St. Margaret's School 2017/2018 Winter Spirit Magazine

St. Margaret's School

Spirit

diverse Diverse Pathways to learning possibilities

winter 2017/18

innovative in the classroom

global weday 2017 making a global difference

new@sms news and updates

table of contents

Message | Exploring Pathways to Learning

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To My Students 4 Life@Sms 5 Never Too Young to Save A Life

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The Digital Road Less Travelled

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Hour of Code 9 Row Like a Girl 10 Maelle Reed Tackling Her Dreams

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Outweek Strathcona 12 Outweek Ecuador 14 Day of The Girl 16 Saving Lives | One Battery at a Time

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Student Art 18 Innovation in the Classroom

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From Canmore House to @House_of_douglas

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Donor Spotlight | Sharon Whittaker Bleuler

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2017 Annual Report Highlights

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New@Sms 26 Bubbles & Chocolate | Alumnae Event

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Exploring the diverse pathways to learning

Cathy Thornicroft | Head of School

Welcome to the Winter issue of SPIRIT. I hope you enjoy the stories as we explore the diverse pathways to learning celebrated at SMS. The school prides itself on the many successes of our current students and past grads that reflect the exceptional qualities of SMS: our community – past and present, our buildings and campus, and in those aspirational stories unfolding before our eyes. We have a beautiful campus, teachers and staff who excel, and students who exemplify the school motto, “Servite in Caritate” – Service with Love.

One of our strengths is our ability to meet the diverse learning needs of our students. From knowing our students, understanding the curriculum, providing multiple pathways for learning, as well as helping our girls recognize that learning takes place any time/any where, we have truly embraced personalized learning here at SMS. We work hard to identify, support and celebrate learning within the school and outside in the community. At SMS, we provide a myriad of opportunities for our girls to learn and demonstrate their learning in multiple ways. We not only create opportunities for students to show their learning in different ways, but also make it possible for students with differing degrees of readiness or skills to respond and reach their full potential. Offering a greater variety of challenging, engaging, curriculum-linked activities while also accessing community resources, means we have a better chance of reaching out to more students.

We love hearing about our girls’ accomplishments beyond their academic pursuits and their ability to enhance their passions in athletics, fine arts and potential career opportunities/qualifications.

We have highlighted some of these stories in this issue and you will be amazed at the confidence, motivation and willingness to assume responsibility for their own learning in these unique fields.

As we forge ahead, we are excited about campus renewal and the potential of uniting our SMS community to better serve our current families as well as welcome future students to the incredible learning opportunities at this school. We have just hired our architect to put our vision of campus renewal on paper and to engage in robust conversations with our families on how we can leverage and expand the learning opportunities at SMS. We will be mindful of those traditions that have held us in good stead for over 100 years but also be open to new opportunities as we prepare our girls for the future. This will require us to remain true to our mission/vision of confident girls/inspiring women and to seek out opportunities that ensure we continue to be a leader in girls’ education. We hope you will continue this learning journey with us!

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At SMS, we provide a myriad of opportunities for our girls to learn and demonstrate their learning in multiple ways.

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To my students– I spent many days in my life wondering what my purpose was, and more importantly, what I would equate to. I wondered what I would do with my life.

How would I spend my days?

And ultimately, in the end— would it all matter?

I grew up with a family of teachers, even if they weren’t educators by trade. My entire childhood, I was surrounded by people who believed in creating opportunities for others, people who saw potential in me, who made me believe in myself, and who exhibited qualities I dreamed to one day acquire.

A resilient mother who acted always with good intention and radiated happiness wherever she went. A strong father who sacrificed so much in order to provide for those he loved, always putting them above himself. Two older brothers who acted always with good intentions and lead always with their hearts, fighting hard for what they believed in.

past, present and future attend university, ultimately sparking my journey to all of you. watched you struggle with decisions, with relationships, and As I reflect on my many with yourselves. For so many of experiences and adventures, I you, I have been privileged to often think I was naive to the watch a coming of self—a true world I was entering. I have spent realization of acceptance and countless hours sitting through self-love. For others, I know your interviews and meetings hearing time will come as you explore about the wonderful things I was who you are, what matters to doing—the ways in which I gave you, and the world. Know that you confidence, instilled in you you, like so many of the ones values, and challenged you to be that came before you and so the best version of yourselves. many of the ones that will come after you, are worthy of finding a But it never felt quite right. The life you love. truth is, you did all those things and more—but for me.

Know that for some of you, you

Through my work as a middleschool teacher and a house parent, each and every one of you has questioned me, right down to my core. You have asked me important things I didn’t once consider before our many meetings. You have challenged me to think outside the box, to see multiple perspectives, and to listen, always with my whole heart.

All I ever wanted was what they And most importantly, every had—a life I loved. single day when I have come My decision to become a teacher into work, you have shown up.

You have shown me sides of you was solidified after a trip during I didn’t know existed, expressed my final year of high school. At emotions and explored ideas, 18, I travelled to Peru, 6,500 km and embodied what it means to away from home. It was there be a human being. that I first experienced the selfless acts and innocence of Over the years, I have watched children, the curiosity they held, you grow and flourish into and the wonder they instilled beautiful young people. I have within me. I returned home to

will find that in a backpack, with your few belongings packed tightly away and adventure calling your name. Though you will travel near and far, know you will always carry with you an understanding of humanity and a desire to seek empathy.

Know that for others, you will find that through your efforts to become allies and fight for the rights of the marginalized, and you will come to believe in the capacity of other youths within your own communities.

And know that for others still, you will find that in your ideas, your art, and your words.

Know that all those things are an accumulation of you, and that they all have the power to change the world.

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When I think of you all, over the course of my career, memories overcome me and a smile lights up my face. I think of the times so many of you left your countries, your family, your life, all in search of a better education and a true investment in yourself.

I think of those of you who were leaders, solution seekers, change-makers. I think of the worries you shared, the adversity you showed, the love you gave.

I think of how lucky I am to work in a profession where everyday my students give selflessly of themselves—to share ideas, to help others, and to ultimately make the world a better place.

And what I need you to know is that I value you, and that within you all, I see limitless potential.

May you always know you are strong, capable, and loved. May you believe it is in each and every one of you that I see a better future for the people I love and this beautiful world we live in.

And finally, may you forever know it was you who gave me the life I have always wanted— one I love.

Signing off with love & gratitude,

Your Teacher Meaghan Thompson

life@ SMS

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Anabelle:

a Certified Emergency Medical Responder is now qualified to handle any emergency that might arise—just don’t ask her to

drive the ambulance.

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diverse pathways to learning Anabelle Welke had her fair share of exposure to the medical system as a child, but that’s not the only reason you would want the grade 11 student around in the case of an emergency. The Certified Emergency Medical Responder is now qualified to handle any emergency that might arise—just don’t ask her to drive the ambulance.

Welke spent the entire month of August 2017 immersed in an intensive Emergency Medical Responder (EMR) training program to become a licensed EMR. Despite learning everything she needs to know to be able to assist someone in an ambulance, she is still too young to drive one.

She is one of the few high school students to successfully complete the course where the average student age is 30 years old. The fast-paced immersion program ran from 7:30 a.m. to about 9:00 p.m. Monday to Friday and 9:00 a.m. to 5:00 p.m. on weekends. This was an enormous time commitment for Welke that very few high school students would be willing to make during

their summer break, especially considering the high stakes and stressful circumstances of emergency medicine.

Not only did she pass the final exam, but she did so against all odds. Welke, who has severe dyslexia, had to overcome a multitude of barriers to successfully navigate the course. Helping her surmount many of these obstacles was her instructor, Nik Southwell.

“Anabelle is a gifted, diligent, and hard-working student and she doesn’t let her learning challenges hold her back,” said Southwell.

“I hope that Anabelle’s story gives hope to those that fear not reaching their goals because of barriers; be it physical, learning or mental. She has everything in my mind to be an exceptional Paramedic as it was proven to all of us in her journey last summer.

Despite her chosen path or career, I feel this opportunity will give her a leg up to achieve and overcome bigger obstacles in her life,” he said.

save a life

never too young to For Welke, one of the main challenges was getting through the heavy reading material, which is extremely difficult with dyslexia.

“My instructor told me to just stay focused and learn the material that was being taught in class. I managed to keep up because we learned so much during our long school days that the textbook was more of a review,” said Welke. “My instructor would read the exams to me (which took place every three days), and I would take the tests orally.”

“We did skit medicine, so I loved practicing scenarios with

my classmates. I feel confident that I am very qualified to respond to all different kinds of emergencies now, but the amount of stress I put my heart under for a month was way more than I could have imagined.”

What Welke learned during August was much more than just how to save a life. She says that despite many of the hurdles she faced, she learned that hard work, time management, and handling high pressure situations are important skills that will serve her moving forward in her studies and her career path.

“What impressed me most about Anabelle completing the EMR course was her work ethic and level of dedication. This was a very intense course that some adults were unable to successfully complete and she achieved top marks because she worked incredibility hard to succeed,” said Deanna Welke, Anabelle’s mother.

“Anabelle cares deeply about people and is an incredibly compassionate human being.

Even from an early age, her teachers remarked that she had compassion way beyond her years. I believe the skills she has acquired becoming an

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Emergency Medical Responder will just enable her to continue doing what she loves doing which is helping others, and quite possibly saving lives.”

Welke is already looking ahead to the future with her sights set on going to nursing school and pursuing healthcare as a career.

Once she turns 19, she can be licensed as a paramedic, which she might consider doing while she attends university.

For now, she is happy to be back at SMS where she can focus on her high school studies and the next steps in her path to becoming a nurse.

the

Digital Road

less travelled

Sam Livingstone

Introducing Educational Technology Integration teacher Sam Livingstone

In a predominantly maledominated industry, Sam Livingstone is leading from the front and setting an example that women too, can be leaders in technology.

Her work at SMS both inside and outside of the classroom is paving the way for girls interested in learning more about working in technology and computer science.

A new and welcome addition to St. Margaret’s School is Educational Technology Integration teacher Sam Livingstone. Livingstone, who hails from PEI, has over a decade of classroom experience, but transitioned into her role as a tech expert while working as an Education and Technology Coordinator for the Fort MacMurray School District. She is currently completing a Master of Education in Technology from the University of British Columbia.

Her role at SMS is a new one, which is to assist with the integration of technology into the classroom. She helps to introduce innovative new teaching practices, and provides teachers with the tools necessary to future-proof the girls in an era of digital literacy.

“I became interested in this field after I started using new technology in my classroom— seeing the way the students interacted and started to get excited about trying new things and using new tools to get work done,” said Livingstone.

Not only does Livingstone help incorporate new technologies into the classroom, she also provides education on best practices. Some of the concepts she has been teaching at SMS include: how to manage one’s digital footprint, and understanding digital citizenship.

“We start as early as the foundation years by introducing things like coding and computational thinking. It’s really cool to see how the JK’s already have such an advanced grasp on technology, and now we are teaching them how to think and apply that to learning,” she said.

With the middle years' students, Livingstone has been teaching podcasting and video blogging (vlogging). The senior years'

Sam's role at SMS is a new one. She helps to introduce innovative new teaching practices, and provides teachers with the tools necessary to future-proof the girls in an era of digital technology. students are learning advanced techniques in video editing, podcasting and vlogging.

Not only are they learning application, but they are also gaining an understanding of how their digital footprint and online presence can affect their brand, and their future.

During the first week of December, SMS participated in The Hour of Code, which is a global movement reaching tens of millions of students in 180+ countries around the world. It started as a one-hour introduction to computer science, designed to demystify “code”, to show that anybody can learn the basics, and to broaden participation in the field of computer science. It has since become a worldwide effort to celebrate computer science, starting with one-hour

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coding activities but expanding to all sorts of community efforts.

Livingstone led hour-long classroom activities throughout the week and had participation from every grade in the school.

One of the highlights was a virtual reality field trip to the International Space Station for the Grade 6 students.

“SMS has been a great place to be. I love what I am doing and I’m excited to see what the future holds.”

Ella Milford, grade 3

Anabella Turcotte, grade 1

Alivia Brooks, grade 1

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SMS is a great place to be. I love what I am doing and I’m excited to see what the future holds.

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”

ROW

Row like a girl

like a girl

It’s hard to imagine winning a race by just “three seats”, but that’s exactly what the veteran crew of SMS rowers did at this year’s City Championships...

Ally Roberts

...to bring home the gold medal and cap off another successful season. It’s a game of milliseconds, but that’s what makes the sport of rowing so exciting.

The team was comprised of both novice and experienced rowers who trained three times a week at Elk Lake through some tumultuous weather conditions.

Returning to the water for 2017 and hoping to defend last year’s title in the quad was the experienced crew of Isabella Anderson, Nina Corwin, Ally Roberts, and Stephanie Wardell. Dominating the field throughout the season, this crew was favoured to win it all. The final race of the season was an epic one with two St. Margaret’s crews in the finals, resulting in a first place and sixths place finish respectively.

Decter, who rowed varsity at UVic and with the Canadian National Team was excited to tackle this season with a more experienced novice crew. “We had a core group of returning athletes and some great new additions this season.

We were able to do some more focused training as well as some high intensity race prep—which I think contributed to our success,” he said.

Stephanie Wardell and Nina Corwin faced the tightest race of the season in the double final at City Championships, getting edged out of top spot by just 0.3 of a second.

Although a disappointing loss, the stage is set for next year as the girls will be even more motivated to work hard to redeem their top spot.

“There were a few girls who really stepped up this year, had more confidence and were more self-directed. In this sport, you absolutely must work together, and to see girls come together and cooperate who maybe wouldn’t under other circumstances—I think they can learn a lot from that.”

The team began their second season under the guidance of head coach Sean Decter and assistant coach Reba Kingston with support from teacher, Naomi Bar-Hanan.

The team competed in several regattas with some noteworthy performances throughout the rowing season.

Ally Roberts, Stephanie Wardell, Nina Corwin & Isabella Anderson

The recent success over the past two years has put SMS rowing back on the map. Continuing to grow in numbers and strength every year and with many athletes now training year-round, the future of rowing looks bright for St Margaret’s small, but mighty crew.

“We’re still a really young team, the girls are winning events as grade nines racing against grade tens, so

they will be in a peak season next year, especially if they continue rowing into the club season,” said Decker.

“On top of being a really good group of girls, the parents were such an amazing support system as well–bringing food, chairs, fire-pits, transportation–making my job easier.”

Nina Corwin, Stephanie Wardell, Ally Roberts & Isabella Anderson

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With only 30 students from Vancouver Island and the Lower Mainland accepted to the Canadian Sport School (CSS) annually, to say Maelle Reed is carving her own path is an understatement.

After attending an information session last spring, the Grade 11 student immediately knew there was no option; she had to go to CSS. “When Maelle interviewed for our program last spring, she stood out to us in a number of ways. We were very impressed by her maturity and her drive to be a better person, student, and rugby player,” said CSS Head Coach, Jennifer Joyce. “She demonstrated a passion for rugby and a drive to progress through the highperformance pathway that set her apart from her peers.”

The Canadian Sport Institute has created a program to help alleviate the pressures faced by elite student athletes to ensure that future Olympians and National Team members have all the skills and resources needed to continue to progress as high-performance athletes, while excelling both on the field and in the classroom.

CSS provides an opportunity for secondary school athletes to use school hours and to earn academic credit for physical training, independent study blocks, and weekly sport performance seminars.

For Reed, it means bouncing between CSS, where she attends in the mornings, and St. Margaret’s School, where she attends in the afternoons. She is currently the only independent school student, and one of only five rugby players, in this elite program.

Tackling her dreams “I like the fact that I can train and be around like-minded individuals. Sometimes I feel like I’m missing out on things my friends at SMS are doing, but I know that whatever I am missing out on is worth it because I am pursuing my goals,” said Reed.

“I hope to play for Team Canada one day and at the varsity level, and this will help me get there,” she continued.

The Canadian Sport School program is run by the Canadian Sport Institute and delivers courses through a partnership with local School District 62.

For Reed, her ability to attend CSS was made possible by the flexibility of SMS to create a timetable that would suit her, and various other student needs.

“Each year in the planning stages, we look at student requirements and try to create our schedule accordingly.

This year we created a hybrid semester/ linear schedule for the first time. In Maelle’s case, we needed to ensure that the courses she required access to were in the afternoon,” said Senior Years Principal, Megan Hedderick.

For Reed, this is just the beginning.

With her sights set on playing for Team Canada and playing rugby at the varsity level, her ability to balance life as a student-athlete will set her on the path to success.

“Maelle has grown in her ability to stay focused and push herself in her training. She is

“We always try to ensure that we support students who are participating in things that are unique, so we essentially create the timetable every year to meet the specific needs of our students. It’s a lot of work, but we want our students to be able to pursue their dreams,” she said. “Maelle has great ambition, she’s a leader, she has grown so much, and to see her at this level makes me really proud.”

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also showing weekly growth as an athlete who is falling in love with training and the grueling process it takes to work hard day in and day out instead of just looking at the outcome. This is a very important quality to have as a high-performance athlete and will take her a long way,” said Bryan Katz, CSS assistant coach and Reed’s day-to-day head coach.

outweek

Strathcona Outweek is the cornerstone of SMS co-curriculum, and a beloved annual tradition.

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strathcona

The weeklong event takes the girls out of their element to challenge and educate them using our coastal environment at Canada’s oldest and leading outdoor education centre, Strathcona Park.

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outweek Shifting from ME to WE through Service with Love It was a brisk day in 2016 when a small group of us first met about the next possible international service trip. While we had been dreaming this up for some time, there was a buzz of excitement as this meeting made the trip more real. Little did we know that in less than a year we would be more like family.

The lead up to the service trip started in spring of 2017. We met weekly and explored curiosities about the geography, history, and culture of Ecuador, as well as the details of the ME to WE service trip that we were about to experience. Here, the SMS Service Squad was born.

This time spent planning together before the trip was vital in the process, as it allowed

participants to share and work through their questions and concerns as a group beforehand, so that we could truly immerse ourselves in the experience upon arrival—and that we did.

On September 16, 2017, the 14-person SMS Service Squad set off on a nine-day journey to Ecuador. Led by our ME to WE facilitators, we experienced the differences between urban and rural life, met and spoke with various members of the Sablog community, including members of two women’s cooperatives. We participated in a range of cultural activities, and gave service alongside the community members on their current WE Village project. In the evenings we reached a

greater depth of learning and understanding through the ME to WE modules.

Some of the highlights included teaming up as family profiles to determine per meal budgets, and then going to the Guamote market the next day with that money ($1 USD) to purchase a healthy meal for their family in Spanish. The added struggle was that the market spoke Spanish only; while this was an extra challenge for those who only knew the words taught by our facilitators, it was a leadership opportunity for the girls who had taken Spanish through SMS. The connections made with the community during our short amount of time in Sablog was a true testament to the difference that

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By Lisa Zeibert, Instructional Leader and Senior Years Social Studies

can be made through offering a smile or simple phrase to another person. This kind of experience changes us in ways that cannot be truly expressed.

The trip to Ecuador was only the beginning; now, we are tasked with bringing our learnings back home, and beyond, to continue making a difference for others.

As many of the participants were entering Grade 12 in 2017, those who were eligible had the choice of using the SMS Passport for Lifelong Learning to cover the cost. Participants also fund raised through bottle drives and working at the Lakehill Soccer Concession every Saturday during the soccer season, thus making the trip more accessible to more students.

SMS Passport to Life-long Learning

ecuador A Passport to Service

Through the Passport to Life-Long Learning, SMS is pleased to offer each BC Day school graduate with additional funds to engage in a unique opportunity in Grade 12 or beyond. In recognition of the dedication and commitment of these students, girls who enter our senior years (Grade 9 – 12) will automatically accrue $1,000 each year to a maximum of $4,000 – available in their Grade 12 Year.

By Girija Bhatnagar, Head Girl

The 2017 service trip to Ecuador was undoubtedly one of the best learning experiences of my life. From the moment I first heard about this amazing opportunity back in grade 8, I knew it was something I wanted to do before I graduated.

I feel so lucky and honoured that I had the Girija Bhatnagar chance to embark on this journey during my grad year with the most amazing group of girls. The only reason I had not gone on a service trip earlier was due to financial reasons.

I wanted nothing more than to travel and provide service to help change the world, but the cost is what always set me back. I saw my opportunity when the school provided us with the option of using the Passport to Education towards this trip. I am extremely grateful for this as it allowed me to pursue what I am truly passionate about.

The trip was unbelievable and there was something valuable to learn during every moment. One of my favourite things about the trip was being able to immerse myself in Ecuadorian culture and connect with the local community. I was slightly nervous going into this trip as we were going to a part of the world I had never been to before, with little knowledge of the native language. While all the uncertainty was slightly daunting, it was extremely exciting as well. We were welcomed by the people of Ecuador with care and kindness. All my initial fears had vanished, and I was thrown into a beautiful and vibrant culture. We learned about Ecuadorian traditions, got to try traditional foods (including guinea pig!), and even got to practice our Spanish skills at a local market.

Students can access their passport funds in one of two ways: to fund an expedition during their Grade 12 year to explore new cultures during spring break, participate in a service trip, or participate in one of our exchange programs. Alternatively, students can choose to use this fund to support the next phase of her learning journey following graduation – tuition at a post-secondary institution or a job training program, a gap year, or the pursuit of studies, interests and passions locally or abroad.

Learn more: https://www.stmarg.ca/admissions/tuition-scholarships

One of my favourite moments during the trip was connecting with the kids that attended the school we were helping build. The small conversations we had with them with our limited knowledge of Spanish regarding our favourite colours and favourite foods are conversations I will never forget. Seeing how genuinely happy and grateful these children are despite the hardships they face really put things into perspective for me. Some of these children had to walk hours in the morning just to get to school, and spent their evenings helping their parents with work that needed to be done to support their income. There are so many things I realized I take for granted in my everyday life. The most important lesson I learned on the trip was to be grateful for everything I have.

For anyone who may be considering going on a service trip, I strongly recommend it. There is no better way to travel the world, broaden your global perspective, and help make a true positive change!

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Maya Arnold

Girl Stacy Zhu,

Day of the

Maryam Mtiraoui

October 11 is a global movement dubbed International Day of the Girl, and this year all Middle Year’s students participated in an event called “Day of the Girl.” The day aims to highlight and address the needs and challenges girls face, while promoting girls’ empowerment and fulfillment of their human rights.

Sydney Gunn

At SMS, MY students took part in a hot breakfast at Alexis Hall with their female role models which also included a fun photo booth before listening to guest speaker Kaitlin Armstrong from inBalance. The girls had the opportunity to participate in jazzersize or FUNctional movement yoga, in the morning, and spent the afternoon in workshops.

It was great to see so many female role models come out to participate in this initiative.

Amira Mohamed and mother

Ivey Patrick and mother SMS Spirit | 16

Saving lives,

One thousand batteries and counting. That’s the number of reasons for which the girls of the SMS Outreach team should be proud.

After attending We Day in Vancouver on October 18, 2017, the girls were feeling inspired and started to brainstorm the ways they could begin to make an impact. One initiative presented at the conference that stood out was the Zinc Saves Lives Battery Recycling Campaign.

“We heard about lots of inspirational projects, but we really liked the Zinc Saves Lives Campaign because we thought that it would be something we could do right away,” said Anna Erickson.

The campaign was founded

by Teck, Canada’s largest diversified mining company and one of the world’s largest producers of zinc. Every AA

battery contains the same amount of zinc that is needed to save the lives of six children.

For every battery recycled during the campaign, Teck donates the cash equivalent to the value of zinc each battery contains to support the WE’s zinc and health programs.

Zinc deficiency is a global health challenge: two billion people worldwide are affected, and more than 450,000 children die every year from complications associated with zinc deficiency.

Our girls didn’t waste any time—they headed into their own communities and started collecting batteries door to door. Within just a few trips they had already collected over 700 batteries for their first load. That’s equivalent to helping 4200 children with zinc deficiencies in third world countries.

They have also been working on an SMS homeroom challenge that will see bins placed in homerooms around the school as collection points. There will be a friendly competition to see who can collect the most batteries.

“This is a great project to be a part of because it raises awareness about a problem most people didn’t even know existed. The tiniest difference, like donating a battery instead of throwing it away, can save a life,” said Katie Tinis.

one battery at a time

(L-R) Sophie Lobmeier (gr 7), Katie Tinis (gr 7), Louisa Lobmeier (g7), Amy Hooper (gr 7), Anna Erickson (gr 7)

Every AA battery contains the same amount of zinc that is needed to save the lives of six children

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student

Art

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Student Artists 1. Jenny Qin (grade 10) 2. Lydia Li (grade 10) 3. Simonetta Ridolfi (grade 10) 4. Gabrielle Gould (grade 8) 5. Audrey Wang (grade 7) 6. Sophie Lobmeier (grade 7)

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7. Ally Roberts (grade 9) 8. Candice Wu (grade 5) 9. Isobel Neilson (Grade 6) 10. Cynthia Dou (Grade 7) 11. Madeleine Kelly (Grade 7) 12 Emme Ghinis (grade 2)

innovation in the

ClassrooM

SMS has become a leader in many areas, most notably for providing outstanding education tailored specifically to the needs and learning styles of girls

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SMS has become a leader in many areas, most notably for providing outstanding education tailored specifically to the needs and learning styles of girls, as well as STEM and early childhood education. Over the last couple of years, the Student Services Team has been working to integrate a new approach to learning support called Response to Intervention (RTI).

RTI is a multi-tier approach to the early identification and support of students with particular learning, language, physical and/or social-emotional needs.

The RTI process begins with high-quality instruction and universal screening of all children in the regular classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including classroom teachers, learning support teachers, and specialists.

At SMS a “team-teaching” approach is used, where learning support teachers and classroom teachers plan together as a cohesive team, making it easier to help provide quality education to every student.

This framework helps ensure each student is getting the attention she needs to be successful.

“This approach is changing the culture in the school,” said Jenn Nicholson, Learning Support Coordinator. “We really believe that the supports we are providing in the classroom can benefit all

the students and are helping to erase the stigma around learning support,” she said.

“For example, we introduced a wiggle stool into the classroom for a grade three student who was struggling, but soon found that the wiggle stool was very popular and something that could benefit all the students.”

At SMS this process is supported through K-12 reading assessments and a school-wide write which helps to create a classroom profile that identifies the strengths and weaknesses of each class. This profile is then used to assist with the transition from year-to-year as teachers begin planning for the upcoming school year in June.

“This approach means a lot of front-load planning, but it’s well worth it. Prior to the new school year, we meet to discuss ways of teaching towards how the students learn best, be it auditory, visual, or other integrations,” said Nicholson.

Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RTI is designed for use when making decisions in both the regular classroom and special education, creating a well-integrated system of instruction and intervention guided by child outcome data.

At SMS a “team-teaching” approach is used, where learning support teachers and classroom teachers plan together as a cohesive team, making it easier to help provide quality education for every student.

“RTI is a cornerstone of a solution-focused service delivery system.

We choose to use an RTI approach to determine educational needs versus relying on labels to support our students,” said Darlene DeMerchant. “It keeps the focus of our professional resources where they need to be, on student learning. We believe adopting an RTI model is about adopting good professional practice, demanding that we do what is best and necessary for all students in our school.”

For RTI implementation to work well, the following essential components must be implemented with fidelity and in a rigorous manner: • High-quality, scientifically based classroom instruction. All students receive high-quality, research-based instruction in the general education classroom.

• Ongoing student assessment. Universal screening and progress monitoring provide information about a student’s learning rate and level of achievement, both individually and in comparison, with the peer group. This data is then used when determining which students need closer monitoring or intervention.

Throughout the RTI process, student progress is monitored frequently to examine student achievement and gauge the effectiveness of the curriculum. Decisions made regarding students’ instructional needs are based on multiple data points taken in context over time.

• Tiered instruction. A multi-tier approach is used to efficiently differentiate instruction for all students. The model incorporates

increasing intensities of instruction offering specific, research-based interventions matched to student needs.

• Parent involvement.

Parents are included and provided information about their child’s progress, the instruction and interventions used, the staff who are delivering the instruction, and the academic or behavioural goals for their child.

SMS has become a leader in this area, setting the stage for other institutions to follow a similar path for providing quality learning support. Other schools have been reaching out to learn more about the SMS framework and how it has been implemented across all grades and in the classroom.

Although there are many formats for how a school might implement RTI to best serve the needs of its students, in every case RTI can be a school-wide framework for efficiently allocating resources to improve student outcomes.

Team Members Jenn Nicholson, LS Coordinator Alina Floch, LS Teacher (SYs) Noha Mols, LS Teacher (MYs) Angela Foulkes LS Teacher (FYs)Jeff Trapp, ELL Coordinator Kathy DaSilva Guidance Counsellor Kate Steele, Counsellor EAs – Jen Hesketh, Edna Ramos, Cindy Pringle, Tracey Rombough, Rosalyn Lee, Laurie Wood Nicole Folkes – Director of Residence

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from Canmore House to

@house–of–douglas

Q&A with SMS Alumna Rebecca O’Brien

You might know her best as “House of Douglas,” her Instagram handle that has over 40,000 followers including Jillian Harris of ABC’s The Bachelorette and HGTV’s Love It or List It Vancouver. But what you might not know is that the Instagram sensation is SMS Alumna Rebecca O’Brien who, along with her sister, was a member of Canmore House.

Since we encourage our girls at SMS to be creative, follow their dreams, explore their passions, and gain confidence doing so, we wanted to know how this passion project, “House of Douglas,” not only came to fruition, but also grew into such a massive success. We reached out to learn more.

Tell us about your Instagram account “House of Douglas.”

How did you get into it?

Where did the name “House of Douglas” come from?

My Instagram account came out of a need for a creative outlet in my life. The name “House of Douglas” comes from when my sister (also an SMS alumna) and I bought empty side by side lots to build our homes on, and we dubbed our home builds “House of Douglas” (after my married name) and “House of Cameron” (after her married name). It was at that point that I changed my Instagram handle to @house_of_douglas.

I was planning on posting about our home build, but once the build was over, I still felt the need for a creative outlet in my life. I have long admired people on Instagram who post about

home décor, lifestyle, recipes, etc., so I thought why can’t I do that too? It seemed like a fun idea to continue to document our lives in our new home. And by document, I certainly mean a highlight reel. No one wants to hear about my four-year-old’s tantrum at the supermarket checkout, but I will be the first one to admit it does happen!

Who is your audience?

My audience is predominantly female. I remember when I first started regularly posting, almost all my husband’s friends unfollowed me, but I totally get it. My account is not for everyone. Most of my followers are moms like myself, but I see a mixture of people from all over the world.

What’s your goal?

When I first started, my goal was to just have fun and be creative—I had no expectations to grow from the onset. One day my friend Amber (another SMS alumna) messaged me and said that Jillian Harris from ABC’s The Bachelorette and HGTV’s Love It or List It Vancouver had posted a photo of Violet’s nursery on her blog as an

inspiration photo for her baby Leo’s nursery. I quickly went online to see it for myself and couldn’t believe my eyes! Later that day Jillian Harris posted on Facebook about how she loved my @house_of_douglas account and the rest is history. From that point on, I gained more confidence and ran with it.

Do you have a background in marketing or design? Where does this passion come from?

I have no formal training, but I feel like I have a natural passion for design. I often had “Rebecca likes to daydream a lot in class” written on my SMS report cards.

I have always loved to design, particularly homes. The last Friday of the month my mom would pick my sister and me up from SMS and take us for a small treat—I always chose a copy of the duPont Registry, a buyer’s gallery of fine homes magazine. When I turned ten, I asked my dad for an architect’s table for my birthday on which I drew house layouts and designs endlessly. I think I honed my craft a lot as a child.

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Where does your creativity and inspiration come from?

I think most of my creativity comes naturally. As far as inspiration goes, I am really inspired by vintage things, fairytales, storybooks, and history. I’m also inspired by other creators on Instagram.

What do you think has been your secret to success?

I think to capture a large audience you should give yourself time to grow. It takes patience. I think it’s taken around two years to get where I am now, and that’s with posting consistently, responding to comments, and engaging with accounts that I follow and love. I truly appreciate the time people take to visit my page and show my account love. I want them to know that.

What opportunities has this created for you?

I have met so many amazing people. I love the community I have found, and I can’t say this enough, they are the best part of Instagram. It’s a part of Instagram I didn’t expect but I am so grateful for—a supportive, positive, and inspiring group of people.

What does the future hold for you and HoD?

Where to find her?

There really is no master plan—my goal is just to keep it fun and see where it takes us. I’m sure as my girls get older and are less willing to have me take their picture, I will have to change it up a bit and maybe focus more on my passions of home builds, décor, and other lifestyle aspects. Or who knows, maybe Violet and Penelope will have a passion for it too and one day they can take the reins.

If you have social media, follow @house_of_douglas. Rebecca’s stunning images will keep you inspired and coming back for more.

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donor

Spotlight Sharon Whittaker Bleuler St. Margaret’s School has a rich history, graduating thousands of confident girls, a number of whom have gone on to blaze trails for those who will follow in their footsteps.

Although many alumnae stand out from the crowd, few have gone on to leave a legacy as impactful as Sharon Whittaker Bleuler, whose generosity has taken many forms, including what will eventually become the Sharon Whittaker Bleuler Scholarship Fund. The fund will help provide tuition for a student in need, who might otherwise not have the opportunity to attend SMS. “I give because I want to make sure that a family without the resources to send their daughter to school at SMS will have the same opportunity that I had,” said Bleuler.

“I was shy as a child, but the school was so good for me. I got really involved in athletics and giving back; my mother always questioned all of my volunteering and why I wanted to get involved in so many activities.”

Bleuler started kindergarten at SMS in 1945 and went on to graduate from SMS in 1957, therefore becoming a lifer.

She enjoyed considerable success in both academia and athletics.

During her senior year at SMS she was Games Captain and received the Robertson Salver Award. After graduating from SMS, she went on to earn a Bachelor of Science from the University of British Columbia before completing a Masters of Physical Education. She later completed a Master of Science in Psychology and a Doctorate in Philosophy at the University of Washington.

Her athletic pursuits are equally noteworthy. Bleuler was a Canadian champion in both badminton and tennis, and in 1958 she was ranked in the top five nationally in both sports. Her athletic prowess led her to compete internationally and contributed significantly to her role as a university professor where she taught sports psychology and play behaviour, among many other topics.

“I was introduced to tennis and badminton at SMS; that’s really where my athletic pursuits began. During my time as Games Captain I got to support the athletic department and gained experience organizing sports and tournaments.”

Over the last decade she has reconnected with SMS becoming involved with various endeavors, and her recent contributions are greatly appreciated. In addition, she has generously included a bequest to St. Margaret’s School in her estate planning.

As SMS continues to grow and thrive, our current students follow in the footsteps of all those women who have gone before. Though many of our alumnae forge new paths, some revitalize old ones, and still others, like Bleuler, come back to walk through our school, and help us prepare for the future. Supporters like these make sure that SMS has innovative spaces that will cultivate inspiring minds.

We invite all of you to help us create a culture of philanthropy here at SMS. By giving back, you enable us to move forward. By continuing to stay involved, you demonstrate that you believe in the power of girls. Other ways to give back include sharing your success stories, and continuing to be an ambassador, mentor and advocate of SMS confident girls. We are grateful for your support and thank you for believing in the SMS community.

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2017 Annual Report Highlights 2017

2016 2015

Every year in November, the school puts out an Annual Report detailing many benchmarks ranging from the successes of our students through to our fundraising initiatives. Produced on an annual basis, it reflects our commitment to ongoing school improvement. It is also used to keep our community apprised of our goals and ensures every family is fully engaged and aware of our growth from one year to the next. In some ways, this is like a report card! Included are a few of the highlights of the 2016/17 school year.

SMS is an extraordinary school that provides our girls with a myriad of opportunities and experiences to thrive and to continue that transition from confident girls to inspiring women.

216 217 256 Day Students 2016 2015 2017

127

128

116

Boarding Students 2015

2016

2017

343 345 372

A sample of extracurricular activities available: CLUBS: Art Club | Cheer Leading Club | Green Club | Math Competition/Challengers Club | Model UN Club | Outreach Club | Robotics / FIRST LEGO League | Student Council | Tennis Club | Triathalon Club | Yoga | Writer’s Club | SPORTS: Aquatics | Badminton | Basketball | Cross Country | Intramurals | Rowing | Soccer | Track & Field | Volleyball Going forward we will leverage the strong financial base of previous years to embark on campus renewal as we welcome our architectural team in creating the vision of renewal, and the expansion of flexible learning/teaching facilities to support our impressive programs.

View the complete report online: annualreport.stmarg.ca

total Students

 44

Graduates

  126

admission offers



37

scholarships

 

$312K

scholarships & awards

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new@ SMS

SMS has some new faces on staff! Get to know the some of the familiar faces you might be seeing around the school.

and seeing first-hand the amazing teachers and empowering staff making an impact on the lives of the girls’, I knew it was exactly where I wanted to be.”

We asked a few of the new staff members: “Why did you choose SMS?”

Liam Scott, IT Technician

Sam Livingstone, Information and Technology Teacher “I had the opportunity to visit SMS in May 2016 and fell in love with the campus and the programming being offered here, particularly in the area of developing girls’ interests in STEM education by infusing STEM programming in their daily lives. The chance to be a part of this was too good to pass up.”

Amanda Caddy, Post-Secondary and Work Experience Advisor “Being new to Victoria and the secondary school scene in general, the original images I had imagined of St. Margaret’s School aligned with the stuffy, private school stereotypes I saw in pop culture. When I arrived at SMS for my interview and saw the beautiful campus that embraces its nature-rich location I ditched those pre-conceptions Amanda Caddy pretty quickly. The interview I had come for turned into a warm conversation about education at both a high school and post-secondary level and then onto the benefits of serving our community and how to get students involved in a meaningful way. The student success stories that were shared were inspirational and really communicated how committed the staff were to their students. When I left the interview, I knew SMS was a school I’d love to contribute to and be part of.”

“Working at SMS seemed like a good opportunity to work in a field that I am passionate about.”

Justin Potestio, Senior Years Teacher – Social Studies “Intrigued by the direction, mission and values of SMS, it’s been a great opportunity to encourage academic excellence, Liam Scott honour student voice and choice, and inspire them to pursue their aspiration.”

Steve McKay, Financial Controller “I chose St Margaret’s School because it is a chance to work with a phenomenal group of individuals who care a lot about the students and are personally engaged in helping the girls develop critical thinking skills and seeing them flourish. Supporting the rest of St. Margaret’s through my work makes me feel like I’m contributing to making a difference both at the school and in the broader community beyond.”

Caley Hartney, Admissions and Marketing Associate “Having been introduced to the school just over a year ago when my daughter started in JK3, it didn’t take me long to notice that SMS provides girls every opportunity to grow into strong and confident individuals.

Joining the SMS team allows me to play a small part in the success stories of our girls as they learn, grow, and are inspired to take on the world”.

Caley Hartney

Kelley O’Grady, Communications Coordinator “I was looking to relocate to Victoria from Kamloops when I found the job posting for SMS. Having spent most of my career working in education, and having fond memories of playing basketball at SMS in high school, it felt like a perfect fit. After visiting the campus SMS Spirit | 26

Other new staff include: Alina Floch, Learning Support Teacher Ashley Kilpatrick, Teacher-On-Call Barbara Sutton, Director of External Relations Brian MacDonald, Bus Driver – on call Jing Wang, Resident Parent – Pearce House Katherine Bielefeldt, Residence Float Kim Hooper, ECE Assistant & Educational Assistant, FY Kylie Pullin, Residence Lead Parent - Weekends Laura Glover, Resident Parent – French House Laurie Wood, Educational Assistant Lisa Shapiro, Teacher-On-Call Maggie Claydon, Residence Lead Parent - Weekends Michele Montgomery, School Nurse Pam Jones, Cook Rosalyn Lee, Educational Assistant Stefanie Sloboda, Teacher-On-Call Si Yao (Jessica) Jiang, Residence Float Wonjin Kim, Senior Years Teacher – Physics Ying (Amy) Hou, Resident Parent – Fenwick House

bubbles & Chocolate Alumnae Event

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Contributors and Spirit Team Cathy Thornicroft – Head of School Kelley O'Grady – Communications Coordinator Contributors: Caley Hartney, Lisa Ziebart, Meaghan Thompson, Girija Bhatnagar, Emma Glasgow, Nancy Pektar-copy editor

Photography – Philip Pearce, cover photo Jeanine Stannard, Laurie Darrah – Refinemark Print Design Ltd. Hillside Printing

St. Margaret’s School 1080 Lucas Avenue Victoria, British Columbia, Canada V8X 3P7 T 1.250.479.7171

www.stmarg.ca @saintmargarets

@stmargaretsschool @st_margarets