Award Recipients

Lynne Charette is the principal at St. Benedict Elementary School, a recently opened school in the district. Lynne has ensured that the new school identity included a respect for the universal values of all faiths, grounded in Catholic principles.  She also ensured that the school has deep connections to  social justice, entrepreneurship and partnerships, environmental stewardship, seamless integration of technology, and student voice and choice through project-based learning. She champions inquiry-based learning as she believes that it is central to unpacking curriculum content and increasing student engagement. Lynne works with Dr. Michael Fullan’s New Pedagogies for Deep Learning network to promote the growth of global competencies among students. Under her leadership, St. Benedict is a school where every student is encouraged and enabled to thrive.

Robin Dashnay is the principal of Chris Hadfield Public School, where he has cultivated a collective vision of student achievement, well-being and inclusion. Robin and his staff focus on building positive relationships with students, their families and the community. Working with community agencies, Chris Hadfield Public School has prioritized student well-being and mental health. By working in conjunction with families and the community, the staff have been able to improve academic outcomes for all students. Robin also brings with him an expertise in special education, which he shares for the benefit of students, making extensive use of innovative assistive technologies and wrap-around meetings to ensure student progress. Under Robin’s leadership, new technology has been introduced allowing students to build their global competencies, better preparing them for tomorrow’s world.

Ruthanne Dyck is the first principal of Ecole South Pointe School, a dual track K-8 school. Her adventure began with students and staff in seven different schools within Pembina Trails while the building was being constructed. Together with her staff, Ruthanne works to create an inclusive school culture of learning, belonging and collaboration that is responsive to the needs of a richly diverse school population. She is visible and accessible in her role as mentor-coach, sharing research and practical ways to enhance learning for all. She emphasizes building connections as the foundation for learning and includes parents and the community as partners in this process. Ruthanne looks for opportunities to create more informative ways of gathering and using authentic data to influence teaching and learning. Leading a team of over 60 teachers and 24 educational assistants, she fosters an environment for purposeful, relevant, and engaging learning, grounded in curiosity.

Rosa Fazio is the principal of Norma Rose Point School. Designed and launched in 2014 as the flagship school for innovative practices in its school board, Rosa is its first principal. A noted presenter on effective and engaging learning approaches, Rosa is committed to evidence-based practices that enable the school to champion 21st Century learning to build global competencies. She builds trusting relationships with staff, parents and the broader community, and seeks their input when moving forward with a shared vision and ownership for learning at NRP. Under Rosa’s leadership, the school has grown to almost 900 students, and practices and pedagogy have been transformed. Given this growth, Rosa ensures that all newly hired teachers are mentored and introduced to the school’s philosophy and approaches.

Roy Fernandes is the principal of St. Sylvester Catholic School. Using a holistic approach, St. Sylvester now focuses on the arts, wellness, and inspiring a love of learning. Roy has brought new energy to the school. He introduced a number of clubs that champion physical health and well-being such as a school-wide running club and a choir that includes a 1/3 of the school. Roy introduced “Beyond the Classroom” to immerse students in authentic experiential education. The Globe and Mail, SickKids Hospital and the Canadian Military have all been partners in this program.  The program continues to evolve and expand and Roy has been advocating for this opportunity to be shared with other schools. Roy has introduced a new level of communication to the school and parent community that has helped transform and energize all aspects of life at St. Sylvester Catholic School.

Georgia Gallagher is the principal of Ursula Franklin Academy. She is an experienced educator and administrator, always ensuring that practices are in the best interest of the students. Georgia led staff, students and parents through a planning exercise to ensure the school's vision and mission were still relevant and collaborated with other schools through the process. She also champions social justice and anti-oppressive teaching and learning practices. Georgia has introduced more rigorous evidence-based teaching and learning strategies that support increased student achievement. As a result of her leadership, applications to Ursula Franklin Academy have increased, as has student achievement. She has transformed the space for student learning, creating a learning environment where students feel secure and therefore, are able to learn more freely. Students at Ursula Franklin Academy continue to thrive under Georgia’s leadership.

Johanne Gaudreault is the principal of Ecole secondaire catholique Béatrice-Desloges. As a school leader, Johanne champions a growth mindset for her teachers and students and continuously facilitates opportunities for staff to benefit from professional learning. Her leadership at the school is influenced by her experiences as a math department head, as a student success resource teacher, and as vice-principal. She has also served on district and provincial curriculum committees where she developed both her pedagogical expertise and leadership qualities. She has encouraged the use of technology to engage students, as well as the use and analysis of student data to support progress with a particular focus on math results. Johanne has also cultivated successful relationships with families and the broader community, as she coordinates differents activities with partners from the community.

Harpreet Ghuman is the principal of Crescent Town Elementary School. Harpreet has created an inclusive learning environment and worked to ensure that every student is supported. He understands the importance of a welcoming learning environment and creates platforms and opportunities to foster the learning of all students. Harpreet strives to make all students feel welcome, especially our newest Canadians. When refugees from Syria enrolled at Crescent Town, Harpreet fostered a sense of belonging not just for the students but for their families as well. The Seven Grandfather teachings and Indigenous Perspectives are integrated into all aspects of school learning. Harpreet has also incorporated the tenets of Inclusive Design into programming including the strategic use and analysis of data to design effective instruction and support teacher collaboration and leadership. Under Harpreet’s leadership, all students are given the support to reach their full potential.

Paul Haines is the principal of Lakewoods Public School. Paul has transformed learning at Lakewoods, introducing a shared vision for improving student achievement based on collaboration and teamwork. With an established set of expectations and targets for achievement, students and teachers work together on goals to improve literacy and numeracy skills. Success stories are celebrated as the collective community believes and perseveres in a shared growth mindset for achievement. EQAO provincial assessments have risen from 48 percent of students reaching standards in Grade 3 to 93 percent in reading and similar improvements in writing and math. Paul has also enlisted local businesses to partner with him to support local families and enrich his school's resources. Lakewoods is truly a hub in the community thanks to Paul’s leadership.

 

Michelle Harper is currently the principal of Beaconsfield High School. When Michelle was principal at Lakeside Academy, she expanded the International Baccalaureate program to reach more students and increased students' access to technology as her team began implementing a 1:1 Chromebook program. When Michelle arrived at Beaconsfield in 2015, she worked with staff to restructure timetables in a way that was more conducive to student learning. Timetables became more flexible and more course choices were made available. Michelle also worked collaboratively with staff to analyze student achievement data, prompting the school to introduce “response to intervention” programming for those identified as at-risk. This strategy resulted in long-term gains for those students, increasing both grades and self-confidence.

Amber Hilstrom is principal of Sacred Heart Elementary School. In partnership with Dr. Michael Fullan’s New Pedagogies for Deep Learning project, she led her team in substantially improving student learning outcomes to above provincial benchmarks. Through her leadership, she has transformed the culture of this dual-stream school by tapping into the existing gifts of each teacher, asking about their driving ‘why.’ Amber purposefully builds relationships with her teaching team as well as community members, using a focus on implementing STEM and inquiry to more deeply engage students in their learning. Teachers thrive as leaders, working in teams on initiatives involving faith, leadership, nutrition, wellness activities and technology. With Amber’s support and leadership, the school has acquired Chromebooks, robots, Lego Mindstorms and a 3D printer to name a few of the new enabling technologies. Her staff praise her for being solution-drive, positive and supportive.

Karen Hudson is the principal of Auburn Drive High School. Understanding that all students need to see themselves reflected in their learning, Karen has implemented culturally-responsive Africentric programming at Auburn Drive. Karen mentors and supports teachers, providing leadership and guidance while demonstrating a growth mindset for staff and students. To achieve success, Karen helped her team build the capacity to deliver culturally relevant programming through professional development and community involvement. She has brought teachers together to use data to drive change. By infusing Africentric content into the academic math courses, enrollment and achievement increased in higher-level math. Karen has instilled a sense of caring and community into the school, and her dedication has ensured that all students feel supported.

Rabah Iddir is the principal of Ecole élémentaire publique Charlotte Lemieux. Rabah champions a culture of well-being, respect and collaboration. He believes in modelling and motivating, creating a positive school climate by greeting students by name. He is responsive to the needs of students and the community. An experienced educator, Rabah has promoted project-based learning that encourages students to make connections across subjects while remaining engaged in their learning. Rabah is also a thoughtful and collaborative leader, ensuring teachers have access to professional learning. He volunteers to mentor new principals, sharing his experiences with administrators from across the district. Rabah gives his time and energy to Ecole élémentaire publique Charlotte Lemieux, making it a better, more responsive place for learning.

Katherine LeBlanc is the principal of Maani Ulujuk Ilinniarvik. In a short while, Katherine has transformed her school into a reflective, responsive to the community, safe, caring and inviting place to learn. Katherine understands the importance of sustaining cultural connections and pride in student and family heritage and traditions. Culture is embedded using digital literacies and supported in the Inuit language. Katherine provides instructional leadership in terms of embedding balanced literacy, working with staff to improve their knowledge and skills, and making time for collaboration. Katherine is very visible; she models and acts as a learning coach for new staff encouraging them to build on students’ strengths and ensure their needs are met. Katherine is a vocal advocate for the entire school community - her students, their families, her teachers. She is an exemplary leader in education.

Blaine MacDougall is currently the principal of Cardinal Newman Catholic Elementary School. Throughout his career, Blaine has championed the use of data to improve student outcomes. In his previous principal assignment, Blaine led the creation of individual student data profiles for all students in Grades one to eight. These profiles included specific information that helped teachers understand the particular learning needs of each student. Blaine also built partnerships with the local high schools, allowing students and families to better understand future pathways. As principal, Blaine promotes professional learning among staff and actively encourages the sharing of best practices. His dedication to meeting the learning needs of each student has continued at Cardinal Newman, where every child is supported and encouraged.

Janece McNutt is the principal of St. Mary's Bay Academy. Janece believes that change is more of a process than an event, and draws on culturally responsive teaching strategies and data to drive student learning. With support from teachers, students now report that they are better able to understand and create their own learning goals and develop their own learning strategies. Under Janece’s leadership, anoutdoor education program was launched at St. Mary’s Bay Academy, the first of its kind in the district. The initiative has been embraced by students, teachers and the community. The success of initiatives like this has been reflected in positive staff and student survey results and achievement data. Janece's passion, enthusiasm and dedication to teaching and learning have helped energize and engage students and staff at St. Mary's.

Lynn Mills is currently the principal of Ash Lee Jefferson Elementary School. When Lynn was principal at Bell Park Academic Centre, she worked collaboratively with the community to increase student achievement. She secured the support of partners like the Boys and Girls Club and the Royal Bank of Canada to offer more resources for social, emotional and academic growth. Lynn built a trusting relationship with staff, promoting professional development and involving them in school decisions. She values her students and their families and respects their lived experiences. It’s common for Lynn to visit local community centres, churches, and even attend her students’ football, hockey, ringette, and baseball games. She is a true leader, serving as a mentor to staff, students and members of the community.

Marisa Mineiro is the principal of Michelangelo International Elementary School. Marisa has instituted a number of initiatives to expand the curriculum in her school. She is proud of the partnership with Aveole, an urban beekeeping company, which helped establish an educational beehive on the school’s roof. Students participate in hands-on experiential learning; bee biology and honey making have been integrated into the curriculum. Marisa has also promoted student well-being by introducing initiatives to support students with anti-bullying, Zumba and mindfulness programming. This has resulted in a decrease in anxiety and stress for students and staff. She supports her staff with professional development, always encouraging them to form professional learning communities to share and learn from one another. From incoming students to graduating students, Marisa continues to foster a welcoming and positive space for learning.

Gerald Morgan is principal of Stephenville Primary School. Gerald is praised for his inclusive leadership style and for ensuring that Stephenville Primary School is a safe, welcoming and caring learning environment. He emphasizes the messaging of the “Positive Behaviour Supports” initiative: Be kind to yourself, Be kind to others, and Be kind to the world.” It recognizes students for acts of kindness, and pictures of students following the “3 Bees” are displayed on the beehive bulletin board. Gerald instituted a dedicated reading program at Stephenville Primary School, and co-coordinated the successful application of an Indigo For the Love of Reading grant, which provided the school with funds to acquire books for struggling and reluctant readers. He believes students, staff, parents/caregivers, and the community together, are an integral part of the teaching and learning community.

Laurie Reid is currently the System Principal of Leadership and Staff Development in the Halton District School Board. Laurie has a record of listening, observing and using data to improve student outcomes. When Laurie was principal of Clarksdale Public School she worked with staff to analyze student data and chart a new path forward. Under Laurie’s collaborative leadership, teachers began to open up their classrooms to colleagues and inquiry-based learning was promoted through all aspects of teaching. Student visits to the office decreased and the school’s EQAO results increased by 20%. Laurie has taken her exemplary communication skills and the ability to engage in collaborative decision-making to her current position at a system-wide level. She has demonstrated her ability to ground multi-year goals, lead at a district level, and use innovative and collaborative approaches to improve teaching and learning.

Teresa Rogers is the principal of Linden Meadows School. Teresa is recognized for her strategic focus and collaborative style. Working with teachers, the school formalized its commitment to peace and social justice aligned with the formal UNESCO goals of “learning to do, learning to be, learning to know and learning to live together.” The school is also committed to incorporating UNESCO’s goals of sustainable development, including recycling, water conservation, and global sustainability. The school’s logo, the linden tree, was adapted to include these goals. Social justice matters at Linden Meadows and is evident in many initiatives including acknowledging the legacy of residential schools, its UNESCO Ambassadors program and support for local refugees from Syria. Thanks to Teresa, students at Linden Meadows benefit from the intentional focus on learning. She is a dedicated, reflective, skilled educational leader.

Elisé Saraceni is the principal of St. Jean Brébeuf School. As principal, Elisé moved quickly to establish a plan to improve the school’s performance and academic outcomes. That plan included re-building relationships and trust, while ensuring a culturally relevant learning environment. Elisé collaborated with her teaching staff to ensure that student success was made the focus of all school activity. Her team increased student access to new initiatives that would serve the diverse interests and aptitudes of students, including the expansion of arts and sports programming, as well as support for exceptional learners and launching an anti-bullying program. Under Elisé’s leadership, the school has made tremendous gains in areas identified by the provincial government for improvement, resulting in deep and positive change. Elisé is an exceptional and visionary leader who champions excellence for the school and the community.

Jeff Seabrook is the principal of Ecole William McDonald Middle School. Jeff is committed to a middle school philosophy of nurturing and challenging adolescent learners, in order to realize the twin goals of improved achievement and well-being. Jeff’s boundless enthusiasm and relationship-building is exemplified in the design of the school’s unique programming. He values trust and respect, and maintains an excellent rapport with students and families. Jeff works with the Parent Advisory Committee to organize activities celebrating teacher appreciation, through which he makes everyone feel special. A Morning Wake-Up program is supported by Jeff to ensure all students receive morning exercise. Jeff works regularly with Elders to offer students on-the-land experiential and culturally responsive activities. He has also developed strong relationships with community agencies to provide wrap-around supports for his students and their families. 

Diane Sharp is the principal of St. Brendan Catholic Elementary School. Diane supports the cultivation of leadership skills in all her staff for the benefit of students. She believes that students are a school’s best ambassadors and encourages them to lead. Throughout the year, students have the opportunity to participate in a variety of activities and forums, many based upon the School Board’s 10 Catholic virtues and the school's motto of Navigating Excellence With Spirit. Through her leadership integrated technology has become a school priority. Students can engage with a variety of tools such as Promethean Boards, Chromebooks, iPads, robotics, coding and a school recording studio to develop and enhance their critical thinking, communication, and creativity skills. These digital tools are also leveraged to support students by enhancing parental engagement. Diane has inspired the team at St. Brendan to use their own creativity, innovation and the resources available to improve student learning outcomes.

Andrew Stewart is the principal of Bloomfield Elementary School. Andrew emphasizes the school as a welcoming and caring place of learning. His motto is “kids come first.” Student learning is tracked using data walls, to better develop more evidence-based decision-making. Andrew and the teachers revamped the student services process, creating an in School Referral Process for the Student Well-Being Team. Together with staff he instituted progress monitoring to track student outcomes, identify gaps and strengths, and provide more timely interventions. Andrew works hard to develop a deeper awareness and appreciation of his colleagues’ strengths and areas of growth, supporting them in on-going professional development. As a highly collaborative principal, Andrew often leads in-school professional development days. As principal, he is committed to providing the best day possible for every student and staff member.

Colleen Sullivan is the principal of Glen Falls Elementary School. When Colleen began her principalship, she prioritized her work with staff to improve academic outcomes while ensuring student well-being. Colleen saw an opportunity to use data and a number of innovative strategies to engage and excite her students: she developed a Learning Commons, where students could get involved in science, technology, engineering, arts and math (STEAM) activities. She introduced purposeful and targeted interventions to support students and create a safe and inviting learning environment. She also restructured lunch time to provide students with more opportunities for engagement and less time for conflict. Colleen has helped change the perception of Glen Falls, from a community once considered at risk to now at promise.

Jim Tayler is the principal at Glashan Public School. Jim champions the goal of making Glashan a welcoming learning environment for all students, embracing the school’s diverse population with over 35 different spoken languages. He has successfully implemented Dr. Michael Fullan’s New Pedagogies for Deep Learning (NPDL) to improve student engagement and student learning outcomes. Under Jim’s leadership, the school hosted a Grade 8 Mental Health Symposium on well-being with a focus on the needs of adolescent learners. To improve wellness at school, he promotes positive citizenship and includes a parent committee focused on creating healthy psycho-social development. Jim thrives in an arena of communication and collaboration, never hesitating to encourage and participate in professional learning. He is interested in all ideas for moving the learning agenda forward and building a community of learners. He personifies his school’s motto, “Good to Great to Excellent/Toujours Plus Loin.”

Keith Taylor is the principal of Edge School. Under Keith's leadership, the school has grown  to over 300 students in Grades 4-12. New athletic programs for students have been added, including basketball. All students belong to one of four mountain teams and participate both as individuals and as team members, building citizenship and a sense of community. Keith is a visible leader, often seen in classrooms and halls, engaging students and teachers to gather input for the purpose of school improvement. He has an open-door policy, acting as coach, mentor and role model for Edge’s values and vision. Keith is an exceptional representative for Edge and a consummate learner and leader, exemplifying the values associated with and nurtured at school.

Jay Wolkoff is the principal of E.J. Sand Public School. Jay has focused on improving academic results and building a sense of pride in the school. He promotes professional development for staff to deepen the understanding and capacity of teachers in working with English Language Learners and other students who need additional supports. Jay encourages and welcomes parents and the community to become partners in their child’s learning. He has changed the context around discussions about student achievement shifting the focus from simply students to a collective community responsibility. The library has a dedicated maker-space, one of many initiatives to nurture collaborative problem-solving and encourage the development of global competencies. Thanks to Jay’s leadership and dedication, student achievement continues to rise at E.J. Sand Public School.

Scott Woolford is the principal of Island Public Natural Science School. Scott centres his leadership on the engagement and well-being of his students.  He models innovative learning practices, encouraging teachers to step outside of their comfort zones in the pursuit of higher achievement.  He works to foster collaboration among staff in the development of new resources to improve math scores and refine teaching practices.  Math talk is embraced, as is using a guided approach to be more precise in teaching mathematics.  As a result, Island Public Natural Science School, as a community of learners, has moved to embrace mathematics, problem-solving and critical global competencies.  The emphasis on the natural environment remains an important third teacher, and the learning and teaching communities have made risk-taking part of their everyday vocabulary.  Students and staff on the island are thriving thanks to Scott’s leadership.