Leadership Talks

The Leadership Talks Podcast features Amy Crummer, based as a Principal with Avon Maitland District School Board.Description:When we talk about serving equity-serving or unique populations in a public system - it's not just about doing the work but rather its about doing it intentionally and thoughtfully. A big part of this is listening, being humble, ensuring  safety and a sense of belonging to the people we serve. The individuals who live these experience every day know what works and what doesn't. We need to include their voices in the decisions, and steps of change along the way. That's where the engagement, trust and true impact begin.We must also look honestly at the systems that keep inequities in place, and think about the barriers that exist, how do we challenge, change and overcome them? That means rethinking the status quo, shifting resources, and asking ourselves, who benefits from the way things are now?We also need to hold ourselves accountable, measure our impact, and to be honest about what's working and what isn't. Vulnerability is a gift - when you can create sense of belonging and trust with others who are from a different community than you - positive and united change can happen!OUR GUESTAmy Crummer, AMDSBHOSTSLawrence DeMaeyer – Professional Learning Consultant, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning and Engagement, Ontario Principals’ CouncilLindsay Diakiw - Professional Learning Consultant, Ontario Principals' CouncilSeason 2 Episode 13 Transcript

The Leadership Talks Podcast features Gillian Kajganich, based as a Principal at West Ferris Secondary School in Northy Bay with NNDSB, and also welcomes Krista Tucker Petrick who is a Principal at Chippewa Secondary School in North Bay with NNDSB."Friends don't let friends be a principal alone." Over the course of a 15-year interwoven journey in education, we have cultivated a critical friendship-- one that emphasizes “critical” when necessary and “friendship” when it matters most. Leadership in education can often feel isolating and deeply lonely, making it essential to build a strong, supportive network.  We propose taking this idea further to developing critical, trusting relationships with colleagues that foster both professional and personal growth. These relationships serve as a vital support system. As we strive to grow as leaders, vulnerability and trust become essential. A deep friendship offers the kind of honest feedback that others may hesitate to share and that we may not always want to hear.  When faced with complex situations, a critical friend can help navigate the path forward by weighing pros and cons objectively, without a personal stake. In this podcast, we’ll explore the importance of being and having a critical friend. We’ll share examples from our own experiences, reflect on how we support each other, and of course, include a few funny stories along the way. OUR GUESTGillian Kajganich, NNDSBKrista Tucker Petrick, NNDSBHOSTSLawrence DeMaeyer – Professional Learning Consultant, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning and Engagement, Ontario Principals’ CouncilSeason 2 Episode 12 Transcript

The Leadership Talks Podcast welcomes Nicole Aloise, based in the Toronto District School Board. This session explores targeted interventions of a Scarborough high school that supports the learning and excellence of Black students, centered around anti-oppression and anti-racism.Learning how a whole school journey with a focus on a critical discourse on the impact of race in education, increased the development of a progressive teaching & learning culture, based on critical reflection and anti-racist discourse.Through leadership capacity building school, school staff fuse theory into practice through a PLC model that entails staff engaging in critically conscious pedagogy that focuses on the impact of race, identity and education. Using CRRP as the foundation, staff challenge /critique dominant cultural norms and narratives that uphold the status quo collective vigilance which purposely sustains the traditional educational trajectories of black and racialized students in public education.  This longitudinal PLC model has increased staff awareness and understanding of the impact of power imbalances, centering of whiteness , power and privilege, systemic and institutional racism, and the effects on the education system, their individual practice and student outcomes.For more information about Leadership and PLC Learning resources, please contact Nicole Aloise  via email at [email protected]. OUR GUESTNicole Aloise, TDSBHOSTSLawrence DeMaeyer – Professional Learning Consultant, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning and Engagement, Ontario Principals’ CouncilSeason 2 Episode 11 Transcript

The Leadership Talks Podcast welcomes France Thibault, former Superintendent with the Ottawa-Carleton District School Board, for a conversation where she shares her experience leading teachers through the experience of the "Lesson Study". France found the strategies transformative for her professional practice, for the teachers' cross- and interdepartmental  collaboration, for the development of profoundly creative differentiated instruction to reach all students, and to build a learning community which embraced critical thinking among both the students and the teachers.France also mentions her experience with Cooperative Learning and the weekly meetings of small groups of schools where Principals were able to deepen their understanding of their role and share their experience and knowledge. The parallels were obvious, and this work was received enthusiastically throughout her tenure.Additional Resources: John Hattie's Visible Learning: the Sequel: A synthesis of over 2,100 Meta-Analyses relating to AchievementP14: Lucy West P16: Lucy West - QuestioningP28 Lucy West - Culture of Classroom Discourse Leading Lesson Study: A Practical Guide for Teachers and Facilitators by Jennifer Stepanuk et alOUR GUESTFrance Thibault, OCDSBHOSTSLawrence DeMaeyer – Professional Learning Consultant, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning and Engagement, Ontario Principals’ CouncilSeason 2 Episode 10 Transcript

The Leadership Talks Podcast has highlighted a variety of stories and perspectives so far brought forward by colleagues involved in different aspects of the education ecosystem. We are pleased to be able to offer a conversation with Dr. Emily Caruso Parnell, who pursued doctoral-level studies while working as a school administrator with the Rainbow District School Board and has since transitioned to teaching full-time at Laurentian University.While Emily originally thought she was presenting the topic of doctoral studies as an idea for someone else to discuss, she nonetheless has joined us to share  some practical information regarding time management, the logistics of the dissertation process, and the process of choosing a supervisor as well as some commentary on personal challenges and valuable learning experiences. OUR GUESTEmily Caruso, RDSBHOSTSLawrence DeMaeyer – Professional Learning Consultant, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning and Engagement, Ontario Principals’ CouncilSeason 2 Episode 09 Transcript

In this episode of Leadership Talks, we are pleased to welcome Lesley Kennedy from the Peel District School Board. As an administrator, Lesley has consistently found meaningful ways to ensure school and community remain deeply connected in every school she has served.In a time of shifting educational landscapes and shrinking budgets, community partnerships have become more essential—and often more accessible—than school leaders might expect. Local restaurants, small businesses, service clubs such as Lions and Optimists, and even large corporations like McDonald's, Tim Hortons and Amazon are increasingly eager to support schools.  These partnerships can offer financial help, in‑kind donations, and volunteer opportunities that enrich learning and strengthen school communities. By tapping into this network, administrators can stretch limited budgets, enrich educational experiences, and build stronger ties between schools and the broader community, ultimately benefiting the students they serve.Just as important as receiving support is giving back. Community engagement is not one‑sided; it is built on reciprocity. Walking with students, staff, and families to understand the value of service, whether through food drives, environmental projects, hikes or acts of kindness, helps shape caring community members and future citizens. When students learn to contribute, they gain empathy, responsibility, and a deeper sense of belonging. By fostering partnerships that both support schools and encourage students to serve, leaders can create relationships that are meaningful, sustainable, and transformative for everyone involved.OUR GUESTLesley Kennedy, Peel DSBHOSTSLawrence DeMaeyer – Professional Learning Consultant, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning and Engagement, Ontario Principals’ CouncilSeason 2 Episode 08 Transcript

In school and system leadership it is critically important to understand the leadership and learning profiles of our team and what strengths they bring to the table. For this episode of Leadership Talks, Michael Blackburn joins us from Limestone District School Board, to discuss how through a strengths-based leadership approach we can maximize the potential of our school teams and foster a culture of collaboration, trust and risk-taking. The podcast will highlight his personal leadership journey in understanding himself and how to support a team to understand each other and the gifts and strengths they bring to their work.Michael currently has the role of Associate Superintendent of Curriculum and Program Services - ITS and Continuing Education. He is open to new connections and invites school leaders to reach out by emailing him at [email protected] GUESTMichael Blackburn, Limestone DSBHOSTSLawrence DeMaeyer – Professional Learning Consultant, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning and Engagement, Ontario Principals’ CouncilSeason 2 Episode 07 Transcript

In this episode of Leadership Talks, Aamer Zuberi, an elementary principal with the Peel District School Board, explores the power of building meaningful connections with local communities. He emphasizes the importance of fostering a reciprocal relationship where school leaders actively listen to community voices and collaborate with an engaged school council. Through this approach, schools can share their vision more effectively and create inclusive opportunities for community members to participate in shaping school leadership.OUR GUESTAamer Zuber, Peel DSBHOSTSLawrence DeMaeyer – Professional Learning Consultant, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning and Engagement, Ontario Principals’ CouncilSeason 2 Episode 06 Transcript

For this episode, Nina Jaiswal, a former superintendent with the Peel District School Board, consultant, coach and facilitator, joins Leadership Talks to share some of her experiences and insights gained during projects she has been involved in while delivering professional learning to educational leaders in international spaces. Working with a senior team at a district in Sweden on executive leadership skills, provided an opportunity for her to learn the strategies they use to elevate student wellness. This cross-pollination and sharing happens in a bi-lateral manner. Ontario school leaders can build capacity in managing relationships with staff who have come from other countries by recognising cultural differences and expectations.Nina continues to build partnerships with Ontario school boards and works with international groups to support educational leaders from countries i.e. Korea, Peru and the UAE on their learning journeys. To meet the needs of groups accessing her expertise as a consultant, she draws on all the skills she developed during her career to support the next generation of administrators.To learn more about what OPC offers, visit the Global Learning Opportunities portal.OUR GUESTNina Jaiswal, retired Peel DSBConnect with Nina through -LinkedIN profileEmail - [email protected] DeMaeyer – Professional Learning Consultant, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning and Engagement, Ontario Principals’ CouncilSeason 2 Episode 05 Transcript

Sara D’Angelo shares her passion for social justice, anti-oppression, and trauma-informed practice in education. She talks about how she models leading from the heart with a focus on building relational trust and offering voice and choice. The intentional use of the school improvement process viewed as a multi-year plan produced results for a school community to arrive at an environment reflective of the 3Cs –collective care,collective commitment andcollective choice of courage to be the change.Thank you for engaging with this podcast conversation. We hope it helps deepen understanding on how to create the conditions for Black, Indigenous, mis-served students' successes in a contemporary, trauma-informed school setting. Sara continues to learn and shares best practices to equip school leaders with suggested multi-tented, trauma-sensitive model / frameworks for schooling in today's complex school system. Sara invites colleagues who have questions or would like further support to reach out to Rosaria.D'[email protected] GUESTSara D'Angelo, Toronto DSBHOSTSLawrence DeMaeyer – Professional Learning Consultant, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning and Engagement, Ontario Principals’ CouncilSeason 2 Episode 04 Transcript

In today’s classrooms, educators shape not only academic outcomes but also the emotional and psychological safety of their students—especially those students who have experienced trauma. Dr. Jackie Eldridge, formerly of York Catholic District School Board, joins us on Leadership Talks, to share her personal trauma story, where school became a refuge. This talk will explore the critical role teachers and administrators play in creating trauma-informed environments that transform both student success and school culture.Trauma isn’t just an event—it’s the emotional and physiological response to an experience that overwhelms a person’s ability to cope. For students, trauma can arise from abuse, neglect, racism, poverty, or violence. When unaddressed, it may appear as defiance, withdrawal, anxiety or inattention—not as a lack of desire to learn but as a nervous system in survival mode.  Trauma-informed practice is a mindset—a shift from “What’s wrong with you?” to “What happened to you?” and eventually, “What’s strong in you?” It’s about recognizing signs of trauma, responding with empathy, and avoiding harm through punitive systems.  Administrators must model emotional intelligence, foster psychological safety, and embed trauma-informed values into every layer of school life. Teachers, on the frontlines, build safe, responsive classrooms and protect their own well-being too.  Ultimately, trauma-informed practice isn’t a program—it’s a paradigm. The most powerful tool in any school is the adult who chooses to see, hear, and believe in every child.  Let’s explore together practical strategies, tactics and skills that can be immediately applicable in classrooms.OUR GUESTDr. Jackie Eldridge, formerly York Catholic DSBHOSTSLawrence DeMaeyer – Professional Learning Consultant, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning and Engagement, Ontario Principals’ CouncilSeason 2 Episode 03 Transcript

Joining us for this episode of Leadership Talks is Sheena Yap Chan, bestselling author of The Tao of Self Confidence and Bridging the Confidence Gap with Wiley, and a renowned speaker on leadership and empowerment. Sheena shares how confidence-building strategies can transform leadership potential, especially for women in education. This conversation explores the unique challenges women face in leadership, actionable steps to build self-belief, and how cultivating authenticity can inspire and empower teams.Drawing on her books and lived experience, Sheena will share practical advice for school principals and leaders on fostering inclusive environments where diverse voices are celebrated. From navigating cultural expectations to bridging gaps in confidence that hold women back from leadership opportunities, Sheena offers both inspiration and actionable tools. Listeners will walk away with strategies to strengthen their leadership presence, uplift others, and create schools rooted in equity, authenticity and visibility.OUR GUESTTo find out more or connect with Sheena, visitLinkedIN - https://linkedin.com/in/sheenayapchanall other links - https://sheenayapchan.com/linksHOSTSLawrence DeMaeyer – Professional Learning Consultant, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning and Engagement, Ontario Principals’ CouncilSeason 2 Episode 02 Transcript

This episode takes us global!We welcome Lisa Piquette, OPC International Learning Lead, and Ana Mena, principal with the Trillium Lakelands DSB, in a conversation about OPC’s International Exchanges which is a job shadowing experience that immerses administrators in a personal and professional learning journey as they spend time learning with school leaders in other countries, shadowing them in their daily work, living in their homes, and experiencing life as they do. In this session you will hear what participants have to say about their experiences, the impact on their professional practice and advice to anyone considering participating in an international exchange. Further information about registration, the current roster of participating countries and deadlines can be found on the webpage for International Exchanges - Ontario Principals Council.OUR GUESTSAna Mena, Trillium Lakelands DSBLisa Piquette, OPC International Learning LeadHOSTSLawrence DeMaeyer – Professional Learning Consultant, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning and Engagement, Ontario Principals’ CouncilSeason 2 Episode 1 Transcript

This podcast is dedicated to empowering Principals to prioritize their well-being while navigating the challenges of educational leadership. Vinita Mongia, a recently retired Principal and now a Leadership Consultant for School Leaders, introduces her transformative “CALM” Resilience through Self-Care Framework, designed specifically for Principals. Vinita shares actionable self-care strategies, that not only enhance leadership effectiveness, but also reduce stress. Her insights will inspire you to invest in your personal leadership journey, fostering greater CALM, CONFIDENCE, and clarity in your role. Unlock the power of well-being in your leadership—tune in now to transform your success from within, feel inspired, and reignite your “CALMfident” leadership journey.Join Vinita on January 29, 2025 from 7:00-8:00 p.m. EST for a webinar where she shares more specific examples of how to apply the CALM framework to school leadership. Vinita will also share her journey and encouragement for school leaders to engage in personalized leadership development. To register and attend this FREE informative webinar, visit https://lu.ma/20eleojr.RESOURCES:Biography and personalized leadership development servicesCALM resilience through self-care frameworkCALM placemat for personal reflection handoutOUR GUESTVinita Mongia, Peel District School BoardLinkedIn - @vinita mongiaWebsite - www.vinitamongia.comEmail - [email protected] DeMaeyer – Professional Learning Consultant, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning and Engagement, Ontario Principals’ CouncilEpisode 24 Transcript PDF

Joining us for this episode is Nicole Andrée Vernon, who shares with us how she explored the ways in which Equity might support the success of our Mathematics classrooms and at the institutionalized level.Teaching Equity and Mathematics (T.E.A.M.) Leadership is a mathematical leadership initiative that she developed in 2022 to monitor instruction, guide student learning, and build on school mathematical education improvement processes. T.E.A.M Leadership ensured that students were centered, reflected and affirmed within their classrooms and schools.The primary goals of T.E.A.M. were to consider our mathematical classrooms, institutional & system issues from an Equity, Diversity and Inclusive lens, as it relates to:AccessAchievementIdentityPower within our mathematical classrooms.  As a lead learner, Nicole focused on teaching practices that included opportunities for students to engage in active learning, and to probe, analyze and evaluate The Silenced Dialogue - the voices of those who have been marginalized because of race, gender, socioeconomic class, dominant language & ethnicity. Nicole continues to ensure that one’s teaching is within the context of ‘a system vision of excellence in education,’ and continues to co-construct shared reflections and encourage critical, courageous dialogue in collaboration with a network of courageous critical friends about the impacts of structures, power relations and mathematical inequalities. OUR GUESTNicole Andrée Vernon - Durham District School BoardHOSTSLawrence DeMaeyer – Professional Learning Consultant, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning and Engagement, Ontario Principals’ CouncilEpisode 23 Transcript PDF

Josh Windsor joins us in conversation with Dr. Alison Yeung to share how they have worked together to educate parents regarding the use of cell phones and the impact of social media on teen mental health. Josh has implemented some school wide flexible policies to support student learning and assist students to self regulate with regards to their use of social media during learning time.   OUR GUESTSAlison Yeung, MD Family MedicineInstagram @thesmartphoneeffectmdJosh Windsor - Waterloo Region District School BoardHOSTSLawrence DeMaeyer – Professional Learning Consultant, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning and Engagement, Ontario Principals’ CouncilEpisode 22 Transcript PDF

Integrating circles is a simple, yet profound, practice to positively impact individuals in a school community. The goal of this podcast is to share information on how circles can be implemented in varied ways. Goals include building a strong sense of community, promoting active listening and restorative practices, and creating safe and inclusive learning environments.   ARTICLES and RESOURCESUsing Circles: quick tips handout. Inclusive, Safe and Caring Programs, Ottawa-Carleton District School Board.What You Need to Know About Community Circles. OCDSB Mentally Healthy Classrooms 2023, Ottawa-Carleton District School Board.Fisher, Douglas and Frey, Nancy. 2022. Community Circles Build Restorative School Cultures. ascd educational leadership, September 2022Riel, Margaret. 2000. Learning Circles: Virtual Communities for Elementary and Secondary Schools. eric.ed.gov ED441665Amos, Clifford. 2013. Teaching Restorative Practices with Classroom Circles. Center for Restorative Process and San Francisco Unified School District.OUR GUESTKim Esdaile - Ottawa-Carleton District School BoardHOSTSLawrence DeMaeyer – Professional Learning Consultant, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning and Engagement, Ontario Principals’ CouncilEpisode 21 Transcript PDF

This podcast, with guests Linda Cotnam and Sharlene McHolm, will give an overview of the classroom realities, in a way that only experienced educators can bring. They discuss what self-regulation is and what it is not. Together we invite our audience to explore the factors that impact self-regulation for both the child and the adult supporting them.As school leaders, we play key role in addressing student achievement. This can be difficult when students have poor self-regulation. We know that self-regulation is a key component to so many aspects of a child’s life, including social relationships, academics and dealing with conflict. Being able to self-regulate is essential, and due to its importance, is a key part of Kindergarten programming/curriculum. What factors need to be considered? How should one react? Considering that self-regulation skills are so vastly different, not just in Kindergarten students but all the way into high school and sometimes even adulthood, what are the key factors that affect this and what does research say? We know the tension between exciting play-based learning and what teachers and DECEs struggle with when you have a child or three in the classroom that cannot handle the choice that it represents. How do we provide great provocations that will help all students and extend the learning of the brightest? Join us as we unpack in this episode.OUR GUESTSLinda Cotnam - Waterloo Region District School BoardSharlene McHolm - Waterloo Region District School BoardHOSTSLawrence DeMaeyer – Professional Learning Consultant, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning and Engagement, Ontario Principals’ CouncilEpisode 20 Transcript PDF

Students clearly express that they want to see themselves in what they learn. For this episode, Andrea Gill joins us to share some of the student led projects that have taken place in her schools.  By fostering student voice in schools, student interest and goals are centred in their learning. Student census data alongside qualitative data, supports initiatives in learning that reflect student identity, lived experiences and community funds of knowledge.Project-based learning increases engagement in students as they are in the drivers’ seat for their learning, with the educator serving as a mentor who scaffolds tasks and provides feedback. This model of teaching increases collaboration across the school fostering interconnection, increasing community-based school model and inter-peer coaching, mentorship and leadership. This is an exciting and engaging conversation to have and Andrea looks forward to sharing it.OUR GUESTAndrea Gill - Halton District School BoardHOSTSLawrence DeMaeyer – Professional Learning Consultant, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning and Engagement, Ontario Principals’ CouncilEpisode 19 Transcript PDF

Please note that this episode mentions self-harm and/or suicide. While we don’t want to cause anxiety or stress, we acknowledge that this may be the experience for some people. If needed, we encourage you to reach out for support to a trusted friend or colleague, another personal resource or your organization’s Employee Assistance Program. Included for your reference is TDSB's resource page for Immediate Support/Help.Robert Durocher (Métis/French, he/him), centrally assigned to the Urban Indigenous Education Centre of Excellence, partners up with Jordan Applebaum (he/him) to discuss the importance of Gender and Sexuality Alliance’s (GSA’s) in schools to support 2SLGBTQQIA+ students and community members. Affinity groups can work together to lead, centering Indigenous, Black, and racialized student voices. It is a crucial time to focus on joy for Two-spirit, Indigiqueer, trans, 2SLGBTQQIA+ students and communities with intersecting identities. This is why Robert and Jordan are sharing their experiences in this episode and why they support GSA staff advisors through the TDSB GSA Network which reaches students and staff across the system. Initiatives include the annual EnVision Conference, Two-spirit, Indigiqueer Conference, Queer Nature walks, GSA Network Meetings, and 2SLGBTQQIA+ Pen Pals for literacy, joy, education, and building community connections.TDSB GSA Network has a website and helps organize events, such as conferences, field trips for GSA members and Pride events. For more information visit: TDSB GSA NetworkOUR GUESTSJordan Applebaum, Toronto District School BoardRobert Durocher, Toronto District School BoardHOSTSLawrence DeMaeyer – Professional Learning Consultant, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning and Engagement, Ontario Principals’ CouncilEpisode 18 Transcript PDF

School leadership provides a wonderful opportunity to influence change and growth. Schools naturally foster high achievement and celebrate those that walk our halls. Unfortunately, sometimes the strategies also reinforce perfectionist tendencies, foster self-sabotage and invoke the feeling of being an imposter. As a (former) Principal, Lorraine LaPointe’s passion continues through studying the heart-mind-body connections and applying the latest brain research to create healthier habits of achievement, self-esteem and self-acceptance. This is needed today, more than ever! Through her company, Head Heart Synergy, Lorraine mentors, coaches and has authored the book Perfectionism Unplugged. She joins our podcast to share some powerful insights, metaphors and transformational stories showing how to turn fear of failure, anxiety and self-doubt, into the fuel for success.OUR GUESTLorraine Lapointe - retired Durham District School BoardHOSTSLawrence DeMaeyer – Professional Learning Consultant, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning and Engagement, Ontario Principals’ CouncilEpisode 17 Transcript PDF

Michelle Sigmann is a principal, a certified wellness coach and an author of a book that guides individuals through a framework of setting goals and actionizing their visions. Her leadership style lends itself to authentic ways of teaching and leading. In this conversation with Leadership Talks she touches on her personal story where overwhelm and stress almost had her at rock bottom. The experience galvanized her new outlook and is now fuel for her passion for supporting and coaching others.  School leaders tend to believe that they should have all the answers. Michelle speaks about real, sustainable work and action that can be implemented. You can show up feeling less overwhelmed and stressed. You can balance the busy and transfer renewed energy into strategies that can be used in your school building.  Consider starting your day with you (5-10 minutes) using these three easy guidelines:Build up your self worth, be in control of your thoughts.Identify stressors by writing it down to reflect and take control / prioritize. Be patient with yourself while you implement good habits.Resources (with notes from Michelle):Time Audit - I briefly talked about trying to find time in your day. When you complete this audit make sure to do your busiest day. The goal is once you fill it all in to try and find 15-20 minutes in your day to replace it with a habit that is for you. Please reach out to me for a more detailed guidance on this.Power Statements - In the podcast, I talked about the importance of reframing your mindset by using positive self-talk / power statements. The science behind this is more than just the words. Do this each day for yourself and see the changes in your mindset and the way you show up in your workplace and home!OUR GUESTMichelle Sigmann, Durham District School BoardIG - @michellefitnessmommaLinkedIN - @Michelle SigmannWebsite - www.wellnessmichelle.comEmail - [email protected] DeMaeyer – Professional Learning Consultant, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning and Engagement, Ontario Principals’ CouncilEpisode 16 Transcript PDF

This conversation is with Dinusha Gunasingham and Samantha Stephen, who join us as representatives of the Transformational Administrators' Network; a group of administrators and educators invested in championing change management. With a focus on whole school implementation (for the benefit of ALL students), this group co-created the Transformative Administrators' Toolkit (TAT), an administrative toolkit that includes resources, materials, tools and frameworks that can be utilized by administrators to shift white supremacy culture by deprivatizing practice, employing evidence-based processes, setting direction through high expectations, centering and affirming students’ intersecting identities and fostering a climate of collaboration, responsibility and accountability that includes students, families and staff as active agents.  Dinusha and Samantha highlight for listeners how they have used the 6-week Co-learning and Instructional Cycle, included in the TAT toolkit, to foster positive student outcomes. It is a proactive, responsive and intentional tool created to action a transformative process to address disproportionalities in special education. The framework provides scaffolded support for educators to work in community with students, families and colleagues using critical discourse to complete an evidence-based process with a focus on problematizing practice and not students, as well as encouraging ongoing and purposeful critical reflection of current pedagogy.   Dinusha and Samantha were not able to consolidate all 6-weeks of the cycle for us in the podcast episode due to time constraints, however, they wanted to express for listeners that Weeks 4 - 6 continue with the collection of student and staff driven dialogue and data. Then analysis of the specific goals and intentional teaching strategies for when, in Week 6, a review team comes together to assess if the cycle should:(a) Continue.(b) If a referral to ISSP for a more intensive evaluation of supports (both school and / or community based) is required.(c) Discontinue with monitoring.  The purpose of the 6-week Co-learning and Instructional Cycle is to action, in the most effective and intentional way, an individualized program to meet students' specific academic and socio-emotional needs using informed instruction.  To further benefit students and support colleagues the Transformational Administrators' Network is open to sharing more information* on the TAT toolkit. Contact Dinusha at [email protected] or Samantha at [email protected]. *Note, the tool will only be shared with support in understanding the conceptualization. This allows the creators to ensure that the elements, use and framework are not used in a manner that operates outside of their original vision. They welcome inquires from anyone who is interested and open to a conversation and/or learning session.OUR GUESTSDinusha Gunasingham, Peel District School BoardSamantha Stephen, Peel District School BoardHOSTSLawrence DeMaeyer – Professional Learning Consultant, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning and Engagement, Ontario Principals’ CouncilEpisode 15 Transcript PDF

As the school leaders of Peel Elementary Virtual School, Raquel Cariati-Cardoso and Sumeeta Merwar, have comprehensive understanding of virtual learning's role in the educational landscape. Their insights are backed by practical experience that focus on ensuring that students' diverse needs are met effectively in an innovative virtual space. Having been at the forefront of implementing virtual learning methods that cater to individual student, Raquel and Sumeeta have many success stories and examples that demonstrate how virtual learning has positively impacted the students that attend virtual school. There is flexibility to provide comprehensive support, specialized resources and an inclusive learning environment for all students. This is not the same virtual learning that happened during the pandemic.OUR GUESTSRaquel Cariati-Cardoso, Peel District School BoardSumeeta Merwar, Peel District School BoardHOSTSLawrence DeMaeyer – Professional Learning Consultant, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning and Engagement, Ontario Principals’ CouncilEpisode 14 Transcript PDF

For this episode of Leadership Talks, we welcome Anjali Bajaj, a secondary vice-principal with the Toronto District School Board.Anjali shares how leading for equity impacts the mental health of school administrators, a topic which she presented in the spring of 2023 OPC Vice-principal Symposium. While acknowledging post-pandemic realities, there is a greater need to support student & staff mental health due to tensions faced by school leaders. The impact of trauma / stress on our health and practice, include compassion fatigue and racial battle fatigue. What then are the tangible practices that are available for aligning both self & community care. How do we to hold colleagues/staff accountable to equity practices, while also maintaining personal wellness? This is where strategies such as mentoring/coaching of equity conversations, the SMHO cultural humility tool and the importance of partnerships can be used to widen the circle of care around a school community.OUR GUESTAnjali Bajaj, Toronto District School BoardHOSTSLawrence DeMaeyer – Professional Learning Consultant, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning and Engagement, Ontario Principals’ CouncilEpisode 13 Transcript PDF

In this episode, Lisa Cole shares how inclusive design approaches may provide an opportunity to co-design and co-implement programs that make system impact in STEM education. She plays a pivotal role at York University’s Lassonde School of Engineering, which launched k2i (kindergarten to industry) academy in June 2020 with a mission to create an ecosystem of diverse partners, committed to dismantling systemic barriers to opportunities for underrepresented students in STEM. The k2i academy engages with youth by bringing STEM to life – connecting directly to school boards and their classrooms, offering innovative work-integrated learning programs, and partnering with community organizations to provide unique, hands-on STEM learning opportunities. Today, they have grown to reach 27,000+ students, teachers, families, and community members, spending 230,000+ hours in virtual and face-to-face engagements, generating almost $6M in funding.  The k2i academy works with system leaders in publicly funded school boards. They are committed to working with diverse partners to question current systems, create opportunities for collaboration, investigate challenges, and design approaches to implement in partnership.  About k2i: https://lassonde.yorku.ca/about/our-values/kindergarten-to-industry-k2i-academyAbout Lisa Cole: https://www.linkedin.com/in/lisa-limcoleOUR GUESTLisa Cole – Director of Programming, k2i academy | Lassonde School of Engineering | York UniversityHOSTSLawrence DeMaeyer – Professional Learning Consultant, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning and Engagement, Ontario Principals’ CouncilEpisode 12 Transcript PDF

School leaders are tasked with ensuring the health and safety of the students and staff in school buildings. Many would wonder how to manage when a challenging situation elevates to a level that is out-of-the ordinary.Steve Oliver joins the Leadership Talks team for a conversation to share his journey and what he learned from handling a high profile situation so that colleagues can recognize the resources that are at their disposal to navigate challenging circumstances, while leading in a way that prioritizes and supports the wellness and resiliency of the students and staff in their school community.OUR GUESTSteve Oliver, Halton District School BoardHOSTSLawrence DeMaeyer – Professional Learning Consultant, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning and Engagement, Ontario Principals’ CouncilEpisode 11 Transcript PDF

Diane Merhi's story is a testament to the fact that there is no one set pathway to leadership. In this Leadership Talks, Diane shares her personal journey, beginning as an office administrator, transitioning to educational assistant, and eventually taking on teaching and leadership roles. Her lived experiences as a first-generation immigrant navigating the school system, combined with her experiences as an educator, have deeply informed her approach to leadership.   Diane also discusses the importance of representation, including different perspectives when building your staff team and actively cultivating inclusive spaces for students and the school community so that they feel they belong. She points out that there is no “easy button” to leadership and encourages colleagues to believe in their self-determination, hard work and resilience. She invites everyone to continue to question current practices and processes to create positive change.  Listen now for more valuable takeaways shared by Diane Merhi.OUR GUESTDiane Merhi,  Ottawa-Carlton District School BoardHOSTSLawrence DeMaeyer – Professional Learning Consultant, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning and Engagement, Ontario Principals’ CouncilEpisode 10 Transcript PDF

Our conversation with Karen Timm spotlights her passion and expertise in neurodiversity.Neuroaffirmative practice is an essential skill for school leaders, though many may not yet feel equipped to lead in this area. As the growing body of authentically informed research shows, embracing neurodifferences through human rights informed practice is not just beneficial for neurodivergent students and staff, but it fosters anti-oppressive thinking and helps to create habits of mind which are anti-colonial, anti-racist and anti-ableist. When activated through an intersectional approach, our efforts to embrace communication differences, normalise stimming and foster acceptance of authentic ways of being, can have a lasting impact across all dimensions of equity. By challenging ourselves to reframe outdated notions of “normal”, we can become better equipped to lead change that benefits all. By unlearning with intentionality alongside our school communities, we can build safe, inclusive and accessible learning and working environments.Neuroaffirmative practice is pivotal on this journey. As an Autistic school leader and founder of the Neurodivergent Infinity Network of Educators and the NeuroRealMe affinity network for school leaders, Karen is uniquely positioned to support critical reflection, unlearning and neuroaffirmative school improvement planning. Join as a co-learner on this journey to reframing normal!  To continue this work in community with NINE or NeuroRealMe, or access resources aligned to neuroaffirmative practice, refer to the NINE website: https://sites.google.com/ddsb.ca/nine/homeOr find us on X: @NINE_On_Can and @KarenAnnTimmOUR GUESTKaren Timm - Durham District School BoardHOSTSLawrence DeMaeyer – Professional Learning Advisor, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning, Ontario Principals’ CouncilEpisode 9 Transcript PDF

At Andrea Carnegie’s school, they work on leveraging student voices, especially the voices of Black, Indigenous and students who have been historically marginalized. This empowers students to have more ownership and agency over their learning.For this episode of Leadership Talks, Andrea shares with us the importance of grounding teaching and learning through a variety of pedagogical practices, such as, Culturally Relevant and Responsive Pedagogy (CRRP) and the emphasis on students' intersecting identities. She touches upon how student voices are leveraged, the tools and resources that are necessary for student voices to be amplified, how amplifying student voices can have the ability to re-culturize learning spaces, and the impact that centering student voices has on student learning and well-being.OUR GUESTAndrea Carnegie - Peel District School BoardHOSTSLawrence DeMaeyer – Professional Learning Advisor, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning, Ontario Principals’ CouncilEpisode 8 Transcript PDF

With the current demand for Technological Education for K – 12, Brent Coakwell joins us on Leadership Talks to share his passion for the trades. He’ll discuss how it’s possible to empower and enhance the experience for students, while supporting principals in an area many are looking to develop a deeper understanding. There are ways principals can help each other through the deep work needed to build capacity in Technological Education. Brent also talks about considerations for planning, timetabling, budgeting, and safety, as well as supporting and mentoring new Tech staff as they enter the field of education. Don’t miss this episode!OUR GUESTBrent Coakwell - Halton District School BoardHOSTSLawrence DeMaeyer – Professional Learning Advisor, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning, Ontario Principals’ CouncilEpisode 7 Transcript PDF

Update - Shortly after the release of this episode, we received feedback that the term “walks” is not inclusive as not all individuals walk. We should have included terminology that is universal and does not stem from ableism. We decided to keep this episode available as it does highlight ideas and strategies to support instructional leadership. As we re-evaluate resources, strategies, etc. to support leadership, we are committed to intentional learning about ableism in schooling and society, including our language, that perpetuate bias, barriers and oppression. We encourage our Members to learn more about ableism in education and to reflect on how that shows up in their practice as they find other learnings within this podcast. In this conversation, we chat with Bev Freedman about how COVID disrupted the ways we, as leaders, engage in schools and classrooms. She reminds us of the importance of intentional monitoring of teaching/learning in classrooms.Teaching Learning Walks and Rolls (TLWR) provides a framework to capture observations not only individual classrooms, but rather a broader analysis across classrooms creating a tapestry of learning. There isn't an emphasis on a single data point, instead TLWR uses the data across multiple visits to classrooms, across all grades and subjects, as assessment for learning. When combined with other information, observational data can be used to develop trends and patterns to inform system/school planning. Providing collegial feedback using observational data becomes a form of pedagogical documentation providing the basis for collaborative inquiry, which can increase collective efficacy.Presence in classrooms also increases principal credibility, because feedback is job-embedded, based on on-going, evidence-based teacher practice. TLWRs moves the practice from automatic to intentional using a framework to focus on various forms of evidence in teacher practice. Effective leaders are present and collaborative. TLWRs are evidence-based. Engaging and collaborating – purposeful presence is good for your health and your mind.Let us engage, be purposefully present and learn together!If you are interested in a copy of the monograph that is referenced in this episode, visit here.OUR GUESTDr. Beverly Freedman, Educational Services ConsultantHOSTSLawrence DeMaeyer – Professional Learning Advisor, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning, Ontario Principals’ CouncilEpisode 6 Transcript PDF

Gurmeet Gill, our guest in this episode of Leadership Talks, has been using school wide and community read alouds to bring the community together. The intentional selection of books support school success goals around equity, including celebrating Black Excellence, learning about Canadian history with the lens of Truth and Reconciliation, and celebrates our students and community. Gurmeet’s support of read alouds, engaged community members, students and staff as her schools’ special guests and as readers. She invites you to embrace your passion, be intentional and take risks as a leader. For herself, she has found exciting work in this area that continues to flourish in many ways.OUR GUESTGurmeet Gill - Peel District School BoardHOSTSLawrence DeMaeyer – Professional Learning Advisor, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning, Ontario Principals’ CouncilEpisode 5 Transcript PDF

Please note that this topic may be challenging for different reasons, and while it is not our intent to cause anxiety or stress to anyone participating or listening, we acknowledge that this may be the experience for some people. If needed, we encourage you to reach out for support to a trusted friend or colleague, another personal resource or your organization’s Employee Assistance Program. In this session, Barry Bedford joins us to discuss the realities of being 2SLGBTQQIA+ in today's schools. There is a need to challenge homophobia and heterosexism in school communities (unintentional or intentional) to help create safer, more inclusive learning environments and workspaces. As school leaders, let’s think about how to model best practices for including 2SLGBTQQIA+ issues.OUR GUESTBarry Bedford - Retired PrincipalHOSTSLawrence DeMaeyer – Professional Learning Advisor, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning, Ontario Principals’ CouncilEpisode 4 Transcript PDF

For this episode, we have Jennifer Shortreed joining us to share some of her experiences working on innovative structures that improve student outcomes over the years, most frequently in Design thinking, Student Success and Online Learning.As a System Principal with 15 years secondary administrative experience, she has activated staff on innovation in new modular credits in student success, innovation labs with packaged credits, remote learning that centers the student, and recently blended learning. In this conversation, Jennifer outlines leadership moves, relationship tools, and the key aspects needed to ensure success on an innovation in your school, across schools, or across the system. When students are in the heart of a human centered design process, the unimaginable becomes a practical reality.GUESTJennifer Shortreed - Waterloo Region District School BoardHOSTSLawrence DeMaeyer – Professional Learning Advisor, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning, Ontario Principals’ CouncilEpisode 3 Transcript PDF

In an elementary school that is deemed "high need" within Ontario, the context of the learning is as important as what is being taught and by whom. In our conversation with Umar Qureshi, he discusses his research proposal compiling leadership competencies and standardized considerations to support school leaders. Could leadership considerations be added to the Ontario Leadership Framework (OLF) given the diverse academic and socio-economic circumstances at high need elementary schools in Ontario? A consistent leadership framework to address the student achievement gap would be beneficial with the layered nature of school principalship.The question of how to effectively support student achievement for at-risk students in high need schools must be addressed to ensure educational equity. A systemic and structured leadership framework that consistently supports students Ontario-wide is important to implement in order to ensure an equity based school leadership approach that will reduce student achievement gaps.OUR GUESTUmar Qureshi – Hamilton-Wentworth District School BoardHOSTSLawrence DeMaeyer – Professional Learning Advisor, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning, Ontario Principals’ CouncilEpisode 2 Transcript PDF

Joining us in conversation is Kingsley Hurlington to discuss the question - Ever wonder why some youth are seemingly crushed by stress in their lives while others seem to thrive? Resilience is the capacity of individuals to navigate their way to well-being in the face of adversity. In an interactive workshop, we explore how the principles of resilience can be applied by teachers with individual students, classroom communities and entire schools in practical and meaningful ways that bolster social, emotional, mental – and ultimately – academic and personal success.OUR GUESTDr. Kingsley Hurlington - Kawartha Pine Ridge District School BoardHOSTSLawrence DeMaeyer – Professional Learning Advisor, Ontario Principals’ CouncilSusie Lee-Fernandes – Director of Professional Learning, Ontario Principals’ CouncilEpisode 1 Transcript PDF

Welcome!Join our hosts Susie and Lawrence to hear more about what Leadership Talks is all about. We are looking forward to our conversations with leaders in education sharing their passions, areas of expertise and authentic stories about what drives their leadership journey.Please consider joining us as a guest to share your story. Leadership Talks Proposal FormINTRODUCING OUR HOSTSLawrence DeMaeyerProfessional Learning Advisor, Ontario Principals’ CouncilLawrence has been an educator for over 30 years. He started his career as an elementary teacher before moving to secondary school where he spent over a decade as a Business Teacher and Department Head. He then served for 10 years as a secondary Vice-Principal and Principal. As a Principal, Lawrence held system-level leadership positions as a School Support Officer and Principal of Modern Learning. He has also served as a Superintendent of Education and Superintendent of Leadership Development and School Support. Lawrence’s passion for developing people, system learning, and innovation led him to join OPC in February of 2021 in the role of Professional Learning Education Advisor.Susie Lee-FernandesDirector of Professional Learning, Ontario Principals’ Council Susie has served in education for over 23 years in the roles of teacher, principal and superintendent with responsibilities for equity, special education and leadership development. She is a dedicated educator and life-long learner, committed to culturally responsive leadership and authentic collaboration with community partners. In her current role as Director of Professional Learning for the Ontario Principal’s Council, Susie is honoured to support principals and vice-principals in exemplary school leadership at the local, national and international levels.Episode 0 Transcript PDF