hannah Vibien ’22 Bijan Virani ’25 Stephen Vogan Vanessa Wade Charlie Webster ’21 Rob Wittmann Henry Wood ’32 Thomas Zachos ’17 Niki Zadafshar ’21 Tim Zhang

Cover photo taken by Connie Ranieri, Faculty Please send comments and suggestions to Carolynne Bull at cbull@hts.on.ca.

HTS.ON.CA 905-737-1114 11300 Bayview Ave. Richmond Hill, ON L4S 1L4 2 | CORRIDORS

4 Origins: Our Place of Transformation 7 Transforming Education: Drivers of Change

28 The Centre for Transformative Learning and Leadership 31 Donor Spotlight: The Cannone Family

10 Educating Humanity by Fostering Diversity and Inclusion

33 Harnessing Ambiguity

13 There’s No Time Like the Future

36 Post-Secondary is Transforming

14 Thank you to Rob Wittmann

40 Micro-credentials: A Pathway for the Future

15 Change Begins at the End of Your Comfort Zone 17 Hybrid Learning: A Brave New World in Education

43 Opportunities in Artificial Intelligence 46 Inspiring Greatness: Designing the Future Campaign

21 Cultivating Intellectual Agility 23 Internships: Professional Learning Experiences with Purpose 26 Keeping Pace With Educational Transformation: Evolving our Business Model

Corridors is produced annually under the direction of the Head of School.

This publication is a recognition of our past and present, with an outlook towards our aspirations for the future of learning at HTS. It is a collaboration of perspectives, experiences and research from staff, students, parents, alumni and professionals in various industries.

Welcome

FROM THE HEAD OF SCHOOL

This moment in human history has proven our need to equip students with the competencies to adapt, be flexible and be connected – no matter what challenges they face. We need to cultivate their confidence and personal impetus to innovate and solve the problems of the future. Global educational leaders and organizations such as the World Economic Forum (WEF) and the Organisation for Economic Co-operation and Development (OECD) are demanding that educational leaders courageously pursue a vision that is inclusive, bold, relevant, human-centred and competencydriven – a vision that prepares students for 2030 and beyond.

HTS is a leader in learning. As an independent school, we have the opportunity and privilege to lead the way, providing a model of education to which others can aspire.

We can innovate and transform learning for all. Educational transformation must align with our future economic, social, political and environmental landscapes. This can only happen when we engage the whole system – educational structures, people, policies, practices and learning experiences. We must reimagine education from the inside out and place the humanity and care of every learner, young and adult, at the centre of our work.

WE MUST PRIORITIZE HUMAN FLOURISHING. At HTS, we believe that the purpose of education is to prepare students for life. In order to thrive, students will need to be lifelong learners who are confident in leveraging their skills and knowledge as they navigate a shifting academic and professional landscape. A rapidly evolving world needs confident, driven, intellectually agile and empathetic citizens.

Our goal as a leading educational institution is to inspire our students to be driven in their pursuits, make an impact in their communities (professional and personal) and be nimble as they approach a complex and ever-changing world.

For the past five years, we have taken intentional steps to research and pilot programs, build partnerships, and design learning experiences that focus on the core competencies that will serve our students throughout their lifetime. These experiences will build their networks, expand their curiosities and engage them in authentic work. Within this collection of articles, you will read about the transformative experiences that our students, parents and staff are living in this moment and how they connect to HTS. Enjoy this collection; it charts our pathway to transforming education from a traditional model to a future-forward learning ecosystem. As you read through this, I hope you are inspired and learn something new, while being reminded of our dedication to the HTS mission, which has always been to place our learners at the centre of all we do.

Our students are ready and they’re flourishing! They want to engage with the world in authentic and meaningful ways; they want to be the changemakers of tomorrow. Students also want to make the world a better place now. HTS is on a strategic pathway to empower them in this learning journey – showcasing all of their potential to the world!

Inspired by our future,

Helen Pereira-Raso, Head of School

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ORIGINS:

Our Place of Transformation

BY MARIA LOCACCIATO, EXECUTIVE DIRECTOR OF COMMUNITY RELATIONS AND DEVELOPMENT

Opening Day September 1981

Holy Trinity School is both an ideal and a place that was born from a desire to transform the status quo. In fact, what the Founders dreamed of then is now the envy of others. Richard Simpson, one of the original founding members, recently shared, “At the time, some staff and governors at other more established independent schools in the GTA disclosed to me that HTS was regarded as the 'miracle school'… because they really did not think that we would make it. And we have.”

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So what did it take to get here? In 1978, a group of visionary parents from Holy Trinity Church met to explore the possibilities of establishing a place of learning where Christian values, character development and honouring the personal integrity of every child would be held at the fore. This group believed that they could create an independent school that would serve not only their children, but those in the community as well. From this group, seven parents took the

lead; they are now known as our HTS Founders – Bob Harvey, John Langton, Carol Matson, Ken Matson, Les Parker, Richard Simpson and John Stanford.

Recently, three of the founding members – Carol Matson, Les Parker and Richard Simpson – were in conversation with Helen Pereira-Raso, Head of School, and Maria Locacciato, Executive Director of Community Relations and Development.

Although HTS was founded, hosted and supported by Holy Trinity Church, the goal was to ensure that all families were welcome. Carol Matson commented, “We were not looking to start an Anglican school. Rather, we wanted people from all different faith communities to be able to access and appreciate what we were trying to develop. It is refreshing to know that the basic Christian values upon which the school were established are being maintained while accepting students from all cultures and religions.”

Les Parker has enjoyed watching how the school has transformed through the years. “I’m so pleased with the way the school has developed and nourished over time. I believe the kids enjoy it; they get a lot of satisfaction by coming to HTS every day.” In particular, he highlighted the importance of giving of oneself in service to others, whether in the local or global community.

Richard Simpson admitted that his late wife, Helen Simpson, was the one who encouraged him to get involved because of his experience in educational systems. He still laughs at the audacity of asking parents to pay a $2,200 tuition to send their child to a school in a church basement. But the basement was just the beginning. Mr. Parker continued, “When we were chatting and dreaming, we thought that perhaps, one day, there might be as many as 300 or 400 students.” Carol, Les and Richard were delighted to learn that HTS continues to grow – both in enrollment and in recognition as a leader in learning.

When it was time to move to a larger location, searching for a new school site that could accommodate the anticipated growth brought the Founders together after church most Sundays. This search ultimately led them to the property of our current location at 11300 Bayview Avenue, but it also gave them time to collectively dream and plan. Through their shared commitment to building a school, lifelong friendships were developed and incredible memories were made. We see this spirit alive and well around the school today. HTS parents and families over the years have built relationships that continue well beyond the time spent at HTS.

of a church has now grown to a community with over 2,000 alumni, 130 staff, 785 students and countless volunteers. The incredible campus is matched by the school’s aspirational strategic goals for the continued transformation of education in this community and beyond.

What our Founders drew upon in the early 1980s are still necessary today – passionate champions, collaboration, audacious goals, innovation, excellence, tenacity, inclusion, dignity and diversity. As a result, HTS has not simply survived; it joyfully thrives in today’s educational environment.

The Reverend Canon Stephen Crowther, HTS Chaplain, powerfully summed it up at the 2020 HTS Founders’ Day Service: “The Founders’ goal was not so much to start their own school and have their own way. It was about creating a place where one could get a good education and, much more than that, creating a place where one was encouraged to develop one’s character and, much more than just character, their Christian character – the willingness to give of oneself, so that others might have life and might have it more abundantly.”

THERE WERE MANY PEOPLE, HUNDREDS, THAT ENSURED THE LAUNCH AND SUCCESS OF THE SCHOOL, NOT JUST WITH FINANCIAL COMMITMENT, BUT WITH EXPERTISE. IT’S AN HONOUR FOR SOMEONE LIKE ME TO BE INCLUDED IN THE SEVEN FOUNDERS. ONE COULD EASILY ADD ANOTHER HUNDRED NAMES OF PEOPLE WHO’VE DONE SIGNIFICANT WORK IN MAKING THE SUCCESS COME ALONG. SO, I FEEL I’M REPRESENTING A LOT OF OTHER PEOPLE WHO’VE ALSO SPENT TIME. - Les Parker

Transforming education at HTS started with the founding parents; they wanted more for their children and, one step at a time, they created a beautiful space for students to learn. What began with 66 students on September 8, 1981, in the basement

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Henry Wood

1981

Grade 1

HTS IS FOUNDED From our humble beginnings in the basement of Holy Trinity Church, HTS has always had a mission to create the best learning experience for our students. Thank you to our founders: Bob Harvey, John Langton, Carol Matson, Ken Matson, Les Parker, Richard Simpson and John Stanford.

1985

CAMPUS OPENED Through the faith, commitment and generosity of the HTS community, we opened our new campus in Richmond Hill with 229 students and 20 faculty.

2003 BUILDING TOMORROW TOGETHER EXPANSION CAMPAIGN AND BUILD COMPLETED We are grateful to the generosity of the HTS parents and alumni during this period as the school was expanded to the facilities that we all use today.

2017 PHASE 1 OF THE SHAPED BY EXPERIENCE CAMPAIGN COMPLETED The HTS program had evolved and the need for expanded facilities was imperative. A new music wing was built with two large classrooms, one for Middle School and another for Senior School music students, as well as five practice rooms and a chamber room. Private music lessons were made available to students during the day. Dedicated art and innovation labs were added, including new state-of-the-art equipment which grew and enriched our innovative programming.

2019 and beyond INSPIRING GREATNESS: DESIGNING THE FUTURE CAMPAIGN - PHASE 2 Inspiring Greatness: Designing the Future Campaign is the largest and most aspirational campaign in HTS history. The build will have the greatest impact on our community today and forever.

Enhancing our spaces will foster greater connections with the work students are doing across all areas of our school’s programs.

These enhancements will transform our school day and allow for additional programs and resources to support student learning.

Read about how the Cannone family has made their impact on our Inspiring Greatness: Designing the Future Campaign on page 31.

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How does HTS help you grow as a person and as a learner?

Teachers help me grow.

They make my brain stretch. They teach me new things that I don’t know. Teachers read me stories and we do other educational things and then I learn something new, like things about bears, and this stretches my brain. Teachers also make me feel happy…like I have a bright future.

Esther Nimry HTS Parent

In what ways has your HTS experience transformed you?

I started as a parent volunteer and got more and more involved with the several volunteer opportunities held at the school. I sensed how the school provides the vehicle for parents and community members to be involved in roles that reach beyond the immediate impact of an individual child, to all children in the community.

As a family, we are reminded every day of how fortunate we are to be part of the HTS community, knowing that we have such an incredible team supporting our son with quality education, preparing him for the challenges he may face in the future and refining him into the individual he is becoming. All of this has transformed our concerns and worries into feelings of confidence.

As for me personally, volunteering at HTS helped me become part of a community; this experience gave me a sense of belonging and added to my quality of life in a beautiful way.

Transforming Education:

Drivers of Change

BY HELEN PEREIRA-RASO, HEAD OF SCHOOL

Grade 9 student, Eric Sacher, collaborating with two at-home classmates to identify mystery substances during a chemistry lab.

TO PIONEER...YOU HAVE TO BE PREPARED TO SPEND TIME SERVING AS AN OUTLIER. YOU HAVE TO WALK THE PATH THAT OTHERS ARE NOT PREPARED TO WALK. - David Culberhouse A rapidly evolving world needs confident, driven, intellectually agile and empathetic citizens. In order to thrive, students will need to be lifelong learners who are confident in leveraging their skills and knowledge as they navigate life. Our goal, as outlined in the HTS Vision for Learning, is to inspire our students to be driven in their pursuits, make an impact in their

communities, both professional and personal, and be nimble as they approach a complex and rapidly evolving world.

Education builds human capital; it increases an individual’s capabilities, enhances economic productivity and facilitates the development and adoption of frontier technologies (Goldin and Katz, 2007).

The global pandemic is currently teaching us that everything we know can change in an instant. The ways in which we work and learn have all been interrupted. We had to pivot immediately.

We began to reimagine the very institutions that make up the social fabric of our communities – our churches, libraries, hospitals and, of course, schools. Everything from curriculum, to class schedules, to technological tools required a redesign.

We had to ask ourselves questions like, “What matters most in our students’ learning at this time? What is the best way to

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engage our learners? What impact is this pandemic having on them socially and emotionally? How is the pandemic shifting how students learn?” Questions related to accessibility and equity have also been at the forefront of educators’ minds, because this pandemic has illuminated many issues that we chose not to give our full attention to in the past.

The realities of 2020 have gone hand in hand with the unprecedented digital transformation of economic markets that are now far more integrated. Education has been tasked with providing skills and competencies that are needed to operate in our modern world. It must evolve in order to continue to deliver on its purpose to support the development of young people as capable and contributing citizens. Agile institutions maintain their relevance by paying attention to trends; they leverage systems thinking to identify plausible future scenarios that can guide planning, policy development and programming innovations.

“The future is inherently unpredictable because it is always in the making” (OECD, 2020). Let’s not fool ourselves; the path ahead is not going to be completely smooth. We must begin the work of transforming our formal and informal education systems to align with a long-range outlook towards lifelong learning. What are the current drivers that are putting tension on institutions across the globe? How are artificial intelligence, micro-credentialing and social-political forces demanding a more equitable and just society? In what ways is a changing workforce impacting what K–12 students should learn? What changes might we need to see as we prepare our students for their future?

The answers to these questions require that young people in school today become masterful learners; their adult lives will consist of multiple careers, pivots within their professional lives and the necessity to upskill and reskill, in order to perform at their greatest potential.

Here are four key scenarios that the Organisation for Economic Co-operation and Development (OECD) has identified as possible transformations in the future of education (2020):

1. Schooling Extended: Participation in formal education continues to expand and we begin to see more international collaboration and technological advances support more individualized learning. The structure and processes of school remain.

2. Education Outsourced: Traditional school structures break down and learning takes place through more diverse, privatized and flexible arrangements, with digital technology as a key driver.

3. Schools as Learning Hubs: Schools remain but diversity and experimentation become the norm. Schools are connected to their communities, favouring ever-changing forms of learning, civic engagement and social innovation.

The “school walls” come down and there is a greater connection out into the world.

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Maren Hostick, JK student.

4. Learn as You Go: Education takes place everywhere, anytime. There are no longer distinctions between formal and informal education as technology opens new frontiers in learning and accessibility.

These scenarios are not solutions, nor are they options from which to choose. Rather, they are fact trends, key economic patterns and technological, social and political indicators that are already acting as disruptors across the globe. Educational systems are paying attention to these forces and leveraging those that best fit their communities. For some, they are even transforming the way students learn.

How is HTS responding, so that we can continue to educate our students in ways that build their potential, increase their individual capabilities and enrich their personal and professional contributions? We have had our eye on the future since the day of inception. In the last 10 years, the Board of Governors, along with the school's leadership teams, have made significant strategic decisions, financial investments and commitments to transform the HTS educational experience to be future-forward, relevant and centred on the belief that the learner, our students, your children, can and will reach their full potential.

THE FUTURE BELONGS TO THOSE WHO PREPARE FOR IT TODAY. - Malcolm X The great news is that at HTS, we have been thinking a lot about the future and critically examining our programs, curriculum and instructional approaches, so as to engage students in the process of learning. Our responsibility to the future is to teach students to love the process of learning and learn how to

learn – igniting within them their love of lifelong learning.

Students at HTS have been immersed in personalized learning for years; they have been introduced to coding, virtual reality, design-thinking approaches to problem solving, hackathons, professional internships and professional micro-credentials.

We continue to design programs to meet our students where they are as learners (individual care and attention) and to connect the learning to their passions and interests while enriching their knowledge and skills so that they thrive in life.

HTS has, in fact, been preparing for the future; however, this can at times be a lonely place to exist. All of this also means that educators, parents and students must be comfortable with discomfort. The process of discernment, creation and iteration is, in itself, a lived experience that we must embrace, especially if we are going to thrive in our ever-changing world. Isn’t that what we want for all of our students – that they thrive and flourish as contributing adults and citizens?

the same ways for every learner. We need robust, dynamic and differentiated approaches that honour the diversity of the incredible humans we are privileged to serve.

This outlook only enhances our vision: • to recognize and honour the uniqueness and dignity of all learners • to foster student agency and choice, to invite their curiosity and courage • to help them explore new opportunities and be innovators themselves • to build their character We do this through the relentless pursuit of excellence. Because at the heart of it all, we believe that the purpose of an education is to prepare students for life, even if, as the pandemic has taught us, it is filled with possibilities that are not yet known.

At HTS, we are proud of our strategic priorities that are committed to challenging the status quo and designing a future-forward learning ecosystem. Learning cannot take an “either-or” stance; it is not a dichotomy. No person learns the same way, and so not every approach to learning (whether it’s face to face, fully online or a hybrid) will be impactful in

Raj Dewan

Board of Governors Member and HTS Parent

In what ways has your HTS experience transformed you?

Being much more engaged and involved with my children’s school in such an active way has brought me a greater appreciation for all that is HTS – what it does for not only our children, but also us as parents.

My involvement at HTS, having been initially on the Finance Committee, then the Strategy Committee and ultimately the Board, has opened my eyes to the various facets and complexities of how the school is run today and its focus on the future. It has been an empowering experience to participate with the school in these ways and equally empowering to learn how the school engages with so many people of different backgrounds, affording them the opportunity to contribute. At the heart of our Board meetings, and what I believe to be true for the school, is the focus on the future of the school. Our future, and that of the school, is the legacy that we, as parents and governors, will leave to our children and the next generation.

Goldin, C., and Katz, L. (2007). "The Race Between Education and Technology: The Evolution of U.S. Educational Wage Differentials, 1890 to 2005," National Bureau of Economic Research. http://dx.doi. org/10.3386/w12984 OECD (2020). "Back to the Future of Education: Four OECD Scenarios for Schooling." Educational Research and Innovation, OECD Publishing. https://doi.org/10.1787/178ef527-en

Lambert Liu ’20 In what ways did your HTS experience transform you?

If a genie gave us a single wish, the smart answer would be to wish for more wishes. So, in the same way, if we could learn anything, the smart answer would be to learn how to l e a r n .

This idea encompasses the main takeaway from my time at HTS. During my four short yet memorable years, I have deeply understood how to learn and love learning at the same time. This has become my most prized possession.

How did it happen? It all started with the little things – from the supportive teachers who shaped my character, to the opportunities that pushed me beyond my horizons. Funnily enough, the guidance I received at HTS hardly ever gave me any straightforward answers.

Letting my mind wonder was the key to opening a door to my own ideas, my own perspectives, my own paths in life. And I cannot be grateful enough.

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EDUCATING HUMANITY

by Fostering Diversity and Inclusion

BY JOY IDAMI ’21, DEBORAH OJO ’22, RICHARD RUBIN ’21, OSCAR SONG ’21

Over the last 39 years, HTS has steadily grown more diverse, and its continuous efforts to achieve a higher standard of learning have truly been evident. The student body is composed of different races, gender identities and religions; we are encouraged to see the world through each other’s eyes. Ex Doctrina Mores is our school motto – as a result of knowledge, training and education, come character and right living. As the world continues to evolve, we, as a community, strive to know better, educate others and foster greater inclusion within our community.

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HTS has made significant leaps in social justice and equity education and is a model of incorporating real-world issues into daily classes. For example, last year HTS created a new Grade 11 interdisciplinary course, marrying the English and social justice curricula to teach students more about the social and political landscape in Canada and the world. One highlight from this course is the weekly Intellectual Salons, which encourage students to come prepared with their own opinions and with the openness and curiosity to listen to

others. Course assignments allow students to explore issues they are passionate about. Most notably, the slam poetry assignment enables students to express their voice about a societal issue through a unique medium, with past topics ranging from police brutality to stereotypes towards the Chinese community related to COVID-19.

Other courses at HTS also further students’ human rights education. For instance, Grade 9 and 10 classrooms are brimming with discussions on current issues. Examining works of literature such as Night by Elie Wiesel offers students windows into unique historical perspectives. The Grade 10 history curriculum also provides students with opportunities to examine historical actions and their impacts.

Its exploration of injustice spans from Canada’s treatment of Chinese railroad workers to various forms of systematic oppression and discrimination, prompting students to reflect on their current actions.

HTS’s remarkable strength is its ability to accept new ideas and grow with its student body. HTS demonstrates the capacity for significant change, which bodes well for the future of the school. Over the past four years, HTS has had a Genders and Sexualities Alliance (GSA) club in the Senior School; members have worked tirelessly to educate the community and support our LGBTQ2S+ students, as well as local organizations.

This year, we were invited by the Head of School to form a Diversity and Inclusion Council; its mission is to create a school environment that is anti-racist by engaging in safe and critical conversations around race, anti-Black racism and discrimination of marginalized students. For Deborah Ojo, co-leading the Diversity and Inclusion Council is an experience that gives her and others a platform to express their passion for making change within their community. Deborah says, “This opportunity to listen to the ideas, stories and voices of my peers, and work towards putting these ideas into action, is the most meaningful aspect of leading this council.” And as we write this, a brand new club – Feminism for Change – is emerging to create spaces for dialogue around women’s rights, body positivity, mental health and what it means to be a feminist and an ally.

We are extremely proud to be a part of a community that allows for such growth, and yet there is much more our community must do. HTS has begun to encode diversity and inclusion in its policies, such as the Anti-Racism policy, Equity and Inclusive Education, Human Rights, Discrimination & Accommodations and Guidelines for Respecting & Supporting Transgender Students.

However, the vast majority of HTS students are unaware of these policies. And while the words are impactful, words alone cannot move us forward. Without awareness and meaningful implementation, forms of discrimination such as microaggressions and internal biases continue to persist

amongst students and faculty alike, hindering us from moving forward as a more inclusive community.

Furthermore, HTS can achieve a more holistic human rights curriculum by exploring international works and perspectives and decentring the Eurocentric worldview that dominates our learning. It is vital that we, as students, learn from a multitude of perspectives, as this is key to dismantling the embedded bias of western education. Learning through just a single lens can prove to be detrimental to our goal of diversity and inclusion, as it discourages students from enhancing their own personal views by considering history from only a single Eurocentric perspective. For example, in courses such as history, we must incorporate more Indigenous, Asian and African-Canadian perspectives, to let students hear and understand new viewpoints. This will also grant many of our students the opportunity to finally see themselves reflected in what they learn and to feel empowered to develop their own voice.

HTS students would also benefit from being represented in all aspects of their school, especially in the staff which currently does not fully reflect the diversity of the student body. Allyship is important, and we have many staff who are allies and have been dedicated to an equitable and inclusive education. However, to move our community forward, one of the goals for the leadership team of the school is to hire great teachers who reflect the entire community of HTS. Students need to be able to see themselves; it is crucial that our students have adults whom they can look to and relate to.

This allows students to have role models among them every day – people who can deeply connect and understand their experiences, culture and traditions. And in turn, this enriches the community as a whole.

Finally, as we look at our HTS community and how it can continue to progress and grow, we begin with ourselves – with each individual, whether adult or student. Our internal biases – the way we treat one another and the prejudices we perpetuate that may, in fact, go unnoticed – affect everyone.

The world is experiencing a moment of sincere self-reflection, and if we are to maintain our place as a leading institution, HTS must do the same. In order to move away from racism and discrimination, we urge you to self-reflect. The health of our community requires that each and every individual question himself/herself/themselves and his/her/their role, taking careful steps to ensure that we all lead anti-racist and antidiscriminatory lives. As mentioned, HTS has shown the ability to adapt to new ideas, and to grow and learn. We believe that the future of HTS can and will be a bright one.

As some of us graduate this year and get ready to move on to the next chapter of our lives, HTS will continue this focus

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in our absence. Though not perfect, HTS works hard to make every day more exceptional than the last, and in our eyes, that is what counts. The faculty, staff, students and even parents come from all corners of the world to make our school a little more colourful. HTS promises to continue to improve and, as students of today and adults of tomorrow, we could not be more proud to be a part of this success story.

DEFINITIONS: Microaggression: An everyday, subtle, intentional or often unintentional interaction or behaviour that communicates some sort of bias toward marginalized groups.

Internal bias: An often unconscious opinion about something or someone that stems from social stereotypes about certain groups.

Prejudice: A preconceived opinion or judgment of an individual or group that may be based on societal norms, rather than sufficient knowledge or experience.

Anti-racist: Opposing racism and actively promoting racial tolerance. (Recommended reading to learn more: https://www.nlc.org/article/2020/07/21/what-does-it-mean-tobe-an-anti-racist/) Anti-discriminatory: Opposing discrimination (unfair treatment of people based on their sex, race, age, etc.) and promoting tolerance.

Veronica Oshodi HTS Parent

In what ways has your HTS experience transformed you?

HTS remains a blessing to me and my family in ways that words alone cannot express. I am fortunate to have two children attend a truly community-centric school that cares about not only the academic needs of the students, but also their spiritual and mental well-being. The welcoming school environment, coupled with the genuine love of the school’s staff, creates an endearing atmosphere ideal for learning and forging lasting relationships.

One of my many favourite memories was volunteering during the 2018 HTS Great Gatsby Gala event. The occasion offered me the opportunity to interact with others and cultivate friendships. I was genuinely transformed by the camaraderie and network of people that the school created. HTS has done incredibly well to foster diversity and community service. Thank you, HTS!

Asees Banwait

Grade 3

How does HTS help you grow as a person and as a learner?

At HTS, teachers help me understand things that I didn’t understand before. They teach me how to show my thinking to other people. This helps me when I have to solve problems. Teachers give us new strategies and skills and then we practice them so we can get better, like in math, soccer and art. We also learn how to be friends and help other students, by comforting them if they are sad or playing with them if they are lonely.

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THERE’S NO TIME LIKE

The Future

BY ROB WITTMANN, CO-CHAIR, BOARD OF GOVERNORS

LIFE CAN ONLY BE UNDERSTOOD BACKWARDS; BUT IT MUST BE LIVED FORWARDS. - Søren Kierkegaard

The Board of Governors of Holy Trinity School is responsible for the long-term financial sustainability of HTS, employing sound governance practices and supporting our Head of School in the design and implementation of a strategic vision of student learning. Over three years into her mandate, Helen PereiraRaso and her senior leadership team continue to build a learning institution that is receptive to change – one that takes measured risks, remains on the leading edge of innovation and the use of technology, and inspires and supports its people.

Unless things change, they’ll stay the same. The educational construct employed for much of the past 100 years has largely been a static model. Society is evolving at an everincreasing pace in the 21st century, and maintaining the status quo is clearly not an option. The ability for individuals to respond, adapt and even pivot to life events has never been more important, as the current pandemic underscores.

However, as our Head says, “Preparing for the future can be a lonely place to exist.” How can HTS plan a responsible and risk-appropriate way for a future we can’t possibly know? The Board’s role in this process is to empower, support and assist our Head – and not get in the way.

The HTS Vision for Learning envisions students who are lifelong learners, and who are confident in leveraging their skills and knowledge as they navigate life. Designing the future of pedagogy requires research based on multiple perspectives and leveraging it, while incorporating leadingedge innovations. Grounded in research, but not tied to the past, strategy is a journey involving many participants, including Board of Governors subcommittees, parents and

educators, as well as input from faculty, staff and external professional resources. This is also why HTS has shifted from static five-year strategic plans to a plan that is subject to ongoing evaluation, adaptation and validation.

Children are resilient. They embrace change, and they’re far ahead of their parents and teachers in this regard. We are

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fortunate to have receptive stakeholders – parents who are open to progressive ways of learning and teaching; faculty and staff willing to learn more about interdisciplinary approaches to instruction; and students eager to engage in learning that traditionally exists outside of the school curriculum.

Change may be constant, but respect for our culture, ethos and sense of community remains strong, as we prepare our learners for their post-secondary paths. As I complete my term as Board Chair, one change that I’m confident will continue

us on our path, while respecting our Mission, Vision and Organizational Values, is that of the appointment of our new Board Chair, Joseph Adamo. Joseph joined HTS's Board as a Governor, along with me, over six years ago. He is the parent of two HTS alumni. He has chaired committees, including Finance and Operational Risk and our Head Support committee, and most recently he has served as Vice-Chair of the Board.

From a professional perspective, Joseph also has strong work experience as a senior executive. I’m confident that HTS is wellpositioned to benefit from his leadership.

Rob Wittmann 2015–2020 BOARD CHAIR

Thank you from HTS The Chair of the Board of Governors at HTS is more than a figurehead, more than a name submitted on legal documents or a person who oversees policy. Rather, the Chair is a trusted individual whose outlook for the future ensures the school’s vision is being fulfilled. The Board Chair’s primary role is to support the Head of School and provide guidance to ensure that the strategic direction is fulsomely implemented, the school is compliant with relevant laws and regulations, and that risk is managed, while ensuring the school’s financial sustainability.

Prior to becoming Board Chair, Rob Wittmann had been a member of the Board of Governors, a member of the Advancement Committee and Chair of the Construction and Site Committee. Over the years, Rob chaired many Board Committees, including the Executive Committee and the Strategy Committee, and he also helped organize our HTS golf tournaments. Rob, along with his wife, Donna, and their four children, Courtney ’11, Bailey ’13, Emma ’16 and Matthew ’19, have been part of the HTS community for over 20 years.

In June 2020, Rob completed the final year of his five-year term as Board Chair. However, he committed to an additional year in the role of Co-Chair, to support the Board of Governors during a time of transition to our new Chair, Joseph Adamo.

Board Chair should be. Thoughtful, dedicated and intelligent, his entire focus was on serving all, and his every deliberation, decision and action reflected the best interests of every student at HTS. It would be no exaggeration to say that HTS would not be the outstanding school it is today without Rob’s contribution. I, for one, am extremely grateful and send him my sincere thanks and best wishes for the future.

GRATITUDE FROM HELEN PEREIRA-RASO Head of School There are many words to describe Rob Wittmann, but I will focus on these three – humility, integrity and intelligence.

They aptly describe his leadership at HTS. Rob has been a dedicated community member, and when I first transitioned to my new role as Head of School, I felt supported and guided by his experience and expertise. Rob afforded me opportunities to learn and ask questions.

Throughout the past four years, Rob not only demanded innovation and excellence, but he modelled it every day in his leadership. Our conversations were always strategic in nature, ensuring HTS was pushing forward on a path that was not yet charted for us. He was willing to learn and, as a result, immersed himself in educational research and futureforward pedagogy.

I was very fortunate in my time at HTS to work with three excellent Chairs; my relationship with each of them was characterized by trust, integrity and openness on both sides.

Rob’s leadership is collaborative and inclusive, allowing for generative discussions at the Board of Governor’s table.

His passion and dedication to HTS is a model for all of us to emulate. I feel privileged to have learned from Rob, and to have been inspired by his visionary and innovative leadership. I will forever be grateful for his confidence in my leadership and his mentorship of me.

In my last few years at the school, it was my great pleasure to work closely with Rob, who epitomizes everything a successful

On behalf of our entire community, thank you for all you have done to lead us confidently into the future.

GRATITUDE FROM BARRY HUGHES Retired Head of School

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Change Begins AT THE END OF YOUR COMFORT ZONE

BY JOSEPH ADAMO, BOARD CHAIR

As I reflect on Helen’s opening article, think through Rob Wittmann’s words and kind introduction, and consider the work the Board of Governors and senior leadership team have undertaken over the past 10 years, I am reminded of Roy Bennett’s simple message, encased in his quote that titles this piece – true change comes at the expense of sitting comfortably and still.

I should first start by sharing what is in my mind and heart – I am incredibly privileged to chair our very talented Board of Governors and to work alongside all HTS management and educators to make the future possible for our children. I am humbled by their hard work and their commitment. I am excited to know that working together, we are preparing for and changing the future.

By way of introduction, I can say that I have a deep commitment to the cause of family and education. Angela and I, married now nearly 30 years, continue to reside near HTS and live together with our twins Emily and Vincent, who have benefited tremendously from their time at Holy Trinity School. Angela is an educator in the Catholic public system, and we both have a deep appreciation for educational constructs and for the need to create flexible learners, especially during a time in the world’s evolution when the mere rate of change is increasing astonishingly by the day.

CHANGE WILL NOT COME IF WE WAIT FOR SOME OTHER PERSON, OR IF WE WAIT FOR SOME OTHER TIME. WE ARE THE ONES WE’VE BEEN WAITING FOR. WE ARE THE CHANGE THAT WE SEEK. - Barack Obama

The Board’s role is to embolden our management team to meet the future head-on and press for educational transformation that impacts our children today. Critically, and as Rob pointed out, the future is now.

Current world circumstances have called our management to press our transformation into action – immediately. Rob mentioned that the Board has embraced flexibility with

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strategic plans that are iterative in nature; his good work has seen to that. The fact is, we have been working on tomorrow for some time now. The result? Of the four key scenarios for possible transformation that Helen highlights in her message, I submit that the most important concept is summarized in this phrase: “Education takes place everywhere, anytime.”

At the core of our mandate, HTS endeavours to create the learner who is, above all, of high moral character, curious and adaptable. Specific to our students, we seek to craft a model of education that meets the future by providing the foundation of lifelong learning through personalization. And on a broader scale, the Board supports the HTS vision that our model should be available to all, should be welcomed equally and should give back to the community.

Flexible learning creates flexible learners. The world demands leaders who can adapt, and we seek to provide such leaders.

This is woven in the HTS experience, where we acknowledge the connection between developing competencies, character and that critical foundation of curiosity and pliability. Learning never stops.

Along with meeting the requirements of today, which include creating graduates who can successfully navigate the next steps beyond the HTS circle (post-secondary education), the Board will continue to work alongside management

and educators to implement new learning styles. We will be mindful of the constructs of the first 100 years of education, while casting an eye forward to the requirements of our collective, rapidly changing society. Simply stated, we have put (and will continue to put) a stake in the ground where the future of education is concerned. And critically, we will do this as we put into action our deep commitment to inclusion.

As for my involvement, I hope to gain the trust of our community through stable and pragmatic leadership. I understand and respect the “today” task at hand. However, simultaneously, I will work tirelessly to inspire and embolden our management and our educators to be curious, and to press for a model of equity and education that meets the future – today.

And so, I end this message with this one further thought…

BE THE CHANGE YOU WISH TO SEE IN THE WORLD. - commonly attributed to Mahatma Gandhi

Thomas Zachos ’17 In what ways did your HTS experience transform you?

It is hard not to look back at my HTS experience without acknowledging the medical transformation that occurred during my eight years at HTS. I went from being an extremely active and engaged athlete to not being able to participate at all. Academically, I lost the ability to write and the mental fatigue made everything challenging. It is while I was at HTS that I was first diagnosed with mitochondrial disease and where my journey to understand and push back on this disease began. HTS supported me throughout this time. While I struggled to understand all the difficulties, they never gave up on me and pushed me to recognize that I could still do anything that I put my mind to. I had so much support from the teachers and the guidance department, without whom my success as a student would not have been possible. They rose to the challenge and that let me rise to meet the same challenge – one that I continue to meet head-on every day.

HTS made a difference that will forever resonate with me and makes me want to also make a difference. With the help of my family, I wanted to create awareness and understanding of mitochondrial disease. We supported the creation of Canada’s first Research Chair in mitochondrial disease at the University of Toronto – and only the second one in the world. I have worked tirelessly to try to find ways to help others who are similarly struggling with this disease and have initiated numerous fundraising drives to support research and advocacy, as well as an Instagram page (@lifesjourneythomasz) that strives to give hope and inspiration to others who struggle like me. Thank you, HTS, for allowing me to rise up and be more than what I thought I could be.

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Hybrid Learning:

A Brave New World in Education

BY TRACY FAUCHER, DEPUTY HEAD AND STEPHANIE STEPHENS, EXECUTIVE DIRECTOR OF LEARNING INNOVATION AND TECHNOLOGY

Kindergarten students learning alongside their at-home classmates in real-time.

When other schools were challenged to reinvent themselves in preparation for the 2020–2021 school year, HTS had, very early on, a plan in place. Primarily, our goal was to provide our students and their families with flexible options that would allow our entire community to continue to thrive. We wanted our stakeholders to feel safe and assured that, no matter what, our programming would continue to advance learning and provide great experiences and connections for our students. To help us achieve this goal, we made a commitment to a learning framework called “hybrid learning.”

In the hybrid model, face-to-face instruction and remote learning are combined into one cohesive experience. Some of the students are at school in the physical classroom, while others are attending class remotely.

Although the definition is simple enough, successful implementation is highly complex and there are a number of variables to consider. Not only does this model require a well-established and comprehensive infrastructure, but a significant investment is needed to sustain it. Perhaps most importantly, the school needs to have a visionary strategic

WE WILL BE ABLE TO BLEND THE BEST PARTS OF THE OLD MODEL AND THE NEW MODEL TO CREATE A WONDERFUL FUTURE FOR OUR STUDENTS. CORRIDORS | 17

plan and be in tune with the best research and experts. The culture of the school should be one wherein iteration and adaptation are the norm. In other words, the school needs to be a community of lifelong learners.

Sound familiar? One needs only to leaf through a few years of HTS publications to recognize these ingredients have all been key priorities for the last few years at our school. This is the reason we were able to hit the ground running when we made the commitment to do a full-school implementation of the HTS Hybrid Learning Model in September 2020.

Like anything else, purposeful and intentional design makes all the difference. From the onset of the pandemic, HTS connected with experts to help guide and prepare us for success. It has been with this careful eye to the future that HTS has been able to set itself apart from other schools; not all hybrid models have been as promising as our model has been. As with everything we do, compromising excellence in creating the best learning experience is never an option.

WHAT DIFFERENTIATES HTS’S MODEL OF HYBRID LEARNING? PROFESSIONAL DEVELOPMENT AND ONGOING CONSULTATION/SUPPORT

• •

Hybrid and Technology Training Guides Innovative Learning Program Courses

AN INVESTMENT IN NEW AND UPGRADED TECHNOLOGY For almost 10 years now, a major focus of our strategic plans has been to intentionally and appropriately leverage technology and innovation to enhance our programs.

We have been creating and refining strong workflows, ensuring all of our teachers have technology in their hands, establishing robust learning management infrastructure and curating the best possible selection of software to support our programs. Our students and our teachers use the tools confidently and appreciate the opportunities they create.

As Grade 12 student Summer Xu reflects, “I like that the Owl cameras make it feel like I’m physically in the classroom with my peers, even when I’m learning from home.”

WHY DOES THIS MATTER SO MUCH? Our community is at the heart of everything we do. Keeping our learners at the centre of every decision has helped us have a strong 'North Star' to guide our way. This model matters because we knew it would help us keep two crucial elements of the HTS experience intact – outstanding learning experiences and connection. Rather than having a

Our teachers have been provided with significant training, support and time to adapt to the necessary tools and workflows. As Matthew Iu, Senior School science teacher, notes, “From the moment the lockdown began, HTS has equipped teachers to navigate this brave new world of education. We were given training on ways to engage our students digitally, leveraging the most up-to-date educational apps and services; but at the same time, we were also given the freedom (and even encouraged) to experiment with new pedagogies. The school has been supporting us ever since – offering exceptional IT assistance and ensuring the facilities are up to the task of running the Hybrid Learning Model.”

ONGOING CLASSROOM, STUDENT AND PARENT SUPPORT The move to a hybrid system is significant for our families as well, so we have worked hard to ensure that they feel well-supported with a number of extras. Some of the new opportunities we created include the following:

• • •

Virtual Learning Hub Live Virtual IT Support Hub and Chat Room Parent Technology Learning Series

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Grade 12 student, Megan Ho, reading to her reading buddies, virtually.

dichotomous choice for students and families (registering for either in-person or online learning for identified chunks of time), the HTS Hybrid Learning Model: • Breaks down barriers between people, space and time. This provides great agility and flexibility for our learners.

• Allows us to quickly transition from a face-to-face to remote format if needed with minimal disruption to student learning.

• Provides great connectivity between the learners and their teachers, when instruction is carefully designed to bring people together.

• Provides a great framework to facilitate interdisciplinary collaborations. Teachers can coteach with one another, supporting students as they work on projects and collaborating on resources and materials to meet our students’ needs.

• Enables students and teachers to engage with experts around the world more seamlessly, bringing authenticity to the learning process for our students.

• Leverages a robust online learning space to provide our students with differentiated resources, instructions and mediums to support the diverse needs and interests of our learners.

Simply put, the calibre of our programs can remain consistent, highly accessible and of the highest quality, whether students and teachers are on campus or not.

SO HOW DO WE KNOW WE WERE SUCCESSFUL? Grade 12 student, Summer Xu says, “To me, hybrid learning means blending different teaching methods together to give both online and in-person students equal opportunities to learn.”

Jeslyn Li, Grade 11 student, agrees: “This might sound crazy, but I feel like it’s actually easier to reach out to students and teachers for a meeting now that we’re all learning in this hybrid system. Before, I must admit that no one was comfortable just sending a calendar invite to a teacher for academic help, but now, I think with our model and sources like the virtual academic hub, people are definitely more able to connect with teachers. Also, we are able to meet outside of our regular school hours for clubs like TED-Ed and Fashion Forward to adjust to fit members’ schedules because we are meeting virtually – this would have been impossible before.”

But it is not just students who are seeing the benefits of HTS developing such a robust hybrid model. Grade 3 teacher Karen Lyons says, “As a teacher, I have been able to maintain contact with at-home learners. Gone are the days of missed lessons when someone is absent from school. Lessons can

Grade 5 student, Joshua Chou, joining his class from home during synchronous time.

also be recorded and shared and reviewed at a later time.

Both remote learners and in-person learners take advantage of this.”

Seasoned teacher and English Department Co-Head Katie Young shares some reflections on her experiences: “Hybrid learning means flexibility and having the ability to provide our learners with what they need when they need it.

Whether that means we spend more time on a concept as a whole class, more time in small groups deconstructing ideas and collaborating, or more time for one-on-one conferences, we have the opportunity to do so in this new model. I appreciate involving learners in ways that I had not thought of previously. For example:

•

• •

The use of virtual breakout rooms and Google Chat affords the opportunity for collaboration of ideas that was not always possible in the traditional classroom setting, as my students often work across sections and at their own pace.

Students can curate their work by recording it; this allows me to see their thinking and processes in ways that I have not been able to in the past.

I can also meet virtually with my learners one-onone (privately), and my students can be more honest and seek help in deeper ways, without the same fear

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of embarrassment they might have had in the past when sharing for all to hear.

• Students have the ability to work more at their own pace, as we often will complete asynchronous activities, affording them time to ask me questions or to work one-on-one when needed.”

The connection between and within our community is deeply important in the learning process. Putting the time, resources and dedication into learning and refining this model has helped us achieve this connection that now extends beyond the physical walls. Indicated in the College of DuPage paper, An Introduction to Hybrid Teaching (page 4), when hybrid learning is scaffolded well, “the learning outcomes and academic achievement are stronger with hybrid than for either face-to-face or online teaching alone.”

HYBRID IS HERE TO STAY The true sign of meaningful innovation is that it permanently alters what was present before its arrival. We know that the worries and protocols of the global pandemic will not always be the driving force that they currently are. However, the HTS Hybrid Learning Model will not fade away once we have seen the other side of this pandemic. This model has helped us create more opportunities for students to truly build the

learning experiences that work for them and fit their needs.

We have also come to better understand instructional and assessment practices. For example, snow-day disruptions can be a thing of the past. Athletes who miss extended periods due to rigorous training and competition schedules are now only a recording away from their learning. Students on exchange in Europe can now stay connected to their class during their time away. No one knows what additional opportunities await us, but what we do know is that we are ready to support our learners.

As Georgette Marshall, Music Department Head, says, “It is my hope that when life returns to ‘normal,’ we will be able to blend the best parts of the old model and the new model to create a wonderful future for our students.”

HYBRID LEARNING MEANS FLEXIBILITY AND HAVING THE ABILITY TO PROVIDE OUR LEARNERS WITH WHAT THEY NEED WHEN THEY NEED IT.

College of DuPage, "An Introduction to Hybrid Teaching," https://www.codlearningtech.org/PDF/hybridteachingworkbook.pdf

Heather MacDonald Head of Lower School

In what ways has this global pandemic accelerated the transformation of education in your area?

The global pandemic has changed many aspects of life in the Lower School. We have observed the acceleration of students’ personal development as they are taking on more responsibility, showing more independence and demonstrating selfefficacy skills. Being able to enter the building on their own, walking to their classroom and managing their personal belongings in new ways are all small things that add up to increased student confidence.

Our technology use has always been innovative and intentional, but this year we have reached new heights. To ensure all young learners can access learning and interact with their classmates and teacher, regardless of where they are learning, all our students have the use of an iPad. The ability to navigate the technologies of Google Classroom, Google Meet and breakout rooms, to name just a few, has enabled each student to get the most from our hybrid model of learning in a year unlike one we ever expected.

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Cynthia Shi Mathematics Faculty

In what ways has your HTS experience transformed you?

I am grateful for the opportunity to transform professionally as a teacher. What really stands out for me is the incorporation of 21st-century pedagogy and the frequent use of technology at HTS. I have benefited from the abundance of training and the support from the mathematics team, which have helped me engage more deeply with my students as they learn faceto-face and virtually.

C U LT I VAT I N G

Intellectual

Agility

BY GILLIAN MARTIN, MIDDLE SCHOOL ENGLISH FACULTY

THE SMARTEST PERSON IN THE ROOM IS THE ROOM. – David Weinberger These days, there’s a lot of talk about preparing students for the future, creating agile thinkers who are ready to face the unknown with confidence and creativity. The tricky part comes when we realize that – especially in this day and age – we can’t predict what that future may look like! It’s hard to develop a game plan when the playbook is changing every day.

This is where design thinking, interdisciplinary programming and the work of the I-Think Initiative come into play. Every Wednesday in the Middle School at HTS, students in Grades 7 and 8 leave traditional, course-specific education behind and spend time exploring concepts and skills from across the curriculum and beyond. By tackling complex challenges with a step-by-step integrative process, our Middle School students are quite literally relearning how to think.

It starts with a familiar concept: two heads are better than one. Or, as author David Weinberger puts it, “the smartest person in the room is the room.” Together, teachers and students in the Middle School are proving that when we rely on a multitude of perspectives, ideas and feedback, we reach better conclusions than we could come up with individually.

Banking on the knowledge that humans are natural problem solvers at heart (think of the telephone, electric cars, Uber Eats!), I-Think brands itself as a “real-world problem-solving

program.” It uses entrepreneurial know-how from the Rotman School of Management to teach Middle School students to seek solutions, not as black and white concepts or “quick fixes,” but as complex, integrative models that take the best parts from many different ideas. Through consultation, empathy and creativity, our Grade 7 and 8 students are learning to tackle challenges with curiosity and collaboration. The goal of the I-Think interdisciplinary program at HTS is not to prepare our students for a particular future – but to prepare them for any future that comes their way.

Grade 7 students tried out the I-Think process for the first time by thinking about animals (a favourite subject among 12-year-olds). Their design-thinking challenge posed a question: How might we bring the Ontario Society for the Prevention of Cruelty to Animals (OSPCA) into meaningful contact with new Canadians? This prompted many important questions about welcoming newcomers to our country, supporting vulnerable groups of people and animals, and the value and importance of giving back to the community. As Mr. John Edgecombe, one of the lead teachers in the Grade 7 group, explains, “Throughout the process, the students were given the opportunity to examine two different models that the OSPCA has been thinking about implementing, but the goal for our Grade 7 students was to come up with something even better, incorporating the positive aspects of both models into a new model.” To up the “real-world” stakes, our Grade 7 students received videos directly from the OSPCA explaining the challenge and knew that their solutions would be presented to OSPCA representatives for consideration.

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When asked about her first I-Think experience, Grade 7 student Ishani Merchant says, “I liked that we were able to connect with other subjects and the assignment wasn’t just creating a presentation. The work was more enjoyable because we were able to connect with the OSPCA. When we went to the OSPCA’s website, we got to see all of the animals and could talk to the dog, which was fun.” Our students are seeing that their “out of the box” thinking and learning is authentic because it can have an impact in the real world and ultimately change lives.

In their own I-Think project, our Grade 8 students worked with Ophea (the Ontario Physical and Health Education Association) to reimagine physical education programming to promote joy in physical activity rather than solely focusing on achievement and competition. Ms Sarah Cowan, a lead teacher in the Grade 8 initiative, reports that through I-Think, “students are learning to take the best of two options to create a new, stronger solution, rather than settle on a ‘good enough’ solution. By thinking deeply about

the layers embedded in a complex problem, and not simply rushing to a conclusion, they are creating stronger models in the end. It takes time, but it’s worth it.”

In each grade, the students are being asked to think differently. They are learning not to focus on “being right,” but rather to seek out opposing opinions, to value the diversity of thought, and to reflect on successes and challenges as a group. And in the end, the recipe works!

Regardless of whether Ophea changes its educational policies based on insights from our Grade 8 students, or the OSPCA selects a Grade 7 plan to bring animals to our newest neighbours, our students know their models are being considered. They see, first-hand, that careful thought yields authentic impact. And hopefully, they realize that this is only the beginning of the impact they can make in our everchanging world.

Why should our students wait until they are out of school to begin shaping their world that lies ahead?

Rob Thomson Head of Middle School

In what ways has this global pandemic accelerated the transformation of education in your area?

Students in the Middle School have been exposed to a program of integrative thinking where opposing ideas are explored and, instead of choosing one at the expense of the other, a superior model can be created. Our pandemic experience has led to a similar process, as it exposes weaknesses and opportunities in how we “do school.” It has forced us to slow down and look at academic success and student wellness as partners, not as two separate foci. There is still much work to do to ensure that academics and wellness are not at odds, but the pandemic has made it clear that blending them will change the direction of academic transformation in the Middle School.

Michael Peppler Physical Education Faculty

In what ways has your HTS experience transformed you?

As an educator, I feel I am perpetually transforming. Until this year I’ve never had the chance to teach online and in-person in tandem, and it’s been great seeing what we’ve been able to do to create belonging and community with everyone in different spaces. Our HTS community has also helped me transform my lessons, making sure, more than ever before, that they are accessible and relatable and encourage students to feel connected. Having fun while learning has always been the goal, but especially this year it is so important.

This year has made us all repeat words we are hoping we never have to hear again, like “unprecedented” and “uncertain,” though I’m afraid I’ll have to continue using both words for now. But HTS has reminded us of two new favourite words – community and belonging – and I hope everyone else has felt a new appreciation for these words, as well.

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Internships:

Professional Learning Experiences with Purpose

BY VANESSA WADE, ACADEMIC DIRECTOR

The World Economic Forum has estimated that “by 2025, 85 million jobs may be displaced by a shift in the division of labour between humans and machines” (Whiting, 2020).

students’ understanding of potential career paths; it can also provide them with opportunities to do authentic work for employers, thereby building their professional skills.

The unprecedented rate at which the labour market continues to transform is causing most educational institutions, Kindergarten to post-secondary, to carefully examine their programming design. Why? Collectively, our work prepares students to thrive in life. As part of that preparation, it is important that HTS continues to engage in research cycles to analyze and identify the most relevant skills and competencies that our students require. In addition, one of the most powerful ways students learn is by actually doing the work they are most passionate about. Being able to participate in the workforce, prior to entering it, can enrich

As the Board of Governors and the senior leadership team embarked on their strategic planning process, one of the areas explored was the future of work and microcredentialing. A strong recommendation that emerged was to provide students with opportunities for internships. As a result, the Board of Governors formed an advisory committee composed of parents, alumni, HTS staff and professional guests who worked in organizations that had internship programs in both traditional and non-traditional professional fields. Some key recommendations from the committee were as follows:

HTS COMPETENCIES FOR LIFE: CRITICAL THINKING, CREATIVITY, CHARACTER, COMMUNICATION, COLLABORATION, CITIZENSHIP Students should have experiences that cultivate: • • • • • • • • •

Dealing with failure or setbacks Collaboration Resilience and adaptability Global awareness Independence Taking risks Accountability to a community outside of HTS Opportunities to make an impact Interests and passions

The program we develop must be available to all students in the Senior School and provide them with: • • • • • • •

A professional mentor Cycles for feedback A flexible environment Reflection Individual or group projects Industry experts (guest teachers) Practical and hands-on skills

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In September 2019, HTS piloted a student internship program called The Hive. Unlike other co-operative education courses or placements where students are individually assigned to intern at an organization, The Hive provided students with the opportunity to work individually and as a team on projects for an employer.

The team approach to the internship program is how the name “The Hive” came to be – to create an innovative ecosystem that would simulate a real work environment within a school. The first company to sign on as a partnered employer was STEM Minds, located in Aurora, Ontario.

STEM Minds is a Certified B Corporation focused on STEM education to empower K–12 youth to become fearless learners through online and in-person programs. Owner Anu Bidani was crucial in helping to develop The Hive, as she believes strongly in giving students meaningful experiences at a young age. “The real-world projects that students worked on in The Hive gave the students a sense of purpose and passion,” Bidani says. The experience also allows students to learn what to expect in a particular field of work.

One of our current “Hive” students would concur with that statement. Adam Jin ’22 joined because of his interest in both business and coding. He had taken a coding course in the summer, which encouraged him to consider the field as a possible career path, but he admits to being very much a beginner in his craft when he first started. Since joining

HTS Parent and Governor, Michelle Risi, helped students prepare for the internship experience.

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the internship program and as a result of working with two other students on rebranding a website for a charitable organization, Adam feels that he has learned so much more about all aspects of the industry. He says working with his mentors, another important aspect of The Hive program that sets it apart from other placements, has also contributed to his success so far. The Hive mentors work with our students throughout their internship journey, from preparation to finished product, teaching them new skills and techniques that will enhance not only their technological knowledge but also their ability to create a project plan. Adam credits his mentors, who are HTS teachers, alumni and industry professionals, with putting him “on the right track.”

Within each internship group, which are primarily techbased projects at this time, students have assigned roles.

From developer, to graphic designer, to project manager, the students meet each week to plan, create and iterate. In every role, they develop their technical abilities and hone their communication, teamwork, presentation and research skills.

In the two years of The Hive being in action, our students have worked on developing augmented reality (AR) and virtual reality (VR) games, they have designed products using 3D printers and they have taken on rebranding a company’s website. In all cases, the growth of the students’ skills in so many areas of career development has been remarkable to watch. They make mistakes and learn from them; they celebrate successes. It truly is what learning is all about.

Vanessa Wade, Academic Director, Deborah Ojo, Grade 11, and Constantine Pallas, Grade 12, in a co-construction exercise to develop the success criteria for an internship experience.

As we look to the future, we want every Senior School student at HTS to graduate with an opportunity to experience an internship in a field they are curious about.

The attributes of the HTS Graduate Profile identify that we, as a community, are dedicated to developing graduates who are impactful, intellectually agile, problem solvers and citizens of character. Internship programs are an integral part of cultivating these attributes. The professional skills our students develop working on projects for employers and being mentored by experts in the field are transferable across both their academic and professional lives.

According to the World Economic Forum, the top skills employers believe will be in greatest demand include critical thinking, problem solving, self-management, active learning, resilience and flexibility, just to name a few. HTS is committed to building a dynamic and rich internship

program, as we partner with global organizations like the Center for Advanced Professional Studies (CAPS). We continue to expand our vision, program offering and corporate partnerships so that students can walk into their post-secondary environment and future confidently, having had the opportunity to cultivate these skills in powerful, authentic and meaningful ways.

CAPS programs are nationally recognized, innovative high school programs. CAPS is an example of how business, community and public education can partner to produce personalized learning experiences that educate the workforce of tomorrow, especially in high-skill, high-demand jobs.

Whiting, Kate. “These Are the Top 10 Job Skills of Tomorrow – and How Long It Takes to Learn Them,” October 21, 2020. https://www.weforum.org/agenda/2020/10/top-10-work-skills-of-tomorrow-how-long-it-takes-to-learn-them/

Greg Rose

Head of Senior School In what ways has this global pandemic accelerated the transformation of education in your area?

We have put a focus on developing student agency over the last few years and this strategic goal was accelerated on account of the pandemic. It has been incredible to see how our students in the Senior School have stepped up to lead clubs, Wellness Wednesday activities and other co-curriculars. Since we have been back in the building, this student trend has continued. Our students are taking on the initiative to schedule meetings during times that work best for them, are self-managing their workload and due dates, and are advocating for initiatives they want to see happen at HTS. We have noticed that both students on campus and those learning remotely are finding and creating new ways and spaces to be involved with both academic and student life.

Elicia Pavan ’11 Science Faculty

In what ways did your HTS experience transform you?

It is the intentional opportunities that allow the students of HTS to flourish. During my time as a student, these opportunities enabled me to explore different sides of myself: the scientist, the leader, the artist, the athlete, the community builder. I was immersed in a culture that inspired me to expand my horizons without judgment or fear, instilling integrity, kindness and courage.

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KEEPING PACE WITH EDUCATIONAL TRANSFORMATION:

Evolving our

Business Model

BY BOB NICHOLSON, CHIEF OPERATING OFFICER

The COVID-19 pandemic has highlighted that long-term disruptions can arrive with little notice. Independent schools both survive and thrive because they deliver exemplaryquality education; they excel by transforming the educational landscapes they occupy. Most often, this is done through the lens of the academic and co-curricular programs. However, it is clear the business models that govern schools must also shift from a static approach to a nimbler one, mirroring the transformation the educational “side of the house” is experiencing. As we prepare students for a rapidly evolving world that requires confident, driven, intellectually agile and empathetic citizens, our business strategy must also model these characteristics.

At the core of every school’s value proposition is a quality learning program, a sense of belonging and inclusion, and the quality of care and attention to developing well-rounded students. This value proposition is not the sum of costs; it also includes intangible benefits that help transform students into global citizens and, as such, must transcend the classroom and the building. Schools need to be valued for their educational and business networks, online presence, partnerships and flexibility. Tuition fee growth, when properly managed, can be a way to maintain the trust and support of our families. However, since independent schools draw from a smaller subset of the population, it cannot be the key to long-term sustainability. School leaders will need to reimagine how education is delivered and constantly seek efficiencies with every dollar spent.

Schools that relentlessly pursue all options and explore internal or external resources will achieve this objective.

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along with fluid and adaptable tuition models, can move us forward in powerful ways. Simply put, growth in enrollment numbers will not sustain the future on its own. Schools are near capacity; increasing floor space is not always practical and is, generally, cost-prohibitive. Evaluating enrollment levels goes hand in hand with reimagining the fixed classroom model to include hybrid options, the creation of online schools, and the expansion of programming beyond the schools’ walls and the traditional school day. While schools’ ability to diversify revenue has generally been limited to fundraising campaigns, facility rentals and summer camps, it is now imperative that new opportunities be developed and marketed not only to existing students but also to alumni and the broader community.

The pandemic has created a paradigm shift for cities and communities with respect to physical space. While working from home previously caused employers concern, it is now being encouraged and challenging businesses to rethink the role that office space plays. Independent schools have undergone a building spree during the past 10 years; however, moving forward, a more flexible approach to the use of existing space and future requirements needs to be implemented, including such possibilities as sharing with partners, incorporating smaller multiple locations or exploring outsourced options. Independent schools have the opportunity to become hubs to connect the broader community to their resources, such as design and innovation labs, libraries, fitness facilities and other collaborative spaces.

The result will be to reposition themselves as essential community partners and not exclusive entities.

Faculty and staff form the core strength of schools, and investing in their development is critical to adapting quickly

to market disruptions. Labour costs represent at least 70 per cent of operating expenses, and schools must create more flexible models for how their professionals’ time is utilized.

For example, schools can adapt salary structures and increase the use of sessional lecturers to best match market demand.

Technology will enhance the educational experience through greater access to visiting experts; it will support faculty with tools such as artificial intelligence (AI) to reduce administrative tasks, allowing a greater focus on the most impactful aspects of their job – working with students.

On March 13, 2020, we never could have imagined where we would be today. As we look forward, it is difficult to see the possibility of returning to a world we saw that day. We have succeeded by continuously reconceiving of what once was. Embracing change, seeking innovation and challenging the way we operate will become measures of success. Our business models must keep pace with the transformation of education. Then, and only then, will we continue to exceed the expectations of our students and their families.

Tim Zhang

HTS Parent As a Director of Due Diligence & Advisory, Tim leads a team that specializes in conducting operational due diligence at the Ontario Teachers’ Pension Plan (OTPP) Board.

How has the global pandemic accelerated transformation in your industry?

The global COVID-19 pandemic created extraordinary chaos and disruption to global financial markets and the investment industry.

First, governments and central banks around the world reacted quickly and forcefully to provide unprecedented monetary policies and stimulus to support the broader economy. Policy-makers explicitly expressed a willingness to remain accommodative for the foreseeable future. Such loose monetary policy has depressed yields and expected long-term returns on various asset classes. As a result, investors will have to work harder and look beyond traditional asset classes and regions for additional returns.

Second, COVID-19 has contributed to a shift from focusing on maximizing shareholder value to optimizing for a growing number of stakeholders and building businesses that are more resilient in the face of greater uncertainty. In the past, business executives were rewarded for cutting costs through streamlining supply chains and outsourcing to lower-cost jurisdictions. We will likely see businesses become more comfortable with increasing costs through building greater redundancy in the supply chain and human capital. Therefore, companies will have to search for new drivers for growth and value creation.

A similar logic can also be applied at a geopolitical level. Government policy shifts, populism and protectionism are likely to increase. COVID-19 exposed governments to their vulnerabilities in certain sectors, such as health care, technology and telecommunications, innovation and agriculture/livestock. Governments will most likely make policy changes to address this and ensure long-term security of their own countries. Such focus on resiliency at both business and government levels requires investment companies to grow in sophisticated and agile ways, so as to understand, anticipate and capture opportunities arising in this changing environment.

Third, the pandemic accelerated the need for businesses to digitize their operations and processes. For example, for consumerdriven businesses such as e-commerce, digital health care and remote education, the barriers had been broken and the shift to a virtual environment was significantly accelerated. The digitization of business operations also changed the way we work and collaborate. Business meetings are conducted virtually, instead of in person. Working-from-home or working-from-anywhere has been becoming a new normal. Such a trend is not expected to completely reverse itself in the post-pandemic world. This means investment companies will have to cope and adjust how they assess and monitor investment deals, engage with external business partners and maintain a healthy, motivated and productive hybrid workforce.

The world was changed by COVID-19 forever. But with human ingenuity, sympathy and compassion, we are changing it for the better.

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The Centre for Transformative Learning and Leadership

BY SANDRA HERBST, CHIEF STRATEGIC OFFICER

Transformative. Transformational. Transforming. At the base of these three words is the verb “transform,” meaning “to change the nature, condition or function of” or “to change in nature, disposition, heart or character.” It seems to me that in its truest sense, “transform” refers to something of great significance, import and consequence. And so I wonder, what can serve as the catalyst to change the nature of something?

Might it be a cumulation of things, or an acute event? Must it be only one or could it be both?

This takes me to a point early in my life as a leader, almost 22 years ago. The memory is vivid – the room I found myself in, what I was wearing, the meeting I was attending, the

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people sitting near to me. I was, yet again, grumbling about the teachers on my staff and what they were or were not doing. This had become a common refrain for me, and those who knew me at the time would have expected it to surface at some point during the day. And then the unexpected happened – at least for me it was unexpected. A colleague, a principal from a school just down the road from mine, turned to me and said (probably out of sheer exasperation), “I wonder, Sandra, the degree to which your leadership is contributing to the situation that you are complaining about?” (By the way, this is not a paraphrase; I know this because I wrote down the exact words on a piece of paper that I still carry with me.)

That question stopped me in my tracks, and those words have since transformed my leadership. That single moment served to launch a self-imposed journey to perpetually transform the nature, disposition, heart and character of my leadership.

As you consider my account, maybe you can easily relate this to your own life, or perhaps you have a very different narrative. Maybe for you there was no distinct point in time that triggered the need for change. It might have been a slow cumulation of events that led you there, or possibly the need to transform something has not yet been part of your experience. For me, though, the opportunity to transform, to be deeply altered, has become an aspiration – something to strongly desire to achieve.

NO ONE IS REFERRING TO TRIFLING WITH THE EDGES OF EDUCATION. RATHER, WHAT IS BEING SOUGHT OUT IS A TRANSFORMATION – A FUNDAMENTAL SHIFT. We are at a time that transformation in education cannot be ignored. I am not referring to a mere tinkering of schedules or physical spaces or curriculum, but rather a change in the nature, condition, and disposition of our models of quality education.

The worldwide pandemic that, as I write this article, continues to grip our country at an increasingly alarming rate has been a driver of transformation in this regard. However, even prior to the pandemic, global organizations were calling loudly for a re-examination of the status quo.

The Organisation for Economic Co-operation and Development (OECD) in its paper The Future of Education and Skills: Education 2030 (2018) argues that “in the face of an increasingly volatile, uncertain, complex and ambiguous (VUCA) world, education can make the difference as to whether people embrace the challenges they are confronted with or whether they are defeated by them. And in an era characterised by a new explosion of scientific knowledge and a growing array of complex societal problems, it is appropriate that curricula should continue to evolve, perhaps in radical ways.”

In its white paper Schools of the Future: Defining New Models of Education for the Fourth Industrial Revolution (2020), the World Economic Forum asserts that “primary and secondary school systems have a critical role to play in preparing the global citizens and workforces of the future. Education models must adapt to equip children with the skills to create a more inclusive, cohesive and productive world.”

I could continue to refer to research and the positions of leading global and business organizations, but the patterns and trends are clear. No one is referring to trifling with the edges of education. Rather, what is being sought out is a transformation – a fundamental shift.

HTS’s Vision for Learning calls for surprisingly similar things: “The purpose of an education is to prepare students for life. A rapidly evolving world needs confident, driven, intellectually agile and empathetic citizens.” This statement, along with the rest of the Vision for Learning, drives the very essence of what it means to work and to learn at HTS – not only to transform oneself, but to be an active participant in transforming others and the school itself.

The newly created HTS Centre for Transformative Learning and Leadership will be a partner in guiding that transformation and serving the school in meeting its aspirations. Right in its title, we find the word “transformative.”

This signals that its work will not be confined to the “shallow water” of change. Its purpose is rooted in a desire to examine and change the nature of learning and leading both within and outside HTS. To accomplish this, we are currently planning to direct the work of the Centre in the following two ways:

HTS ONLINE GLOBAL ACADEMY The Centre will lead the development and implementation of the HTS Online Global Academy, which will extend the HTS brand globally. This academy will have the capacity to deliver the excellent academic and experiential learning experience that people have come to expect from HTS beyond Canadian borders, filling a gap that currently exists in the educational landscape.

PROFESSIONAL LEARNING HUB The Centre will operate as a Professional Learning Hub to serve both HTS and partner schools and systems. Its purpose in this regard will be to research, champion and align practices that will grow HTS’s Vision for Learning, allowing it to flourish and thrive.

Internally, the Centre will have oversight of the HTS professional development portfolio: • Coaching and mentorship of HTS faculty • Supporting the advancement of the HTS leadership competencies • Organizing and facilitating school-wide professional learning for faculty • Coaching, organizing and facilitating training and professional development for alumni, families of CORRIDORS | 29

• •

current students and families of alumni Curating, archiving, writing about and publishing the work being done at HTS Contributing to the body of educational research

Externally, the Centre will provide services to educational systems and partners:

• • •

Coaching, consulting and mentorship Facilitating professional learning Coordinating outside organizations that come to HTS to tour the school and learn about the instructional, leadership and integration practices that are taking place This work with external systems and organizations will allow the Centre to become self-sustaining and also extend the scope and reach of HTS.

We are on our way. By that I do not mean with the Centre itself; though we have already begun rounds of coaching, writing and leading professional learning, the Centre is very much in its infancy. What I do mean is that HTS is on its way to transformation and, quite frankly, always has been. HTS, from its inception by its founding members, has sought to transform the educational experience for its students, families, staff and community. HTS has heeded the call to respond to a world that is transforming around it. Not unlike the path followed after my own transformative moment described above, HTS will continue on another leg of its journey to perpetually transform the nature, disposition, heart and character of the learning that both students and adults experience. How simultaneously exciting, unsettling, energizing and exhilarating this is going to be!

OECD “The Future of Education and Skills: Education 2030,” 2018. https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf World Economic Forum “Schools of the Future: Defining New Models of Education for the Fourth Industrial Revolution,” January 14, 2020. https://www.weforum.org/reports/schools-of-the-future-defining-new-models-of-education-for-the-fourth-industrial-revolution

Ella Kanetos Grade 5

How does HTS help you grow as a person and as a learner?

Friends and teachers at HTS help us along our journey to make us better people. They are there for us if we are struggling with something, and we always have someone to share things with. This helps us take risks – you know, like when you try something that is hard to do. But we learn never to give up and to do our best.

This is how you can accomplish the goals that you want to achieve. At HTS, we also grow by giving back to our community. We can do that by making donations to help others or by being role models for younger students. This means that I can be part of something bigger.

Melanie van de Water Dean of Students

In what ways has this global pandemic accelerated the transformation of education in your area?

The pandemic has accelerated how HTS schedules and runs many aspects of the student life program.

The pivot to virtual activities has created an increase in opportunities for students to create balance in their lives. Design technology experiences such as Fashion Forward and Robotics run into the evenings, allowing students to also participate in athletic co-curriculars.

Safely in cohorts by grade and class, students have been able to explore both new and familiar activities, indoors and outside. One of the biggest areas of acceleration has been with student leaders creating new virtual clubs, including the TED-Ed Club, which amalgamates academic and co-curricular opportunities. We even had clubs, like Model UN and DECA, attend virtual conferences and competitions. Most importantly, running clubs virtually throughout a widened time frame has eliminated scheduling conflicts, thereby giving older students the opportunity to participate in all the HTS co-curricular program has to offer.

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DONOR SPOTLIGHT

The Cannone Family adversity, struggle, courage, success and of the openness to possibilities. I remember sitting with Vito and saying that I hoped to one day meet his parents, as their legacy of dedication and commitment is an inspirational story.”

The Cannones beam with pride when they speak about their children and the experiences they have had at HTS. They talk about Olivia earning an Athletics Award and participating on the soccer team during her time in Senior School, and Michael playing on the basketball team. “We enjoyed watching the kids express their excitement with the academic, athletic and co-curricular programming.”

Olivia is currently finishing her first year in kinesiology at the University of Toronto, and Michael is enjoying his last year at HTS, set to graduate in June.

Vito and Laura say they appreciate how “HTS is evolving to enable students to reach their goals. Students’ successes are a true reflection of the school’s excellence in providing an incredible experience for their learners.”

Five years ago, Vito and Laura Cannone were looking for a school that would contribute to their children’s growth and development – a place where Olivia ’20 and Michael ’21 would, according to them, “learn the importance of success through hard work.” They had heard of HTS’s reputation for excellence in education, along with its beautiful facilities and family-centred approach. After a tour of the campus, they confidently enrolled their children.

Success through hard work is far more than just words for the Cannone family, whose family business, Global Precast Inc., is what it is today because of the determination, focus, grit and courage of their extended family. In her speech for the school’s 2018 Great Gatsby Gala, Helen Pereira-Raso, Head of School, spoke about meeting Vito: “I remember stories of family, of the immigrant journey of Vito’s parents, stories about facing

The Cannone family is a steadfast supporter of HTS; they have sponsored galas and golf tournaments and contributed yearly to the HTS Annual Fund. Additionally, Vito has volunteered his time and expertise as a member of the Board of Governor’s Construction and Site Committee. When asked what has inspired them to give so generously, Vito responds, “We wanted to do more for the school, from a place of gratitude for our children’s experiences. We also have witnessed how HTS is constantly evolving to support current and future students. It reminds me of the Nelson Mandela quote, ‘The youth of today are the leaders of tomorrow.’ For us, there is no better investment than in that of our future.”

Our community continues to thrive because of the legacy of generous donors like the Cannone family. Today, our campus sits on 37 acres nestled on the Oak Ridges Moraine, with facilities that have been gifted from families, students, staff, alumni and friends of HTS who all believed in shaping a spectacular school for current and future generations of students.

In recent years, we have been on a journey at HTS through our campaign, Inspiring Greatness: Designing the Future.

Our goal, simply put, is to create a world-class learning

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environment for our students. Global Precast Inc./Cannone family was one of the first transformational donors to the campaign. Without their commitment to donate precast architectural concrete, we would not have been able to begin the second phase of our build, nor would we be on target to open many new spaces in September 2021.

The Cannone family’s generous in-kind donation is the largest that the school has received for the Inspiring Greatness: Designing the Future campaign. We are humbled by their generosity, care and commitment to the school.

Although Olivia and Michael will not have the opportunity to enjoy the new spaces as students, they will be able to experience them as alumni. For the Cannone family, the call to philanthropy comes from a deep desire to contribute to the well-being of others and create a legacy for future generations of their family to access. The Cannones encourage others to join them in building a strong foundation for all HTS students.

On behalf of the entire HTS community, thank you, Cannone family.

We look forward to unveiling many new spaces in September, which have been made possible by generous donors like the Cannone family. We invite the HTS community to join them in making a gift that allows our school to be a place of transformation – a place where families, like the Cannones, can send their children with confidence, hope and joy.

Learn more at hts.on.ca/campaign or by reaching out to Maria Locacciato, Executive Director of Community Relations and Development, by email at mlocacciato@hts.on.ca or by phone at 905-737-1114.

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HARNESSING

Ambiguity Ron Caruso, Partner in Consulting and Deals at PwC Canada

BY RON CARUSO, HTS PARENT AND BOARD MEMBER

To suggest that 2020 was a year of unprecedented change would be an understatement.

Seemingly overnight, we were forced out of our comfort zones and, out of necessity, had to try new things and exist in a new world. For many families, this required learning skills that allowed us to adapt to working and learning from home, interacting with friends and family over Zoom, shopping online and even enjoying the latest movie releases in our living rooms.

Many of us might have already considered ourselves tech-savvy, but this year certainly has accelerated the adoption of digital tools.

Over the last number of years, however, the rapid growth of technology has resulted in an increased focus on and thinking about the future of work. The COVID-19 pandemic has not only accelerated the pace at which we adopt technology and different ways of working by ourselves and with one another, but it has also solidified the notion that the future is ambiguous. In my workplace, we have adopted a program called “New World, New Skills” to address the reality that 30 per cent of all jobs are at risk of being automated by the mid-2030s.

The business community is now confronted with the problem it has feared, and to some extent ignored, for years – many people do not have the digital skills needed to perform the work of the future.

Ron Caruso is a Partner in Consulting and Deals at PwC Canada, where he leads a national technology team with a specialized focus in the areas of digital customer experience and front office transformation.

Throughout his career, Ron has led complex transformation programs that drive increased business performance through technologybased innovation.

His experience spans strategy, through to value realization with large, highly visible programs and initiatives. He drives enterprise value in organizations by reinventing the experience for his clients’ customers and employees.

Ron has served on the HTS Strategy Committee since 2017, and joined the Board of Governors in 2019. Ron and his wife, Antoinette, are residents of King City and have two children who attend HTS. CORRIDORS | 33

Workers will need different skills to thrive in the workplace of the future. With the unprecedented pace of technological advancement across industries, lifelong learning and continuous upskilling are becoming commonplace. Demand for advanced technological and basic digital skills will increase, requiring the need for more STEM (science, technology, engineering and mathematics) knowledge. Cognitive skills such as emotional intelligence, curiosity, creativity and critical and flexible thinking will also be highly valued.

In order to achieve this, how might the “look” of education need to change? This was a question explored by the Future of Work and Micro-credentialing Advisory Board, part of the Strategy Committee of the Board of Governors, as we worked to inform the HTS strategic planning process. Here are some of our findings: Interdisciplinary Approach Research shows that interdisciplinary teaching helps students to integrate concepts into broader frameworks, thus developing their cognitive skills. Designing courses and experiences that require skill sets from different fields enhances a student’s ability to demonstrate skill attainment, which is increasingly desirable by employers.

Personalized Learning Recognizing that learner demographics are dramatically shifting, education systems need to adapt to the reality of a post-traditional learner. Today’s student body requires personalized programming that is designed to be learner-centric – delivered to them when they need it, where they are and in a form they can best utilize and access. Innovative models, including competency-based education, blended learning and online education, are proven systems that can respond to the growing demographic of working learners.

Online Learning Advances in augmented reality, virtual reality and artificial intelligence will allow great progress in online learning. It is a cost-efficient way to allow personalized and accelerated learning across a broad range of fields.

Student Internships The opportunities to pursue practical experiential learning through internships with industry or community leaders provide real-life experiences and the chance to develop the critical skills and competencies required of today’s learners and leaders.

Micro-credentialing Micro-credentialing programs support students to respond to the ever-changing and increasing automated 34 | CORRIDORS

service sector. They leverage the strength of industry partners (such as government, universities, private corporations and professional associations) in their design and implementation.

Align Programs and Credentials to University Needs A dialogue with universities regarding not just academic requirements but learning models as well, will provide continuity and connection to ensure the development of lifelong learners from JK to post-secondary.

Align Programs and Credentials to Labour Market Needs Education must use labour market information (such as essential skills in demand, employment statistics, unemployment rates, and wages and salaries) to inform a regular examination of the relevance of programming.

From the students’ perspectives, this can prove an invaluable asset in academic counselling and advising services, allowing for informed decision-making by students as they chart their paths into the workforce.

In an unpredictable future where most occupations will undergo fundamental transformation, these are ways that schools can best prepare our children for the changing nature of work. But what about parents and families – what might we be able to do?

For my family, with one child preparing to enter Senior School and considering course selection for Grade 9 and beyond, and another son nearing the end of his time in Lower School, we find ourselves questioning what we thought we knew about how to prepare for success in the workplace. There no longer exists a clear map of coursework or academic progression, given many of the careers our children will go on to have are ones in areas that do not yet exist. Where we may have expected a single university degree to prepare us for our careers, we now know that as the gig economy grows, ongoing, lifelong learning and reskilling will be essential for our children to be successful.

As children of immigrant parents, my siblings and I were the first generation in our family to go to university. My parents felt that a degree would better our chances of getting a “good” job and, ultimately, financial security. As counterintuitive as it seems, parents today may need to unlearn what we were taught was the recipe for success: apply to a school, identify a major, get a degree, find a job and live happily ever after working for the same employer throughout our entire career.

Given how the world has changed and continues to evolve, we strive to be open to our children having a variety of experiences including hybrid programs, internships and

micro-credentials; they will need a collective set of skills from a variety of institutions. Perhaps we, as parents, can support them in attaining the once overlooked “soft skills” of problem solving, collaboration and adaptability, so they can continue their journey as lifelong learners, better equipped for the ambiguity and unpredictability of the future of work.

HTS is leading the way by embracing innovative instructional delivery models that are learner-centric, flexible, responsive and adaptive. Along with the school, parents and families can also re-examine perspectives and embrace the unknown to better support our children in navigating whatever lies ahead. After all, we have been living examples this past year of reimagining the way we work and becoming comfortable in ambiguity.

Robbie Cotton

Frank Oshodi

Grade 8

Grade 12

How does HTS help you grow as a person and as a learner?

How does HTS help you grow as a person and as a learner?

HTS has transformed me because all of the opportunities that I have access to have stretched me, and I have gained so much confidence. For example, I have been part of an HTS podcast, public speaking and drama. These help me get better as a learner because they help me be more comfortable when talking out in the real world.

I think that the teachers really push you outside your comfort zone a lot, which I love. HTS has such supportive teachers who encourage students to grow. This helps me to feel confident about myself, even when I am a bit uncertain. And this is so important because taking risks is a life skill that you need to develop and one that you can use in all aspects of life. Sometimes I used to think, “I don’t really want to do this.” But now I think, “Why not? I might as well do it. What do I have to lose?”

I also like how HTS gives us such a wide variety of choices. We have so many co-curriculars. There are athletics and clubs to learn more about the world. This is so important because if we enjoy something that we didn’t know anything about, we might pursue a career in it. I think the choice that the school gives us is unbelievable because the world is our oyster. It’s incredible.

From the very first day I stepped onto Holy Trinity School’s premises, I knew my future in the school would be a new and very promising chapter in my life. HTS has certainly helped shape me into the young man I am today, as I have made some unbelievable memories over the years and these experiences have truly transformed me. I’ve participated in many diverse activities in the HTS community, and it all started once I decided to put myself out there in my first year back in Grade 9. I became class representative, and this helped with my ability to communicate with others.

Over the years, I also did my best in representing our Hawks by participating in athletics, and I developed many leadership skills being the captain of various teams. What truly transformed me was being a camp counsellor for younger students, as this amazing experience allowed me to be a role model for them. With the love and care that HTS showed me, I promised myself to serve in the community, and the lessons I’ve learned over the years will undeniably be cherished.

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POST-SECONDARY IS

Transforming

BY SANDRA HERBST, CHIEF STRATEGIC OFFICER

COVID-19 may precipitate the largest pivot in the delivery of higher education across the globe; however, the post-secondary landscape had been transforming before the arrival of the current pandemic. This includes some of these emerging shifts (Schrumm, 2020):

• • •

Modernization of the credit transfer system to recognize micro-credentials and experiential learning completions towards a diploma or degree Increased collaboration between universities and colleges Greater demand for courses to include augmented reality, virtual reality and machine learning to create personalized student experiences

Post-secondary institutions recognize that innovation is required to survive and to thrive in the global marketplace. Yet for many of us, our conception of the post-secondary experience is heavily influenced by our own memories of time spent in those venerable spaces. In fact, those conceptions may need some adjusting to align with the changes these organizations are currently undergoing. Asking some questions might help us better understand existing realities and emerging reforms:

• • •

In what ways is the post-secondary experience different from what people expect it to be?

How can transformation in post-secondary education be described?

What skills and competencies are now required to be successful in the post-secondary environment?

Three alumni, Jamie Greenhalgh ’03, Caroline Murphy ’10 and Jonathan Salna ’14, took time to consider these questions.

Their responses provide us with perspectives that are born of their lived experiences, with insights garnered through reflection and analysis.

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JAMIE GREENHALGH ’03 Jamie Greenhalgh ’03 is an executive member of the HTS Alumni Association and current HTS parent who has run multiple software companies and does occasional contract development work. Jamie is also a LEGO enthusiast who builds models for display at public shows to amaze and inspire a new generation of creative minds.

The traditional university degree is not the “be-all and endall” that it once used to be, specifically with respect to the technology industry. This sector, as I experience it, is moving away from a focus on an educational pedigree. Having hired multiple software developers and graphic designers, I have never inquired into their educational background, nor have I ever felt inclined to. To put it bluntly, if I were to interview someone without much of a software portfolio, who proceeds to tell me about an illustrious degree, it wouldn’t sway me.

That’s lovely, but does that mean you can write code that works? From my perspective, the value lies in showing a potential employer that you can actually do the work.

I had been building websites and enjoyed coding since I was a teenager at HTS, and I probably should have been more receptive to the voice in my head reminding me of this passion and the fact that I could make a career of it.

After I graduated from the University of Toronto with a degree in biology, I worked in the medical devices field for a short, yet gruelling, time. I returned to school, this time to Seneca College for computer programming, and this was a uniquely enjoyable experience. I finished there in just over a year, having fast-tracked the program using university credits to meet the graduation requirements. I was able to code in a variety of languages, across multiple platforms, and could apply that knowledge to do a lot of useful and practical things. Interestingly enough, about a third of my classmates were older university graduates (mostly from computer science programs) who realized their degree did not allow them to code. Let’s fast-forward more years than I am comfortable disclosing, and much of this same content can now be learned at an even faster pace using online instruction websites, at a significantly lower cost.

Software development, like many other disciplines, is about creative problem solving and execution. As post-secondary continues to transform in providing unique learning opportunities, learners will be able to develop and transfer skills necessary to succeed in their area of study. If you are a current HTS student and are reading this, the foundation you’re

receiving at school related to creative problem solving and building ideas into real and functional solutions will help you to navigate determining the next steps that are just right for you.

CAROLINE MURPHY ’10 Caroline Murphy Williams ’10 is a historian of early modern and Renaissance European architecture and visual culture. She holds degrees from the University of Toronto (2014) and the Massachusetts Institute of Technology (2016), where she is currently a PhD candidate. Caroline hopes to continue researching and teaching as a university professor.

I graduated from HTS in 2010 and have spent the last decade in academia. Having earned my first two degrees from the University of Toronto (U of T), I am now writing my doctoral dissertation at the Massachusetts Institute of Technology (MIT). I’ve observed many transformations during my time at these institutions, so I will focus on the positive ways that post-secondary institutions are becoming more interesting, inclusive and caring places for students.

To accommodate the rising demand for higher education and the kinds of knowledge and skills it offers, universities are growing larger and, in the process, they’re expanding the array of academic and co-curricular offerings available. When I first enrolled in university as an undergraduate student, I was struck by the quantity and breadth of courses I could choose from – many in disciplines I’d never before heard of – and have watched these options grow only more varied in response both to novel academic research and to evolving societal needs. Moreover, in recognition of the growing value of agile, interdisciplinary thinking, universities are encouraging their students to pursue classes across a wide range of fields and are making it easier for them to flexibly customize their own majors and programs of study in self-directed ways.

Opportunities for engaging in co-curricular pursuits are equally diverse; outside of classes, students can pursue their hobbies and interests by participating in any number of associations, clubs, societies and recreational classes. While these expanded options have granted students more freedom than ever before to design their own degree pathways, they can also be overwhelming. I often advise incoming students to spend their first year exploring their particular interests and attending to those things they most enjoy and excel in, and then to work with a trusted mentor to outline short- and long-term academic and professional goals and select a course of study that aligns with them.

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Another shift I’ve observed is that universities are becoming more invested in supporting their students and in prioritizing their success. Although I initially imagined that large research universities like U of T or MIT would promote a gruelling work culture, my conceptions were somewhat misguided. While these institutions do take great pride in their research outputs, they are coming to appreciate the impact that positive, wellrounded experiences can have on one’s research productivity and success in the classroom. Accordingly, universities are funnelling more resources toward initiatives that foster community on-campus and support students’ physical, emotional and spiritual well-being. Enhanced academic mentoring and counselling, health and wellness services, and greater professional development and networking opportunities are just some examples of the layered systems that institutions of higher education have been building up in recent years to support their students. Learning to ask for help is a crucial skill, and I’d advise students to take full advantage of these support infrastructures and not to be afraid to seek out guidance when they need it.

JONATHAN SALNA ’14 Jonathan Salna ’14 graduated in 2018 with a Bachelor of Arts (Honours) from Queen’s University, majoring in political studies, and in 2020 with a Masters of Public Administration from Columbia University. Most recently, he has worked on a research project on behalf of the United States Military Academy.

The world is becoming increasingly specialized. Globalization and automation have had profound effects on the future workforce within Canada and have made post-secondary education all the more important. With the increasing requirements for a more educated workforce, so too have academic institutions shifted to accommodate this change. For those graduating from high school, this can contribute to an already overwhelming amount of pressure on what they need to gain from their post-secondary experience.

For me, choosing what I wanted to do in university felt almost paralyzing. I had no idea what I wanted to major in, let alone

what career path I would follow for the rest of my life. What I didn’t expect was just how much I would be shaped not just by academics, but by every other part of the university experience. It’s ironic that as institutions of learning, the “education” aspect of university can sometimes feel almost tangential – not because it’s unimportant, but because of how transformative the rest of the experience can be. I realized I had a passion for politics, and I attribute this not to my first-year politics course, but rather to the conferences I joined as a member of the Model UN Team while at HTS, the friends I debated with and the election-viewing parties I attended. None of these things gave me credits for graduation or improved my grades, but they did inform me as to who I wanted to be and what I wanted to achieve during my time at school. All of this speaks to a transformation in priorities of post-secondary learning to something that is far more holistic.

I think two of the most common mistakes people can make at university is ignoring their academic responsibilities or obsessing over them. The first is probably the most obvious problem – skipping classes, turning in assignments late or cramming for exams. However, the second can be just as detrimental and wasteful to your time and money spent.

Being able to excel academically but developing no lasting social connections, extracurricular experiences or personal growth will leave you cheated of some of the most important parts of the post-secondary experience. I recommend finding an equilibrium between managing academic studies, personal relationships, extracurriculars and time for yourself. In my experience, a student with good grades and a resumé replete with volunteer experiences, student clubs and personal and academic references is more likely to be hired than a student with perfect grades and little else.

Fortunately, universities seem to be adapting to this change. During my six years at university, I noticed a growing acknowledgement from professors and university administration about the importance of non-academic work.

There has also been a great improvement in providing support for individual requirements and accommodations, such as extra time for exams and access to note-takers and tutors.

Regard your time in post-secondary not just as a period of transition, but as a lasting part of your own personal story.

For good or bad, the experiences immediately after high school will shape the kind of person you become. Make sure they’re as well-rounded as you can.

Higher education is transforming, and these responses provide evidence in that regard. Like all other spaces, it must adjust traditional ways of being in response to global pressures and, more importantly, must emerge as more nuanced organizations that support the levels of learning required of our students and warranted by our world. It is clearly an exciting time for learners to embark on their post-secondary journey; the possibilities ahead are simultaneously promising, intriguing and hopeful!

Schrumm, Andrew. “The Future of Post-Secondary Education: On Campus, Online and On Demand,” June 1, 2020. https://thoughtleadership.rbc.com/the-future-of-post-secondary-education-on-campus-online-and-on-demand/

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Craig Brown

Director of Information Technology Systems and Database In what ways has your HTS experience transformed you?

The transformation for me is one of a change in my own learning process. I have learned that while goals are a useful tool, they can be less powerful than you think in these quickly changing times. Instead, the process of constant iteration – adjusting, tweaking, learning and readjustment – gives us greater flexibility and innovation to use when a goal has to shift.

What I know now is how important it is to review and work on improving your current processes. These are the steps that will help you achieve your goals even if the goal shifts from changes in circumstances.

Megan Ho Grade 12

How does HTS help you grow as a person and as a learner?

When I look back on entering through the doors of HTS for my first day of school in Grade 4, I can confidently say that who I was then is now graduating from the school as a completely different person.

As I reflect on my time at HTS, I am so grateful for the amazing experiences that I have gained here. From my involvement in clubs, to leadership opportunities and a great sense of community, I have those to thank for helping me grow and transform in many different ways.

One of the main ways that I have changed is my transformation from being a quiet and shy girl to someone who loves meeting new people and being a role model in the school. I have also transformed by learning the importance of community. The community of HTS has offered me so many great opportunities, such as performing for school events, or helping me better my character. This has taught me to give back, in return for all of the incredible opportunities given to me.

Bijan Virani Grade 8

How does HTS help you grow as a person and as a learner?

I think HTS has transformed me to make me a more well-rounded individual. I have always been academic, but I found myself sitting on the sidelines for other opportunities. I was just one of those people who did well on tests and in projects. When I came to HTS, I had access to more opportunities, like Model UN. And this is still true during the pandemic, when everything had to change. I’m still trying new things and I’m learning new things.

I feel like HTS has totally changed my perspective on school. The people in the school feel like my family, important people in my life whom I meet every day. I have teachers that not only teach me but support me. And because HTS has so many resources, I have come to really love all the different subjects that I take. At HTS, we have access to a full lab, and that’s amazing because I am actually doing things with all of the materials, instead of only hearing about them. In the past, I would read about history and answer questions about dates and people. And here at HTS, my teacher basically recreated the Ottawa Conference. This makes it real for me, and I am motivated to want to learn more.

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Micro-credentials:

A Pathway for the Future

BY CHAMI AKMEEMANA PARTNER WITH HTS IN DEVELOPING MICRO-CREDENTIALS AND DIGITAL WALLETS FOR STUDENTS

Why micro-credentialing? Why now? In what ways does micro-credentialing serve lifelong learning?

Credentials are a tangible qualification, achievement, quality or aspect of a person’s background, especially when used to indicate their suitability for something. Digital credentials convert paper-based credentials such as a driver’s licence, movie theatre ticket or high school diploma to a digital format. They confer the benefits of being portable, secure, instantly verifiable and easily transferable to third parties such as colleges, universities and employers, and they are highly visual and optimal for sharing on social media.

Chami Akmeemana, CEO, Trybe.ID chami@trybe.id Chami Akmeemana is the CEO of Convergence.Tech and Trybe.ID. He pursued a PhD in 3D Printing of Bioceramic Engineering at Queen Mary, University of London, until deciding to forgo an academic career in favour of Law Enforcement.

In 2002, he joined London’s Metropolitan Police.

Chami has had four successful exits over the last 16 years and is passionate about the intersection of technology, business and social good. His experience includes serving as a Fintech Advisor to the Ontario Securities Commission, Managing Director, Fintech and Blockchain at the Global Risk Institute and member of the advisory committee of Supply Chain Canada.

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Micro-credentials are a subset of digital credentials. They represent a certification of assessed learning that is additional or complementary to or a primary component of a formal qualification, and they provide more granular statements of learning achievements (e.g., certifications in active listening, program design, critical thinking).

Traditional credentialing approaches are based on classroom time, testing results and credit hours that culminate in a high school diploma earned for 12 years of work, or a diploma or degree for completing a two- to four-year college or university program.

They do not account for the non-traditional ways people gain learning experiences.

Yet, the internet has expanded the many ways in which we find and access information.

Individuals are engaging in short-form education through online courses and content offerings such as massive open online courses (MOOCs), to enhance their knowledge in areas of interest or to plug skills gaps. However, the learnings gained from these extracurricular engagements, or from independent skill development (learning to code) or even recreational activities (playing in sports leagues, volunteering), are not supported by any formal stamp of recognition. This is where micro-credentials step in to fill this gap and enable learning outside the classroom, in all aspects of life, to be captured, formally acknowledged and leveraged to support additional opportunities as needed.

The adoption of digital credential technology has accelerated in recent years in many sectors, primarily amongst employers, by virtue of digital transformation projects, cybersecurity concerns, employee engagement initiatives, and upskilling and reskilling strategies. A recent LinkedIn survey found that 57 per cent of employer respondents indicated a shift in emphasis towards non-traditional credentials. Furthermore, 60 per cent predicted hiring would be based on candidate ability instead of degree type. The rapid pace at which the digital world and the nature of work is changing demands individuals to continuously grow and reinvent their personal and professional brand in order to be relevant. Learning has increasingly become continuous and lifelong, and micro-credentials are designed to support this need for fast upskilling and learning, enabling an alternative pathway to traditional learning and opportunity.

The Peer Mentorship Micro-credential is the first-ever HTS micro-credential that is student-created and led by Christina Iliopoulos ’21. These badges were created by Summer Xu ’21 and awarded to students who complete the levels of the micro-credential. Convergence.Tech is collaborating with HTS to save these badges to a digital wallet for all students who complete the course work.

In the journey to successfully implement skill-based learning programs, while the immediate benefit would be to students and learners, the greatest transformation would come from the educational institutions themselves. Schools would have to measure how any learning outside class time is captured and how micro-credentials would disrupt the way teachers view curriculum.

Surprisingly, the concept of micro-credentials is foreign to most students, even at the post-secondary level. Educators have some familiarity with digital badges that may recognize a person’s spirit and willingness to engage but do not confirm learning outcomes. Helen Pereira-Raso, Head of School, believes that “to increase awareness, teachers and students need more stories of how they can curate a pathway for students to acquire a micro-credential and then apply it in the real world.” These include highlighting paths to new opportunities, branding, mobility, self-sovereignty and better alignment and positioning for success. In creating microcredentials, however, schools must be mindful to design them to capture and hone skills that are transferable in all sectors and not simply issue micro-credentials for things students have to do every day.

Ultimately, Helen Pereira-Raso believes that micro-credentials should recognize and build a path towards skills that are complex and have a logical sequence of progression and a continuum of proficiency that leads individuals to depth and mastery.

Micro-credentials will invariably reinvent schools, colleges and universities in a multitude of ways. Instead of catering only to the traditional educational settings, these institutions can now offer comprehensive short-cycle courses to anyone looking to build particular skills and competencies, at any stage in their lives, at accessible and affordable rates. More importantly, these offerings will help provide pathways to a variety of career opportunities as employers shift their focus towards non-traditional credentials and prioritize candidate abilities. Accessibility to learning is a major disruption, and if schools in local neighbourhoods can facilitate upskilling a mid-career individual, educational institutions could truly be revolutionary in removing barriers to lifelong learning within the community.

Schools have an obligation to honour learners in their full capacity. Students acquire skills every day on their own, both within and outside the classroom. The internet alone has expanded the many ways in which people can find and access information and the sources from which they learn, and yet nowhere are they recognized for their initiative, nor is it immediately visible to others. Digital credentialing creates a space and a vehicle to ensure the success of not only educational institutions, but ultimately of the students they serve.

For more information on digital credential applications and Trybe.ID, or to read our paper The Potential for Micro-credentials in Education, please visit https://trybe.id.

Horn, Michael. “Will Alternative Credentials Replace College Degrees?” January 20, 2017. https://www.linkedin.com/pulse/alternative-credentials-replace-college-degrees-michael-horn/

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Olivia Raso Grade 12

How does HTS help you grow as a person and as a learner?

Since coming to HTS in Grade 9, I’ve found the experience here has been nothing but welcoming. The HTS community is filled with people who create a space where every student feels like they belong. HTS has shaped me from a quiet girl into someone who is confident in her voice and someone who loves to share her ideas and thoughts. HTS continues to challenge me and push me to think beyond the walls of the school.

The staff are some of the most supportive teachers I have learned from. Teachers build connections with students and support them in personalized ways. HTS and its community have forever changed me. It has impacted the way I think – I think bigger, better and smarter with each thing I do. I am forever grateful to be a part of a community that encouraged me to grow this way.

Michka Mancini

HTS Parent Michka Mancini is Head of Industry at Google Canada, partnering with Canada’s top marketers to help drive their business growth. She is an accomplished sales executive with 20+ years of experience leading media organizations through digital transformation, including Rogers Media, the Canadian Broadcasting Corporation (CBC) and Global TV. How has the global pandemic accelerated transformation in your industry?

In the wake of the COVID-19 pandemic, we have seen five years’ worth of digital transformation take place within a period of nine months. Consumers shifted and adapted their day-to-day lives through the use of digital tools, and infrastructure has been at the forefront of this transformation. People are turning to digital channels to work, communicate, shop and participate in the broader economy. This shift in behaviour has forced brands and marketers to reimagine how they connect and engage with consumers.

They are adopting agile marketing practices so that they can rapidly change focus, reprioritize and remain resilient during this unprecedented time. They are investing in omnichannel communication, recognizing the importance of being available to serve customers across all channels whether that is in the physical store, through a call centre, online or within a mobile app. And more than ever before, marketers are investing in and prioritizing digital channels and e-commerce to meet the emerging media and shopping habits. The successful businesses of tomorrow will embrace this disruption with a willingness to change, adapt and invest in long-term technologies to shape their future.

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OPPORTUNITIES IN

A I

RTIFICIAL NTELLIGENCE

BY SANDRA HERBST, CHIEF STRATEGIC OFFICER CONTRIBUTORS: SIMON HANNA '22, TARA IRANI, PETER SUMA, HANNAH VIBIEN '22, CHARLIE WEBSTER '21, NIKI ZADAFSHAR '21

AI. Artificial intelligence. For some, this term conjures up images of robots and a dystopian future. However, for others, it speaks to innovation, hope and discovery. On November 24, 2020, students Hannah Vibien, Charlie Webster, Simon Hanna and Niki Zadafshar, along with Ms Irani and Ms Herbst, gathered to have a conversation with Mr. Peter Suma, the Chairman and Co-CEO of Applied Brain Research and also an HTS alumni parent.

Peter Suma, Chairman and Co-CEO of Applied Brain Research Inc. Peter is Chairman and Co-CEO of Applied Brain Research Inc. Prior to ABR, Peter led start-ups in robotics and financial services as well as managed two seed venture capital funds. Peter holds a MASc in Systems Design Engineering and Theoretical and Computational Neuroscience from the University of Waterloo, a BSc Hons from the University of Toronto, a MBA from the University of Chicago; a PostMBA Diploma in Advanced Management majoring in Financial Engineering from the Schulich School of Business; an ICD.D from the Institute of Corporate Directors, and a LLM in Securities Law from Osgoode Hall. Peter and his wife, Cheryl, have two children, Melissa ’20 and Michael.

We collaboratively crafted questions to ask Mr. Suma to explore what intrigued us most about AI and its implications for the future. What follows are excerpts from that interview.

As you read this, consider the following: If you had this opportunity, what questions would you want to ask?

Simon: Fundamentally, how would you describe AI? Mr. Suma: Let me answer by describing an example of what you can do with AI. AI is often used to make devices "smart." For example, our company uses AI to make drones smarter. Think about the need to inspect electricity-generating wind turbines for small cracks in the blades before the blades burst open. Blades are normally inspected by people scaling the wind turbines on ropes. It is expensive, slow and dangerous work.

What if you could make a drone so smart that you could put one in the centre of a field of turbines and it would fly around on its own and inspect all the turbines daily using an onboard AI and its camera to recognize cracks in the wind turbine blades? Then, technicians would know precisely where the problems are and repair the affected blades with a small amount of sealant before the defective blades fail catastrophically.

Inspection costs are significantly reduced and downtime is avoided. All this relies on the drone’s control software being able to be smart enough to fly the drone around the wind turbines and recognize cracks. So AI can be used to make devices smarter.

However, this is only the beginning. To change the world, we’ll need the ability to recognize patterns and extend them with full perception, understanding and prediction capabilities – like brains have. Robots, drones, programs and cars could do tasks that only humans can do today, and possibly even more than we can do – not just one specific task, however useful, as they are limited to today.

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Hannah: I have heard of neuromorphic processors.

How do they work?

Mr. Suma: Today’s computers are fast at processing one thing at a time. Your brain does not work that way. It has 100 billion neurons, and each of them is processing information at the same time. Companies like Intel are working on a new kind of processor called a neuromorphic processor. Neuromorphic processors have millions of tiny active processors that operate a bit like how the neurons in your brain do. These artificial neurons work in parallel, communicating and collaborating with the other neurons. It turns out that doing it this way – the kind of way that your brain solves problems – is less expensive and more efficient power-wise than the way current computers work.

Niki: You talk a lot about neuroscience. How can AI help the future of medicine?

Mr. Suma: Our company does not work on clinical AI directly. We do have some experience trying to help researchers understand neural diseases though. As an example, an amyotrophic lateral sclerosis (ALS) researcher discussed with my partner, Dr. Chris Eliasmith, how neuromorphic engineering methods could be used to simulate the processes of neural disease in ALS. They talked about creating a model of what is going on in the diseased neurons that cause the paralysis that is ALS. The idea was that they could use both their neuroscientific knowledge and neuromorphic engineering methods to build a functional simulation of what is going on in neural circuits in ALS to explain the disease’s symptoms. If we could create this simulation, it might further help explain our understanding of the disease process. Some systems are so complex that it can be easier to build a model of it to advance the understanding rather than trying to analyze the actual system itself.

An area of medical AI that we do work in is health monitoring AI. Think about a patient wearing a piece of clothing that monitors the electrical signals from their skin.

Someone who is shovelling snow might get an alert on their smartphone indicating that their heart has just exhibited arrhythmic patterns before it progresses to a heart attack.

Some of the largest impacts AI is having on medicine are in the areas of drug discovery and development. AI is being used to search through the possible configurations of molecules to create a drug that can block viruses or enable a reaction that is needed to treat a disease.

Hannah: What types of skill sets or information will we need to work with AI?

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Mr. Suma: AI begins with mathematics. Then there is neuroscience that brings together physics, chemistry and biology. Engineering and computer programming are important as well. Neuromorphic AI, in particular, is actually at the intersection of all of these fields. So, if you are excited by the connections between things, by solving puzzles, by working on a problem that no one has ever solved, and by discovering things that are yet undiscovered, then this is one of the fields for you.

Charlie: What would you say to people who are afraid that AI could become overused and have a detrimental effect on society?

Mr. Suma: Will AI have a positive effect on society? Yes. Will AI have a detrimental effect on society? Yes. Those effects are both already happening.

Human labour displacement is a concern. In many ways the technology is getting better and is beginning to rival what humans can do, with much more labour replacement coming when inexpensive, adaptive and smart robots arrive. We are not there yet, though. It also requires enormous amounts of human labour to create the technology, adapt it for new uses, maintain it, and improve it. So far, in many cases, it is almost as much work (or more) to create AI than the work that it replaces. This process requires humans to be thinking and creating, while technology does the more repetitive tasks.

The impacts of this will not be as dramatic or rapid as in sci-fi movies. However, the shift is already well underway, and so far, the rate of this change is slow enough that society has been able to adapt to it. But it will put pressure on governments and economic systems in the future.

There are some big questions connected to AI's expected advancements and their effects on society. The history of technology shows that it represents solutions, opportunities and threats – all at the same time. So, if people depend on a world that does not change, then what lies ahead will be difficult for them.

Let us try to use AI for the right things, using the inexpensive abundance of labour it can create to raise the general standards of living, safety and human well-being. These are the questions your generation will hopefully solve.

Think about these tensions as being reasons to enter the field. They point to powerful forces at work and changes of historic proportions happening in your lifetime. If AI and its risks and possibilities create a sense of wonder, tension, fascination or curiosity in you, I would encourage you to explore this field more – whether it is in AI itself, neuroscience, businesses that leverage AI technology or

perhaps the governance of AI. It is an exciting field with tremendous opportunities and lots of room for each of your contributions. The unlimited possibilities push you never to stop learning.

so much more. AI helps us find answers to questions that seem unsolvable. There are millions of questions that you could ask that no one has the answers to, and AI has the capability for us to connect to possibilities that do not even exist yet.

What you have just read is a sampling of the conversation we had together. Our discussion with Mr. Suma sparked further questions, and by the end, our minds were swirling with ideas and thoughts that we had never before considered. Here's our attempt to synthesize the impact this interview had on our thinking:

Hannah: What I found most interesting are the ideas of AI and efficiency. As Mr. Suma said, computers require a lot of energy to basically do one thing at a time, but our brains, with very little energy, can run multiple and parallel things.

It's amazing how capable our brains are, and the goal of AI is to replicate that on one small chip. It's incredible.

Charlie: I'm definitely intrigued by the future of what AI could bring to the world. As Mr. Suma said, AI has already pushed advancements. But what he was talking about is the future and how it can help society and civilization. I am intrigued to be part of what will happen next.

Simon: I noticed how interested and excited Mr. Suma was as he talked to us. It really reflects that he enjoys what he does, and this is important when choosing what you will do in your work life. Secondly, he was able to make connections between our questions; he talked about not just the technology but also how it can solve a real problem that someone is facing right now.

Niki: For me, the most intriguing thing was when you first think of AI, you just think of robots. But Mr. Suma talked about

So, what questions would you have wanted to ask if you had joined us that afternoon? AI is a field for those who are curious, for people who want to solve problems. In AI, there is little room for certainty. How do brains work? How do we get true intelligence out of machines? This field offers more than just career potential. As technology is already all around us, how can we embrace its use for the good of humanity, pushing the boundaries of what the future can hold for all of us?

Dr. Parm Singh

HTS Parent Dr. Parm Singh is a family physician and board director at a Family Health Team. She has a passion for teaching and is a lecturer and mentor to medical students at the University of Toronto. She has presented at leadership conferences at the provincial and national levels. She has contributed to several projects with the Ontario Renal Network and has worked collaboratively on projects with the College of Family Physicians of Canada, the Royal College of Physicians and Surgeons of Canada and the British Pharmacological Society. She co-facilitates a book club for physicians and loves to travel with her family.

How has the global pandemic accelerated transformation in your industry?

The COVID-19 pandemic has transformed the medical world in unimaginable ways. We’ve pivoted to providing a significant portion of health care via telephone, through secure messaging or by using telemedicine platforms. Health care providers are keeping patients and themselves safe using personal protective equipment (PPE). Some clinics notify patients of their appointment via text, and patients check-in using a digital tablet.

Medical apps have also joined the fight against the pandemic. The COVID Alert app uses Bluetooth technology to alert individuals who may have been exposed to COVID-19. New medications have been studied at an accelerated rate, and the global scientific community has collaborated to find potential treatments, rapid diagnostic tools and less invasive ways of detecting the virus. The research community has worked tirelessly to develop and deliver effective and safe vaccines that will help us gain control of the pandemic. This past year has transformed the world of medicine; however, at the forefront, one thing remains constant – our dedication to providing compassionate care that supports the unique needs of each of our patients.

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CAMPAIGN AND BUILD UPDATE The year 2020 and thus far in 2021 have seen a grand amount of transformation happening on our campus.

The generous donation made by the Cannone family has ensured we could proceed with our build. They, along with

other generous donors, have made all of this possible and we couldn’t be more excited to open many new spaces this September 2021! We are continuing to create additional new spaces that will be ready sometime in the 2022-2023 school year for our community to enjoy.

LEARN WHY PLACE IS SO IMPORTANT AT HTS

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Opening September 2021 • • • • •

Student Success Centre Lower School Music Room Middle and Senior School Learning Commons Black Box Theatre Drama Studio Classroom

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GALLERY

• • • • •

Archive Room Gallery Hawk Shop and Cafe Health and Wellness Centre New and renovated classrooms

HAWK SHOP AND CAFE

MULTI-PURPOSE GYM

FITNESS STUDIO

ARCHIVE ROOM

DRAMA STUDIO CLASSROOM

BLACK BOX THEATRE

MIDDLE AND SENIOR SCHOOL LEARNING COMMONS

To join our community in making this all happen for our students, both present and future, please consider making a donation to our campaign by reaching out to Maria Locacciato, Executive Director of Community Relations and Development, by email at mlocacciato@hts.on.ca or by phone at 905-737-1114. Visit hts.on.ca/campaign to learn more.

Lifelong learners never stop.

You never stop discovering.

You never stop trying new things.

You never stop imagining, exploring, creating.

You. Never. Stop.

This is where you start.

Leaders in Learning HTS.ON.CA/TAKEATOUR