Description

I did my undergraduate degree with a major in physical education and a minor in sociology at York University. I grew up ten minutes away, so it was nice to save money and live at home. I was a starting power hitter on the men’s varsity volleyball team for four years and I was also an assistant coach with the women’s program for one year. I moved on to Western University for grad school to complete a Master's Degree in Kinesiology. I taught undergraduate practicum courses in volleyball, badminton and physiology. I was also the teaching assistant for my thesis advisor’s Canadian Sport History course, which all first year kinesiology students took. During my second year there, I became the head coach of the women’s varsity volleyball team. The Centre for Olympic Studies at Western was just opening as well, and I had an opportunity to work very closely with the founder who was a member of my thesis committee. After graduating, I moved back home and attended U of T to earn my B.Ed. 

I was very fortunate during my post-secondary education to be involved in many programs that allowed me to interact with a variety of leaders. Whether it was a professor, coach, teaching assistant or administrator, I always valued my experiences under their tutelage. It made me understand that working hard and sharing your passion for your subject area with others, has a tremendous impact on the development of meaningful programs. In the area of volleyball, we held numerous skills camps for younger athletes as well as the National Coaching Certification Program (NCCP), where coaches, many of whom were teachers, attained their volleyball certification. During this time I became a certified NCCP instructor for indoor and beach volleyball, the Spikes Program, which introduced volleyball to younger kids and the provincial officials’ certification program.

My teaching career began with an LTO at LCVI two weeks before I completed my B.Ed. in April of 1994  They needed a phys. ed. qualified individual to replace a teacher on medical leave. After 2 LTOs and supply work, I was the second permanent hire at the Adult Ed. Centre in Lindsay when it opened in March of 1995. As the low person on the seniority list, I was bumped to FFSS and then back to LCVI.  From 1998 until 2000, during Mike Harris’ common sense revolution, my wife Mary (teacher at LCVI) and I taught at the George Washington School in Cartagena, Colombia. Students earned an American and Colombian diploma and many continued their post-secondary education in the United States. Since Italian was my first language, learning Spanish was quite enjoyable. Mary and I took Spanish lessons two nights a week during our first year there. I was the head of physical education and the athletic director. I taught every single student from grade 1-12 (approximately 500 students). 

Similar to my post secondary experiences, I had worked with a variety of people in different educational institutions.  I saw firsthand how administrators work, and I was able to determine which characteristics are most effective.  

We visited LCVI when we returned to Lindsay after our first year of teaching in Cartagena. I chatted with Mike Trusz who was one of the VPs. I was describing our experiences and future plans. It was at that point that he said I should consider getting my PQP qualifications. I had already worked with him and he seemed to think that I would be a good fit as an administrator. It is amazing how a short conversation like that can have such a big impact. I was flattered, because he was a very effective administrator and I had a lot of respect for how he did his job.  

I signed up for my junior qualification, which was the first time the Queen’s Faculty of Education offered an on-line course. I was fortunate because I had to do it from Colombia, since our second year had just begun in mid-August. When we completed our two-year contract, we came back to Ontario and I did my PQP Part 1 that summer through Brock University and my PQP Part 2 during the evenings through the Durham Board once the school year began.

I became a VP at IEW in the fall of 2002. After 4 years there, I moved to FFSS as principal. At the end of 2 years I went back to IEW, and was principal for 11 years. I am now in my third year as principal at LCVI. I would never want to leave the secondary school environment. I love welcoming kids in grade 9 and seeing them develop over their four years in our school. I have worked with wonderful people - fellow administrators, teaching staff, EAs, secretaries, custodians and the great folks who work out of the board offices. Not to mention, I have enjoyed connecting with students and families in all three school communities.

My immigrant parents always told me, “Mark, we are lucky to be in Canada. Please make sure you listen to your teacher/advisor/boss and respect them. You can learn from everyone no matter how old you are.” I guess I have never forgotten that. 

Some Other Thoughts

1. We are blessed - Working with young people is so meaningful. We are very lucky to be educators in TLDSB. Our contracts/salaries are very similar to any other boards, in areas where the cost of living is way higher and a variety of urban challenges impact schools on a daily basis. The quality of life is truly outstanding and as leaders in our schools, we have to promote that positive culture through our own behaviour on a daily basis.  
   
   
2. Covey’s Habit #1 - Be proactive - Be the most visible member of the school community. The first person to arrive and last to leave. Wander everywhere. It allows you to develop relationships with all stakeholders and it makes you understand how everything is working. If there are issues/concerns/suggestions, do not ignore them. The last thing you ever want someone to say about you as a principal is “I don’t know if s/he is at school. We never see him/her when stuff happens. I don’t even know who our principal is.” 
   
   
3. It’s people, not programs - Regardless of the size of any secondary school in TLDSB, there is a pathway for every student. It is the collective work of staff that creates this. Make sure you hire well when you get the opportunity. Do your research and do not be afraid to ask if staff who already have jobs elsewhere, may be interested, especially if they share your beliefs. Make everyone accountable, but trust them and give them some professional freedom.
   
   
4. Keep learning and share it - Read a lot. Be an active member of ASCD and/or PDK International. Excellent resources for an administrator. Here is a great article in this month’s ASCD Express Four Must-Do's for Empowered Principals