End of Summer?

A few months ago, I read a provocative article from the NY Times about the school year and what makes sense if one was starting with a “clean sheet.”

It is in synch with a piece by ISM (independent School Management Inc. – a well-regarded, US-based firm that provides advice, research and consulting focused on independent school management) from a couple of years ago that challenges the traditional idea of the North American school year. ISM suggests that the notion of a 9 ½ month school year (minus Christmas and March Break – another month) will eventually go the way of the Dodo bird.

Increasingly, I see many examples of students who are pursuing summer academic/educational endeavors – local summer programs (summer school is no longer the bastion of only those who are trying to recover missed credits;) overseas/travel-based academic programs for credits; international service trips; second language programs; intensive athletic training; etc. There are even traditional summer camps that are able to offer high school credits. There aren’t too many kids I know who hang out at home “un-programmed” for two months, and most who do are due to issues of cost and affordability.

On the other hand, I grew up in a classic Canadian summer mode – spending lots of time at camps and some at the cottage. There is something very primal in the Canadian psyche about camps – the camaraderie, connection with nature, multiple activities, independence, growing up. Many friends  look back on their camp experiences as being some of the most joyous of their lives, and I certainly have some visceral connections to tripping, sailing, fishing and Georgian Bay because of my years there. Camp is a lot like boarding, but with an extra dose of fun instead of work. Many of the benefits are very similar.

At Appleby, summer is very busy. We have a very successful ESL program, a summer academy, and a very popular series of day camps for all ages. We are pushing our capacity even when many Appleby students and families assume that it is “quiet time” at 540 Lakeshore Road. Not to mention that this is also when major facility work takes place, and when we also bring in conferences

So, like most interesting issues, there is no clear right or wrong answer. As the stakes for excellence in education continue to rise, there are lots of questions to consider. In particular - Should we be providing more full Appleby programs (with Appleby faculty, the full experience, etc.) in non-traditional times (most notably summer) on either a voluntary or mandatory basis?

As always, I appreciate any comments and thoughts you have on this issue … ivannostrand@appleby.on.ca

The List is Out!

For the last fifteen years, I have looked forward to seeing “the list” as it is released for the start of the academic year. “What list?” you might ask. It is the Mindset list, released annually by Beloit College to describe their incoming classes. This year’s list outlines the outlook and context that this year’s entering university class (last year’s Grade 12s) has. Previous lists do the same for each college entering class, starting in 2002. (As a sidebar, if you asked me, I had the impression that they have been coming out for much longer – perhaps for 25 or 30 years – but likely that says more about my mindset than any reality.)

I don’t think that the lists are of much interest to the classes that they profile, nor to students younger than them (e.g. current Appleby students,) but older generations are often fascinated by these younger generations’ realities. Here are a few examples from the list for the (university) class of 2017:

1.     Eminem and LL Cool J could show up at parents’ weekend.

2.     They are the sharing generation, having shown tendencies to share everything, including possessions, no matter how personal.

3.       GM means food that is Genetically Modified.

4.      As they started to crawl, so did the news across the bottom of the television screen.

5.      “Dude” has never had a negative tone.

6.     As their parents held them as infants, they may have wondered whether it was the baby or Windows 95 that had them more excited.

7.     As kids they may well have seen Chicken Run but probably never got chicken pox.

8.     Having a chat has seldom involved talking.

9.     Gaga has never been baby talk.

10.   They could always get rid of their outdated toys on eBay.

11.   They have known only two presidents.

12.   Their TV screens keep getting smaller as their parents’ screens grow ever larger.

13.   PayPal has replaced a pen pal as a best friend on line.

14.   Rites of passage have more to do with having their own cell phone and Skype accounts than with getting a driver’s license and car.

Many of these resonate with me as a parent, and some do in my reality as an educator. For instance #2 about sharing – we have lots of challenges with students regularly exchanging clothing, like we live in a communal clothing bank, which makes issues of missing/lost/stolen articles, at best, somewhat ambiguous. Although there is something to be said for underlying values on this one.

I am also struck by #14 – how getting a driver’s license is often met with ambivalence compared to the unbridled anticipation mixed with anxiety of potentially failing the test when I was growing up.

In some ways, the first list from Beloit for the class of 2002 (i.e. published in 1998) is just as interesting. Here are some of the realties for that group (Appleby’s class of 1998 +/-) back when they graduated:

1. They have no meaningful recollection of the Reagan era, and did not know he had ever been shot.
2. They were prepubescent when the Persian Gulf War was waged.
3. Black Monday 1987 is as significant to them as the Great Depression.
4. There has only been one Pope. They can only remember one other president.
5. They were 11 when the Soviet Union broke apart, and do not remember the Cold War.
6. Their lifetime has always included AIDS.
7. They never had a polio shot, and likely, do not know what it is.
8. Bottle caps have not always been screw off, but have always been plastic. They have no idea what a pull top can looks like.
9. Atari pre-dates them, as do vinyl albums.
10. They have likely never played Pac Man, and have never heard of "Pong."
11. There have always been red M&Ms, and blue ones are not new. What do you mean there used to be beige ones?
12. The compact disc was introduced when they were one year old.
13. They have always had an answering machine.
14. Most have never seen a TV set with only 13 channels, nor have they seen a black & white TV.
15. They have always had cable.
16. They cannot fathom what it was like not having a remote control.
17. "The Tonight Show" has always been with Jay Leno.
18. Popcorn has always been cooked in the microwave.
19. They never took a swim and thought about Jaws.
20. They have no idea that Americans were ever held hostage in Iran.
21. They can't imagine what hard contact lenses are.
22. They never heard the terms "Where's the Beef?", "I'd walk a mile for a Camel" or "De plane, de plane!"
23. Michael Jackson has always been white.
24. Kansas, Boston, Chicago, America, and Alabama are all places—not music groups.
25. McDonald's never came in Styrofoam containers.

It is interesting to note that this cohort is now 33 and many have their own children. Some might even have students starting in Appleby this year or in the next few.

So what does it all mean? On one level, I find these both entertaining and a sober reminder of my own aging. But they also make me think about the notions of adaptability and flexibility.

I was lucky to know three of my four grandparents. I had the very good fortune of growing up within 100 metres of their homes, so we were close. Three of them were born in the last 2 decades of the 19^th Century and my maternal grandmother, whom I knew the best, was born in 1901. When she was dying over a period of many months, I tried to spend lots of time with her and ask her about her life and her experiences growing up in the same house she ended up dying in. It is located in central Toronto (Yonge and St. Clair, for those who are familiar with the city) but when she was growing up, it was forests and farmers’ fields, and she got around in a horse-drawn carriage.

In our conversations, what struck me most was the remarkable change that she saw over her life: She lived during the Boer War, World War I, World War II, the Korean War, the Cold War, the War in Vietnam; the Russian Revolution, the re-drawing of the World map through the treaty of Versailles, the creation of the League of Nations and later the United Nations; the Chinese Revolution, the fall of the Berlin Wall and the reunification of Germany; the time of horse-drawn carriages to space shuttles; the introduction of women’s suffrage to women’s liberation to post-feminism; the transformation of medical science; 12 Prime Ministers (Laurier to Mulroney), 9 popes, and 5 monarchs. As profound as these world events were, however, I began to understand that the changes in day-to-day living and social interactions – notions of morality, religion, communities, diversity, travel, communication, etc. – were just as significant.

What amazed me the most was how well my grandmother adapted to the changes over her 90 years, and how at peace she was with the changed world in which she lived. Many of the foundational assumption under which she grew up were flipped on their ear … and some many times over.

Futurists tell us that my generation will live through ten times the change that my grandmother did, and current students ten times the change that my generation will experience. It is difficult to comprehend the implication of these projections, even if they are only half right.

There are two very clear implications. The first is a challenge to parents and educators – to understand where students today are coming from. What are their motivators, values, and realities … our own version of the Beloit list? Because influencing attitudes and behavior must stem from understanding of what drives the people we are trying to influence. And knowing that the half-life of change is getting shorter and shorter, the importance of this understanding is amplified. This places a huge imperative on ongoing professional development and challenging ourselves constantly to differentiate between what is the same about our contexts and what is different.

The second implication is the imperative for young people to develop traits of flexibility, adaptability, problem-solving, and perseverance. One could easily make an argument that this set of skills may be the most important ones with which to equip students when thinking about life-long success. They are very much intertwined with empathy and risk-taking. And Charles Swindoll’s quote (which I discussed  in the start of year address) sums up the core challenge in dealing with this change: “I am convinced that life is 10% what happens to me and 90% of how I react to it.”

Throughout this year, I will post thoughts on what we are doing now and what we are considering doing in the future here at Appleby to address these essential aspects of “performance character.”

Welcome Back - Opening Thoughts to Students on Time, Attitude and Life

Good Morning and Welcome Back Everyone for the start of Appleby College’s 102^nd school year

I am really pumped about the year ahead, as I hope you are.

Lots has happened in the world since we last saw each other at the Closing ceremonies two and a half months ago down by the lake on a glorious sunny day. That was the time when the class of 2013 were elevated to alumni status, and each of you moved up one rung on the ladder of school progress, school leadership, and coolness.

And at that time, the class of 2014 became the standard bearers for what Appleby school culture will be this year. And I mean the entire class – not just those in formal leadership positions.  So congratulations to the Senior 2s – I know how talented you guys are, and we have high expectations for your achievements, for your role modeling, and for your leadership this year.

A great deal has happened since that time in June. In the world:

• The Chicago Blackhawks won the Stanley Cup
• The Calgary Flood
• Toronto Flood x 2
• Wild weather all around
• The A-Rod scandal
• The rise and fall of the Cronut Burger at the CNE – if 7500 calories wasn’t enough, a dollop of the bacterial toxin sealed its fate
• The coup in Egypt, and the tragic uncertainty of what is yet to come
• The Blue Jays lit of fires of hope before dousing them in a torrent of failure
• The Lac Megantic disaster
• The death of Cory Monteith (I’m sure many of you were terribly sad when you heard the news)
• Finally … the birth of Prince George
• And, of course, the ever-escalating Syrian crisis, including the dilemma of Western involvement – a terrible situation that presents a fascinating series of questions for governments and frankly for us as well

And at Appleby, there was a terrific amount of activity.

We had our busiest season of camps in a very long time – with almost 4000 kids here – more than a 50% increase from last year. I know that many of you were helping out with the camp

I also saw many of you here for courses this summer.

Those of you who were here will know that in many ways the campus is actually busier during the summer than in the rest of the year.

And on top of it all, it is Appleby construction season. Lots has been done here in terms of renovations and building, but I’ll mention just a few:

• Girls of Walker, you are finally “in the club.” The residence is now air conditioned like the other three
• There arena ice making improvements are being completed this month
• The art classroom has undergone a complete renovation and an expansion
• The LEC has been completely re-designed and renovated. I think that it is the most interesting and well-designed learning space on campus and rates up there with top university mini-lecture theatres
• And finally, this summer, we undertook phase 2 of the 3-phase complete renovation of the Memorial Classroom Building, which was built 60 years as a memorial to the Appleby men who were killed in the Second World War. The focus this summer was the mechanical systems – plumbing, electrical, heating & cooling – and the basement classrooms and offices. To be honest there are a couple of things still being worked on:
• The classroom lighting systems are delayed, so there are some temporary ones in place. They will be replaced as soon as the new ones arrive.
• There is a little bit of painting/finishing here and there to be done
• The most notable issue – for only the next day, and it is an important one – is that the bathrooms are not quite complete. The stalls are being put in. I am confident that they will be done by tomorrow. So in interim, use some of the other ones on campus, and DO NOT take the advice of “man’s best friend” (Video clip of dog trying to teach “his beloved human” how to go to bthe bathroom outside)
• One of the other improvements is the AV system in here (the gym)
• In all seriousness – the renovations in the Memorial Building look amazing . The basement classrooms and offices have shifted from being dark, rabbit-warren, dingy places, to big, bright, beautiful classrooms. Despite being in the lower level, it certainly doesn’t feel that way at all. I think they are the nicest classrooms on campus, and they include new furniture. So, no more bolted desks, and my favourite – no more rickety, hard blue chairs that tend to collapse.

Next summer the classrooms and hallways on the upper two floors of the Memorial Building will be done.

 

I know you want to join me in thanking the many people who brought about all these transformations, in continuing to make the Appleby campus one of the very nicest, if not the best, in Canada.

Now, let me shift gears.

I said welcome back to your first day. In reality, many of you have been here for a while. All the boarders moved in late last week, and our new students were here for orientation on Friday. Our new boarders arrived last Tuesday, so there has been a lot going on.

I am not going to repeat my speech to them, but let me highlight one thing I said on Friday morning:

“Whether you are a boy or a girl; whether you are from Oakville or Mississauga or Etobicoke or Burlington or PEI or Germany or Nigeria or China; whether you bit shorter or taller than average, or a bit bigger (like me) or smaller; whether you are gay or straight; whether you are Catholic or Muslim or Jewish or Hindu or agnostic or Anglican; whether you are a jock or a geek or an artsy; or not quite sure; or whether you are a bit of everything, you have a place here.

We revel in our diversity.  And so long as you are committed to being engaged in school life and activities, and show respect for others, you have a place here, and you will be supported, and you will make friends. There is an endless supply of people, students and staff, who are there for you, who are here to help you, and who will help make sure that you feel like you belong.”

One of the things I have great confidence in, based on what you guys told me in our lunches last year, is that you, the returning students, were well taken care when you started. I know that you will ensure that you show our new members of the Appleby community every kindness and a generosity of spirit that is our hallmark. On that note, I would like you to join together to welcome all of our new students – who are an exceptionally talented and nice group – as I ask them to stand.

I have two last messages for you this morning

The first relates to a video that some of you have probably already seen. It's about time.

(Video)

While that video is about your life, the number of jelly beans can also relate to your year at Appleby. With all those jelly beans, each one is roughly equal to 2 minutes of your time over the next year.

Think of last year, whether you were at Appleby or another school. Try to remember back to exactly one year ago. What were your hopes? What were your expectations? What were your worries?

Was it just to make it through with okay marks and good friendships? Did you have any goals with respect to academics? Were you to hoping to learn a new sport or make a team? Were you planning to try a new activity? Or putting yourself out in a performance? Or focused on helping others? Or trying to learn about another culture?

And at the end of the year, what did you achieve? And how well did it match-up with what you had planned?

One of the most common pieces of advice I hear from Appleby alumni is to encourage you, our students, to use your time wisely – to be deliberate. Because your time here will go faster than you can ever imagine. Please take a bit of time this week to ask yourself what you want to feel at the end of June? What do you want to get done? What do you want to achieve?  It might have to do with classes, or co-curriculars, or relationships. Use those jelly beans wisely.

Finally, I would like to tell you about a friend of mine named Chris Taylor. CT, as he is known is about 12 years older than me and I worked with him for about seven or eight years. One of the things about CT is you can’t have a two minute conversation with him. He hits you with a tidal wave of enthusiasm and energy. Everything is always positive with him.

And whatever you do, do not ask him about his kids, or you will be there for an hour as he recounts his pride in his three sons. He is far and away the most positive guy I know.

About 12 years ago, CT was at his school and went to give blood at the clinic that he has arranged on campus. Not surprisingly, CT was one of those great donors who had donated more than 50 times and was always encouraging other to do the same. In the screening, when they prick your finger to check on blood levels, they told him that his levels were a bit off and that he couldn’t give that day, and he should see a doctor very soon.

That started a terrible journey with multiple battles with cancer – a blend of leukemia and lymphoma – it took a year to even diagnose him. He has had a stem cell transplant – and at least 3 recurrences of the cancer. It hasn’t been easy on him, but CT is doing ok and he has far exceeded what the doctors advised him was going to happen. He has twice bicycled to Niagara Falls as part of the Ride for the Cure. You may have seen him and his son (his donor) on a Princess Margaret Hospital ad.

And you know what? He is still just as positive and enthusiastic and generous as he was when I first met him. And even more, anyone who know CT is absolutely convinced that his almost unbelievable success must be due in part to his attitude and his positive nature. 

This summer, I have been listening to some shows about Philosophical Practitioners – those who use philosophy to help with counseling. And I am taken with the words of a guy named Charles Swindoll (an unfortunate name, but a wise man) who says:

“We cannot change our past, we cannot change the fact that people will act in a certain way. We cannot change the inevitable. The only thing we can do is play on the one string we have, and that is our attitude. I am convinced that life is 10% what happens to me and 90% of how I react to it. And so it is with you, we are in charge of our Attitudes.”

“The pursuit of happiness is a matter of choice – it is a positive attitude we choose to express. It is not a gift delivered to our door each morning, nor does it come through the window. And it is certain that our circumstances are not the things that make us joyful. If we wait for them to get just right, we will never laugh again.”

Any of you who have seen true poverty in the world I suspect will understand what Swindoll is saying.

To use a baseball analogy – perhaps ill-advised after the Blue Jays year, but I’ll do it anyway – this year you will get lots of hits, including some homers. You’ll get some pitches that look as big as a beach ball and you’ll hit ‘em out of the park. But you will also get some tough pitches – some knuckleballs, curveballs and even some spitballs. You will have times when you strike out.

In those times remember those words: life is 10% what happens to me and 90% of how I react to it. That is some of the wisest advice I have heard in a very long time.

So, in closing, welcome to our new students, enjoy the improvements in this incredible campus, use your jelly beans wisely, and remember life is 10% what happens to me and 90% of how I react to it.

Let’s have a great year

Creativity in Love

Now that I have your attention …

I hope your summer has gone well

 I’ve taken a break from blogging over the last six weeks as I search for new material, catch up on lots of administrative matters in my “guilt pile,” and take some holidays.

For those of us who live in the Greater Toronto Area (GTA), a sure sign of summer coming to a close is the opening of the Canadian National Exhibition (CNE.) The CNE has always been the cacophony of rides, shows, concerts, livestock, and outrageous food with the mandatory dose of odd carneys, stadium rock pulsing through the grounds, and teenagers on the prowl. This year’s version, the 135^th annual, features a very special Appleby tie involving a colleague, Darren Chow. It is a perfect example of something we talk about all the time in education – creativity.   

One of my wife and my favourite conversation starters with couples we don’t know well is asking them how they met and, if they are married, how the proposal went.  The stories usually provide interesting (and often funny) insights into the individuals and their relationships. It is also fascinating how their perspectives of “truth” are often very different.

A wise friend and former colleague of mine always talks about how the definition of success in life having to include success in relationships – with spouses, partners, children, other family members, friends, etc. Another former colleague helped me understand the nature of creativity in its broadest sense – that while it is a hallmark of the arts, creativity is also the central driver of innovation in all human endeavours, including science, business, sports, relationships, etc. Whatever the area, it is clear that giants of those fields – Bill Gates, Wayne Gretzky, Albert Einstein, Marie Curie, Mohammed Ali, Steve Jobs, Shakespeare, Da Vinci, the Beatles - got there because they could imagine things differently, and because they had the courage to pursue those different ideas.

Very few people will transform arts or science or sports or business. But we can all look to bring a little creativity into our lives and relationships. Take a look at this clip of Darren at the CNE to see what I mean.

Closing Wishes

Two weeks ago, we held our Closing Ceremonies. It was beautiful weather and a great celebration of 164 graduates and a variety of prize winners. I think the best speaker that day was the class valedictorian and outgoing Head Prefect, Alex Torrie. But here are some ramblings from me ...

Convocation addresses are interesting things. You often hear references to Telemachus and his Odyssey, or one of my favourites, Dr. Seuss’s Oh the Places You’ll Go. Last year’s oft repeated theme was “You’re not special”. And there is lots going around this year from the speeches by people like the Obamas and Oprah.

I’ve attended well in excess of 50 graduations – some lower schools, numerous high school versions, but mainly university convocations. And I remember many of the speakers, the honorary degree recipients: Prince Charles & Lady Diana, Presidents, Governors General, Prime Ministers, Hollywood stars, famous musicians, brilliant minds. But what is most strange is that I can’t really remember what they said, including at my own high school graduation. I know that is probably more of a reflection of my own memory than of the greatness of the speakers, but I don’t think I am alone.

So, what should my message be today? In light of my own memories, I thought I could sit down after a minute, and that would likely make many people very happy. But not such a wise decision in front of the Chair of the Board, my new boss. So no, I can’t let you off the hook that easily

Two nights ago at the Leaving Class Dinner, I asked Dr. Sampson’s advising group what they wanted to hear. One guy said, “We want to hear that life will be a lot easier than high school.” And while I would love to say that, it would be gilding the lily. In fact, life will be much harder than high school, but, if you have the right attitude, it can also be more enjoyable and more rewarding.

What I do want to say is: Thanks, and make five wishes for you, the Leaving Class – the Senior 2s – but only Senior 2s for another few minutes.

If you think back to the first school Assembly of the year sitting on the floor in the gym, I asked for your patience and guidance to show me the ropes as the newbie Principal. But more than that, I asked you to focus on 4 things: relational leadership, empathy, acts of kindness, sense of optimism. And especially the Senior 2 class – because you are central in defining the culture for the whole school. By doing that you would define your class and how you are seen, not just for these last 10 months, but for 5 years from now, 25 years from now, and even 50 years from now, when you will have finally qualified for a free alumni reunion lunch. And this doesn’t just apply to how you see yourselves, but also for how all the other students at Appleby see you, how your families see the class of 2013, and for those of us who work here – your teachers and staff – see you.

I’m delighted to report that we’ve done the tally. We’ve seen some “ill-advised” choices and actions; and I am certain that there even more that we never found out about, thankfully. But, more to the point, you have shown many, many, many examples of remarkable achievements, of compassion, of creativity, and, most importantly, of kindness.   You have been a super leaving class. Appleby is a better place for having had the Class of 2013 lead us into our second century. So congratulations and thank you.

I also have five wishes for you. Let me explain.

My wife and I recently attended a most entertaining dinner in honour of close friends of ours, Michael and Kelly Meighen. At that dinner, the speakers and performers were Senator Hugh Segal, Stratford’s Artistic Director Antoni Cimolino, Actors Cynthia Dale and Geraint Wyn Davies, Premier Jean Charest, and Prime Minister Brian Mulroney. Partisan politics aside, it was quite the line-up of speakers – all eloquent, funny and charming. The guests of honour referred to Kelly’s late father, Dick Dillon, a decorated war hero, Colonel-in-Chief of his regiment, first deputy minister of energy at Queen’s Park, and re-known educator as Western’s first Dean of Engineering. Michael and Kelly said that Dick Dillon’s favourite theme was Roots and Wings. And of all the great speeches that night, and even though they said nothing more on the subject, Roots and Wings is what I still remember. As soon as I heard it, I recognized that is the message I want to share with you.

When I told my dear wife, who blesses me as being my most honest and forthright critic. She rolled her big beautiful doe eyes (a look I am familiar with), and proclaimed, that is so old and everyone has done it! Of course, as usual, she is correct – it far from original. In fact, while it sounds like a song from Raffi or Valdi, the phrase was originally coined by mid-19^th Century US abolitionist clergyman, Henry Ward Beecher. But while my wife has the stylish new hat today, I have the microphone.

For those of you who were in Chapel this morning, you will sense that there is some alignment with these wishes and Canon Lennox’s sermon. You will have to determine whether great minds think alike or fools seldom differ.

My wish is for each and every one of the 164 members of the Class of 2013 is to have both deep, supportive and enriching roots to nurture you, as well as broad, strong and uplifting wings to allow you to soar.

Think about that for a moment. To fulfill your potential – and I know enough about you to say that each and every one of you has the potential to do wonderful things in your own way, whether it be in business, or in the arts, or in service to society, or in a profession, or in your relationships, or in helping others, or in some other endeavor – you have immense potential. It is our sincere hope that your Appleby experiences have opened up your minds to the possibilities of what you can do, where you may go, how great you are, and how much greater you can be. You have the ability and the tools.

What Wings is about for you, I would suggest, is not as much about your capacity, but moreso about the attitude and the courage to think boldly, to act audaciously. As Wayne Gretzky said, “You miss 100% of the shots you don’t take.” Trust your gut, use your intuition, listen to your hunches. Think big!

And it is also about overcoming the fear of the fact that the route to greatness will include some fierce headwinds as well as storms of failure and loss.  

Conan O’Brien put it more eloquently when he returned to Harvard in 2000. He said:

"I've dwelled on my failures today because, as graduates of this place, your biggest liability is your need to succeed. Your need to always find yourself on the sweet side of the bell curve. Because success is a lot like a bright, white tuxedo. You feel terrific when you get it, but then you're desperately afraid of getting it dirty, of spoiling it in any way.”

"I left the cocoon of Harvard, I left the cocoon of Saturday Night Live, I left the cocoon of The Simpsons. And each time it was bruising and tumultuous. And yet, every failure was freeing, and today I'm as nostalgic for the bad as I am for the good.”

I think that the same applies to many Appleby alumni. You are high achievers and are used to the expectation of success. Everyone wants to be a winner, and is afraid of being seen as otherwise.

However, Kareem Abdul Jabaar put it succinctly when he said “You can't win unless you first learn how to lose.”

So part of the courage of using your wings must be the confidence or at least the comfort in understanding that you’ll have some very awkward forced landings along the way, and that is okay.

So whether you are a majestic eagle, or a fleet falcon like Hadfield, or a beautiful translucent luna moth, or a crazy adventurer on a hang glider, or an obnoxious, squawking Canada Goose, I wish for you the courage to use your wings to be able to sail through these tree tops, taste the clouds, and touch the sky.

But roots are equally important. Each of us is blessed to have a foundation – an interwoven mesh of roots composed of experiences – both positive and negative, of opportunities, love, kindness, faith and support provided by some combination of family, friends, classmates, teachers, coaches, and community. I have no doubt that for almost all of you, Appleby is a central part of that collage – it is an interconnecting bond. And the Appleby roots run both deep and wide.

As you have heard many times, they will be with you for your whole lives. Appleby will always be a part of your DNA.   Whether you want it to be or not, your experiences here – you victories and defeats, times in the spotlight and those in the audience, your laughter and you tears – these experiences have shaped who you are. But just as true, you are now always part of the Appleby DNA; part of a symbiotic continuum between 101 years of alumni and a living hive of activity here with current students, employees and families. And I am sincere in my hope that you and your families will stay connected; that you will continue to support your alma mater with your thoughts, with your words, and with your deeds. We need you.

And just as the secret to flying high is as much about having the wings as it is about having the courage to use them, the thing about roots isn’t so much whether you have them or not – because you all have a roots system and foundation. I wish also that you have the self-awareness and the humility to use your roots when you need them. To lean on others when you can do with some energizing. To accept a helping hand when times are tough. It isn’t always easy for someone in university to do that. Don’t be too proud.  Recognize that every single person at this ceremony has times when they must depend on others. Many of the people whom I admire the most in the world are those individuals who are both able to reach out and provide help to others, and equally, but perhaps more difficult, to be able to ask for help from them. Part of this wish is for you to think about your Appleby classmates – whether they are your university roommate or live half a world away – to understand who needs help, and to simply be there for them in those times. That will continue to make the Class of 2013 a great class.

So in closing, I said I wish for you 5 things:

·         Strong and powerful wings, and the courage to use them to soar

·         Deep and nurturing roots, and the humility to draw from them when you need support
·         And my fifth wish for you is the wisdom to know when to use one, and when to use the other

Finally and most importantly, to end where I began, thank you for being a terrific class, thank you for your kindness, thank you for guiding the newbie principal, and congratulations on this very happy achievement.

Year End Vids

Well ... the school year has ended.

For many students, classes, games, exams and performances seem like a distant memory as the warmth of summer, the excitement of camp or the cottage, the grind of summer jobs, or the freedom of time has quickly taken the largest share of mind.

For faculty, I suspect this also the case. For non-faculty employees, however, this can be a hectic time. Between facility developments, summer camps, our ESL summer program, the summer academy, and conferences, I suspect that we will have well in excess of 5,000 people on the campus.

As I look back on the last month, there was a huge range of events and activities. From performances, to year-end dinners, to the grad prom, to exams, to chapel services, to colours presentations, to Closing Ceremonies, June was huge and fast.

The last all-school Assembly was held a month ago. It was a happy occasion to wrap up a terrific year and have the Prefects say thanks to the student body.

I thought I would share a couple of videos that were shown that morning. The first is a video of Appleby's Cantus Choir singing as the feature group on-stage at Carnegie Hall. Their selection was impressive recognition of the calibre of these singers and of the music program at Appleby. Listen to the soundtrack to get an idea how great they are.

The second was a light-hearted melange of graduating students providing advice from their current selves to themselves of one year ago (and by extension, to the Grade 11 students about to start their last year.) While it is a bit rough, the video captures the joy and happiness of the leaving class. They are a class act. (PS Look for various faculty members showing off their dance moves later in the video.)

The Future of Learning and Sleep-in Mornings - Guest Blogger

Wednesday mornings are beloved by students as “sleep-in days” because classes start at 9 am rather than the usual 8 am. I suspect that we have many Appleby families who assume that it is also a “sleep-in- day” for the teachers. And while faculty may also love Wednesday mornings (okay, okay perhaps a bit of hyperbole there, but they certainly appreciate it,) it is not because of sleeping in, but rather, the hour is provided to them as an opportunity for professional development and collaboration. Each week there is a different focus. One week it may be linked to department meetings dealing with cross-grade initiatives within disciplines, and another may relate to PD around the use of IT in the classroom.

On a regular basis, the Wednesday morning sessions are dedicated to Professional Learning Communities – teams of teachers across divisions and disciplines working on innovative models for learning. These groups meet, share ideas, plan how to implement creative new initiatives, and evaluate them. Some are very practical and others more conceptual.

A couple of Wednesdays ago, some of these were presented in small seminars for all teachers to sample. I was able to stop in to about 6 of them, and was blown away by the variety of initiatives – everything from online learning models, to the modern application of Socratic methods, to exploring how we define inclusivity. They are powerful idea s that will have a great impact of Appleby. Just as importantly, the ability for Appleby to provide this flexibility allows us to attract and keep great teachers. Appleby is a place where very good faculty have the support and opportunity to become even better. As a people-based organization, this is a huge strategic priority and advantage.

I invited Graham Altham-Lewis, our Director of Learning & Teaching Innovation, who is the leader of these programs to guest blog about that session …

 

On 29 May, faculty had the opportunity to share their best practices and projects with other faculty.  Many faculty volunteered to present and we had a mini conference named Faculty Networking Breakfast with 12 different sessions, with faculty choosing three sessions to attend. 

Sessions included:

·       Creating a multi-faceted interdisciplinary projects to both teach the curriculum to Appleby students, and for Appleby students to create a product that will educate other students such as children in hospitals.

·       How collaboration on a creative and contextual assignment grew to include real world and virtual display with twitter, vine and augmented reality.

·       How to use technology within Microsoft one-note to give better feedback for student’s work using video and audio feedback.

·       2 sessions from different perspectives using TIGEd Global platforms to set up virtual classrooms for students to connect with other classes in other countries and learn together.

·       A cross curricular project that combined English and Computer Science with grade 8 students hiring the grade 10 and 11 students and working collaboratively to achieve their interdisciplinary project.

·       Grade 9 ASCENT Project Day; faculty sharing 5 different authentic, collaborative and cross curricular projects that grade 9 students will do one of their choosing during their ASCENT end of grade 9 assessment.

·       Using the software Socrative technology to enrich learning in the classroom; students have reacted very positively to this online platform that allows very quickly to gauge student learning as well as allowing students to collectively create class content.

·       Using the idea of a flipped classroom where content and knowledge is learned at home and in class the more complex problem solving and applications take place.

·        A session about inclusivity and acceptance; following a true story of a boy with Tourette syndrome and how society treats him through his life, and what this means to us at Appleby as we create an inclusive environment for the whole community.

·       How to develop leaders of character and help Captains of sports teams to be deliberately developed; giving all students the opportunity to develop these skills.

The variety of presentations on offer was impressive indeed, and is testament to the creativity, innovation and dedication that the faculty possess to improve the learning experience for our students.  Thank you to all faculty who presented and the feedback from the sessions from other faculty has been extremely positive with faculty learning from their peers!