Happy December

Our school’s theme this month is Altruism and Gratitude, which feels fitting for this time of year. There is a deep connection between these concepts, but perhaps it’s best to start with simple definitions first. As John Bradley suggests, “gratitude refers to the practice of acknowledging and appreciating the positive aspects of our lives, while altruism encompasses selfless acts of kindness and concern for others.” From gratitude grows altruism, and from altruism grows gratitude. When practiced, gratitude and altruism foster compassion, kindness, perspective, and authentic care for others. It allows communities to flourish with an outward mindset of care and concern for the well-being of others. Beyond this clear benefit, practicing gratitude and altruism positively changes our brains! It’s a win-win. However, like with most things, we need to practice these skills so that they become an integral part of our day. How can we, as families, grow in gratitude and altruism? Here are some thoughts:
  • When debriefing the day, try not to focus on just the negative things that have happened. Certainly, we want to share and validate our thoughts, feelings, and experiences. Still, we also want to take time to acknowledge the good stuff. No matter how small.
  • Here are some prompts to get the conversation going: https://dayoneapp.com/blog/gratitude-journaling-prompts/
  • Start a family gratitude jar. Encourage family members to add to it daily, and do something fun together when it is full.
  • Gratitude alphabet. Sit with your family and share things you are grateful for, starting with the letter a, then b, then c, etc. Can you think of something for each letter of the alphabet?
  • Watch for opportunities to give a sincere thank you to others.
  • Look for small but meaningful ways to brighten someone’s day. Slow down and take time to notice those around you.
  • Send a thank you text or email to someone who may need to hear it.
  • When you are feeling frustrated with others or situations, stop, take a breath, and put it all into perspective. How much will this matter in an hour, a day, a month, or a year? Going even further, find something you are grateful for in that very moment and focus on that instead.
  • Altruist endeavours. This relates to last month’s theme of Agency and Advocacy. What does your family value? What is important to them? What issues are they passionate about? What ‘ruffles their feathers,’ so to speak? Can you turn these values into an altruistic endeavour? This year, I started volunteering for AARCS. While I did it to help animals, it fills my bucket and gives me joy. It is also one of the few places I can truly be mindful. Here are many other opportunities:

Wellness Updates

Grades K–9

Grades K–9 students have been developing self-management skills through mindfulness activities that engage their five senses, helping them pause, reset, and optimize their learning. If you have questions about wellness programming in Grades K–9, please reach out to Dylan Dean at ddean@calgaryacademy.com.

Grades 10–12

Over the past two months, students in Grades 10–12 have been exploring gratitude and taking ownership of their learning profiles as part of their wellness classes, enhancing their self-awareness. If you have questions about wellness programming in Grades 10–12, please contact me at sbraun@calgaryacademy.com.

Counselling Services and Wraparound Support

We continue to have a counsellor supporting the needs of our learners in K–8. If you want to have your child connect with her, please reach out to Jenny at jduffield@calgaryacademy.com. I am here to support the needs of our Grades 9–12 students. If you want your child to connect with me, please reach out to sbraun@calgaryacademy.com. Lastly, if you have any questions or concerns regarding your child’s learning journey, you can also reach out to our Director of Learning, Erin Ellis, at eellis@calgaryacademy.com. Have a wonderful winter break and find ways to be grateful this season! And if this season is hard for your family, find ways to connect with each other, and lean on those who love and support you.

Calgary Academy’s Black Box Theatre is filled with excitement as students and staff are adding in the final ingredients to a cauldron of creativity. Green moss hangs over a scenic forest, a table covered in playing cards is the centrepiece of a villain’s hideout, and the pointed tops of a castle can be found along the back of the theatre’s wall. Witchful Thinking: An Evil Ever After is one of the latest productions debuting at Calgary Academy. Written by Instructional Design Lead Charlotte Nixon, the show centres around a rescue after a witch and her goblin henchman do the unthinkable: crash an anniversary party! Less than two weeks before opening night, some of CA’s Junior School actors sat down to discuss how they’re bringing their characters to life on stage.

Getting into Character

Witchful Thinking is a fairy tale epic in which three princesses, Amber, Marine, and Opal, must rescue their princes after a kidnapping. Each princess has a unique personality, but they all share one thing in common—courage. The three leading ladies don’t waste time looking for their hostage husbands, travelling past meadows, lakes, and forests while interacting with a colourful cast of characters. The production’s cast and crew, especially the students, have worked hard to make fantasy a reality. After months of rehearsals, they’re starting to try on their costumes and run multiple scenes without their scripts. Jenson O., who plays the confident and popular Charming 1, looks forward to their closing night performance. He’s excited to see all his and his peers’ hard work in their final performance, where they can give it their all. “For me, it’s the thrill of finishing something you've worked on for so long. I feel like the play is a very big commitment, and being able to experience that feeling of finishing the show and doing the final closing night is what I'm looking forward to the most.” Pretending to be someone else can be difficult, especially if that character is completely different from how someone truly is. The Junior School actors have worked extensively on making their characters jump off the script pages. One student, Yasmin A., has had to play a character almost opposite from her personality. Playing the reportedly evil and emotionally complicated Witch, Yasmin had to trade her kindness for a love of mischief and spells. “I'm a witch, but I would say I'm a kind person, so I pretend I’m talking to someone else, and I try being way louder and ruder than I think I'm supposed to be.”

A Fairy Tale Springs to Life in December

Amber, Marine, and Opal have their work cut out for them in a few weeks when Witchful Thinking: An Evil Ever After opens at the Black Box Theatre. Jenson and Yasmin don’t want to spoil the audience but promise an exciting show. It offers something for everyone, including romance, friendship, and goblins playing poker. Jenson hopes the audience feels drawn in by the story and leaves with a smile on their faces.
"I want the audience to feel quite intrigued by the play and just to have a good laugh… towards the end, I want them to think, ‘that was a great play. If I could come again, I would totally do that.'" - Jenson
Watch Calgary Academy’s students take the stage from Dec. 12–14 as they showcase their acting skills and put on an unforgettable production. Don’t worry—there’s still time to snag your ticket! Visit our events page to get your tickets today!

Ms. Kim Petersen and the CA Sustainability Committee students are leading the charge to raise funds for a solar panel installation on Calgary Academy’s new Southwest Addition. This is an approved priority project for our 2024–2025 Annual Fund Campaign and is in partnership with Headwater Learning Foundation. Project Scope: 120 panels, at 600 watts each, generating 76,000 kWh per year. Cost: Panels and installation cost: $120,000 Here are three reasons why we should support this student-driven project:

  • STEAM learning: Students gain experiential learning from planning a solar project installation, and once installed, a renewable energy project on-site can be incorporated into the physics, chemistry, math, biology, and economics curriculum.
  • Reduced Energy Costs: Solar panels have little to no maintenance costs and guarantee long-term annual operational savings.
  • Lowered greenhouse gas emissions: Solar panels produce no emissions while generating electricity and have a lower carbon footprint.
At CA and HLF, we can combine solar power and giving power! Everybody wins. Each panel costs $1,000. Would your family support the purchase of a panel, panels, or part of a panel to support student learning?

Donate Now

  • Online: On the designation drop-down menu, click HLF Designated Fund – Solar Panels.
  • E-transfer: Email hlf.give@headwaterlearning.com Please add in the notes/email: Solar Panel Project.
Or reach out to Debra Klippenstein or Shauna Denney for more ways to donate to this or other Annual Fund projects. Thank you for your generosity, Your Sustainability and Philanthropy teams Ms. Kim Petersen, students committee members Karah, Nia, Katie, Megan, Jaya, Hannah, and Grace. Debra Klippenstein, Shauna Denney, and Angela Gerrish.

Happy November

Our school’s theme this month is Agency and Advocacy. Agency is the ability to act independently, make choices, and assert rights, while self-advocacy is the ability to speak up for oneself and communicate needs. Advocating is one way for our children to develop a sense of agency and feel empowered to make decisions about their own lives. Self-awareness is a key component to being able to self-advocate. We need to know what we want so we can take steps to fulfill these needs. This is a great visual to start the conversation! Both agency and self-advocacy need to be taught and practiced, and they can be fostered differently depending on the age and stage of our children. Here are some ideas to consider.
  • Talk with your child about what they value. What matters to them? What is important? Why? There are many activities online to facilitate these conversations. For example:
  • Let your children do things on their own. Resist the urge to jump in when your child/teen is struggling so that they can build skills, self-esteem, and confidence. This may mean that some tasks take longer, and schedules and routines may need to be extended to allow this independence to grow.
  • Give your child and teen chores and responsibilities around the house. Even very young children can have simple and safe chores such as putting their toys away in a designated spot. Expect that they can complete these independently and communicate that belief in their abilities.
  • Encourage your children and teens to ask for what they want and need at home and in public. Help children understand and identify what they are feeling and then articulate what they need. Model this behaviour (out in public, this could be something as simple as ordering for themselves at restaurants. For younger children, you may need to role-play what they might say to the server).
  • Have conversations with your children about the importance of setting boundaries. Help them understand what healthy boundaries look like with friends, family, and other people in their lives. Encourage them to practice setting and maintaining these boundaries. This document may help.
  • Help your child understand their strengths and passions. Provide and pursue avenues that capitalize on these. Is there a team or club that they can join? Are there volunteer opportunities that they could pursue?
  • Talk openly and honestly about learning and thinking differences. Help your child and teen understand how their brain works and what brain differences may look like in others.
  • If your child has a diagnosis of some kind, help them understand what that diagnosis means. How may this impact them? What are some supports that may help them be more successful at home and at school? When starting with a new teacher, children can complete a 3X3 card and share it with their teacher(s).
  • Involve your child in conversations about their IPP. Ask them what strategies they find helpful and teach them how to ask for what they need from their teacher. Practice using these strategies at home so that they feel confident and comfortable using them at school.
  • Resist the urge to send an email to the teacher advocating for your child. Instead, encourage your child/teen to talk with their teacher and/or send their own email first (obviously, there may be times when we, as parents, do need to jump in, but hopefully this isn’t the norm).
This article has some excellent tips on developing self-advocacy skills. The suggestions are broken down by age and specific diagnoses. Check it out!

Wellness Updates

Grades K–9

MindUp is in full swing. Students have been learning about their Mindful Brain and the stress response. They have also been practicing ways in which they can better regulate their emotions. If you have questions about wellness programming in Grades K–9, please reach out to Dylan Dean.

Grades 10–12

Students have been discussing this very topic: Agency and Advocacy. They are exploring their IPP and diving into their learning profile. If you have questions about wellness programming in Grades 10–12, please contact me.

Counselling Services and Wraparound Support

We continue to have a counsellor supporting the needs of our learners in K-8. If you want to have your child connect with her, please reach out to Jenny. I am here to support the needs of our Grades 9–12 students. If you want your child to connect with me, please reach out. Lastly, if you have any questions or concerns regarding your child’s learning journey, you can also reach out to our Director of Learning, Erin Ellis. Serena Braun Registered Psychologist

The learning process is incredibly complex. Reading a book isn’t as simple as picking up a novel and turning the pages. There are many steps to recognize and understand words and then put them into sentences. Students can excel in one area of their courses while feeling challenged in another. Every learner at Calgary Academy is unique, and the WIN (What I Need) program is here to help students receive the support they need. It’s a staple of the Academy program in Junior School—helping students shine through a community approach between teachers, students, and CA’s Learning Team.

WIN, WIN, and WIN Again

Every student brings unique academic strengths to their desks in each class. Reading comprehension (understanding the meaning of something just read) may come naturally for some learners, while others need more time to process the same information. Everyone has varying challenges in learning, whether in math, science, or another subject, but with dedicated effort, students can improve many of these foundational skills. However, scheduling individual work time while covering the necessary course content in class can be difficult. The average school day is jam-packed with different courses. This is where WIN comes in—a block of time for students to address their growth areas to benefit their daily classes. With built-in time in the school schedule, students receive much-needed support. Calgary Academy’s Director of Learning, Erin Ellis, understands the value WIN has for young students.
“For many students, the allocated WIN block allows for extra time practicing specific skills that are foundational for achievement in grade level curricular outcomes.” - Ms. Ellis
A typical WIN session involves a group of students, often from different classes, working together with their teachers to progress on similar skills. The expertise of CA’s Learning Team shines in these sessions, which feature support in writing, numeracy, and reading for students' individual needs. Ms. Ellis notes that WIN encourages a community of learners at Calgary Academy. Classrooms can work alongside the Learning Team to split into small groups, each focused on a specific student growth area. This approach to learning has been a pillar of the school since the 1980s. In the past, this concept was referred to as remediation, but WIN better emphasizes the incredible work done at the school. "What I Need introduces an element of demystification for learners in that they explore a strengths-based approach to better understand their academic challenges."

Preparing for Now, the Future, and Beyond

WIN is present throughout Junior School at Calgary Academy, providing students with several years of support to work on foundational skills before they enter Grades 9–12. Academic data helps CA teachers identify what focus children need during their WIN sessions. Data from previous schools, assessments, standardized testing, and the teacher’s expertise help guide WIN groupings. According to Ms. Ellis, these created smaller groups are intended to stay together for several weeks, but students may move as their academic needs grow. As children move through the grades and enter Senior School, their time in WIN can inform learning strategies or accommodations (assistive technology, extra time on tests, modified instructions, etc.) students can use. These accommodations are essential for many people as they graduate from Calgary Academy and possibly pursue university. Learning is a complex process, and everyone has strengths and challenges. However, dedicated time and support can help students improve these skills, better understand their learning strengths, and identify what assistive technology they may need. With WIN, Ms. Ellis understands its impact extends beyond the classroom—it helps set students up for success for the rest of their lives.
“Scheduling daily WIN provides a structure for targeted foundational skill development. This is essential in the younger years. As the complexity of curriculum increases, the WIN focus can shift to incorporate executive function skills that consider study and test-taking strategies… those tools that influence their post-graduation years.” - Ms. Ellis

Approximately 45 minutes away from Calgary Academy and located right by Sibbald Lake is Camp Connect, which many CA students have visited this October. While CA students have gone on bonding trips many times over the years, it’s become an increasingly vital part of fostering connections off-site. The camp has amenities galore for visitors—archery targets, low ropes, gaga ball pits, and space for a warm and comfortable fire. Surrounded by beautiful scenery, it’s the perfect place to relax and make lasting memories. Camp Connect has been the place for connection between Calgary Academy students and teachers for the last month. Junior and Senior School classes have all spent whole-day bonding trips at the camp to set a strong foundation for the school year.

One Day at Camp, Year-Long Memories

While academics are the focus of education, effective learning is more than remembering course content. Relationship building is crucial for every classroom, regardless of age, grade, or subject matter. Students spend hours in their classes each week, and feeling comfortable asking questions or requesting support can make a significant difference in their schooling. Senior School teacher Zach McDonald (who planned the Grade 10 trip) understands the impact community can have on someone’s school experience. Having relationships with students throughout the school makes him an approachable and reliable teacher.
“I think what sets Calgary Academy apart from other schools is the sense of community here… we're always going to care about academics, but in order to be successful, we have to have really strong relationships.” - Mr. McDonald
Mr. McDonald and the Grade 10 teachers and students visited Camp Connect in early October. They spent a day playing disc golf, practicing their archery skills, making crafts, navigating the low ropes course (a favourite for Mr. McDonald), and finally, sharing a meal together before eating marshmallows around the campfire. The Grade 10 teachers split students into small groups, allowing them to make new friendships and mingle outside their regular classes. These same connections and relationships have developed throughout Calgary Academy. The Grade 7s visited Camp Connect on Oct. 7, and Junior School teacher Emilie Haensel, who planned the activities for their grade, noted how beneficial the trip is for the start of the school year. Classrooms can dive headfirst into their course content but spending a day outside getting to know each other can break the ice between students and their teachers. Ms. Haensel remembers the words she learned when first starting at Calgary Academy: “when you have a strong relationship with your students, the rest falls into place.” With a background working at summer camps, Ms. Haensel planned a variety of activities, from making bead lizards at arts and crafts to a grade-wide round of animal tag, where students pretend to be herbivores and carnivores and try to tag each other while hiding in Camp Connect’s surrounding forest. Many students step out of their comfort zones on these trips, getting to show a different side of themselves. Students can be silly, make jokes, and see their teachers differently than before.
“For the students who might find school to be a stressful place, they can go to camp and think, ‘now I get to be myself, and my teachers get to be themselves.’” - Ms. Haensel
With a month of Camp Connect trips having come and gone, Calgary Academy teachers are looking forward to more grade-wide activities. Community and relationship building is essential throughout the year, and the teachers have plenty planned for the year. Mr. McDonald looks forward to planning more events this school year. His students have already asked when they’ll return to Camp Connect. He believes that “sometimes, students just need a break.” A day away from the classroom can help students come back refreshed and with a greater appreciation for their classmates and teachers.

Happy October

Our school’s theme this month is Resiliency and Perseverance. I believe these are two of the most important skills to develop. Without them, how can we face what life throws at us and still manage to keep going? These skills are key factors in protecting and promoting good mental health. I recently read that the opposite of anxiety is resilience, and I tend to agree with that statement. It is important to note that resiliency is not about pretending everything is fine and remaining silent when things are challenging. Quite the opposite, in fact. We need to communicate our needs and feelings, ask for help when needed, and then find ways to tackle these challenges in a healthy manner. There are many things we can do to help our children develop their ability to "bounce back" from hard things and grow in the process. Drawing from the American Psychological Association, here are 10 things towards which we can work.
  • Make connections. Encourage your children to put their phones away in order to make real life connections with others. Teach them how to listen with empathy, hear different perspectives, and work through interpersonal challenges with respect and understanding. Relationships can be hard, and they take work. This work can be very humbling at times.
  • Help your child help others. Find ways to use your child’s talents to help and support others. Not only does this boost their self-esteem and happiness, but it also gives them perspective on the lived experiences of others. Everyone has a story.
  • Teach the Circle of Control. Help your child understand and focus on what they can control. This is an important skill that will serve them well both now and in the future. The Circle of Control includes the things you can control, the Circle of Influence includes the things you cannot control but can possibly influence with support, and the Circle of Concern includes the things you cannot control. (This Photo by Unknown Author is licensed under CC BY-SA-NC)
  • Teach about self-care. Talk with your child about what it means to take care of ourselves. Model it! Encourage play, exercise, rest, mindfulness, and adequate nutrition.
  • Nurture a positive self-view. Challenge negative self-talk and practice positive affirmations. (I have some affirmations written on my bathroom mirror, and my daughter likes to add to those). Recognize and celebrate your child’s successes and failures. Remind them of past struggles and how they got through those, even if it was really hard.
  • Encourage your child to try new things. Better yet, encourage them to do something they think they are not good at. My daughter won’t go bowling because she says she’s “bad at it,” but I keep asking her to go. (I have to admit, this is something I need to work on myself and model better. I tend to avoid things at which I am not good. There is another goal for me!)
  • Keep things in perspective. I say this with caution because we cannot determine what is a “small problem” vs. “a big problem” for someone else. We all experience emotions and sensations differently, and we need to acknowledge and validate all feelings first. Once our children are regulated, we can then talk about the problem. Sometimes I like to frame it as, “how much will this matter to you tomorrow, next week, next month, next year, etc.” Depending on their age, you can also talk about how much this present challenge will impact their future goals or how much it relates to their personal values and what really matters to them.
  • Accept change. Teach your child that change is inevitable. Model this by responding to unexpected changes in an authentic and healthy manner. Remind your children that there are many things we cannot control. For our neurodivergent children, change can be very difficult. We need to acknowledge and affirm our child’s feelings and do our best to prepare them for the next time things don’t go as planned. Perhaps creating a mantra to repeat like, “I can accept change” will help or try connecting the situation to a passion area somehow. For example, if they love Ariel from The Little Mermaid, talk about examples from the movie where Ariel faced and accepted change.
  • Move toward your goals. Teach your child to set reasonable goals and then help them to move toward them one step at a time. Establishing goals will help children focus on a specific task. This can build the resilience needed to move forward in the face of challenges. At school, break down large assignments into small, achievable goals and acknowledge accomplishments along the way to larger goals.
  • Validate feelings without rescuing. Okay, take a breath. As parents, we want our children to be happy, so we tend to remove barriers and obstacles that get in their way. The problem with that approach is that we are sending the message, “you can’t handle this on your own!” When adults jump in to fix everything, it actually harms the child. It changes brain development and makes children more vulnerable. We stunt confidence and resilience. Children don’t learn how to problem solve or how to experience manageable stress and uncomfortable feelings. We know that those feelings aren’t dangerous, they’re just really yucky. So, what might this look like in practice? Well, it might mean sending our children to school when they are feeling anxious about something. It might mean having conversations about perspective-taking. It might mean saying something like, “that sounds really hard. What are some ideas you have to solve this problem?” It might mean not letting our children call home whenever they need reassurance (obviously, there are times we need to step in as parents when there is something harmful happening, but we need to remind ourselves that anxiety, for example, is not dangerous). And the list goes on. My mentor once said that children should do for themselves whatever is reasonable for their age and stage. That resonated with me. For example, have children pick out their clothes, do simple chores, pack their own lunch and backpack, order for themselves at restaurants, and advocate for their needs. All of these things encourage growth, confidence, and resilience.
For more information, download this toolkit. The image below comes from this great resource.

Wellness Updates

Grades K-9

MindUp is in full swing. Students have been learning about their Mindful Brain and the stress response. They have also been practicing ways in which they can better regulate their emotions. If you have questions about wellness programming in Grades K–9, please reach out to Dylan Dean at ddean@calgaryacademy.com.

Grades 10–12

Students have been discussing this very topic: Resilience and Perseverance. They have completed a questionnaire in hopes of identifying their strengths as well as the areas in which they may need to stretch themselves. If you have questions about wellness programming in Grades 10–12, please contact me at sbraun@calgaryacademy.com.

Counselling Services & Wraparound Support

We continue to have a counsellor supporting the needs of our learners in K–8. If you want to have your child connect with her, please reach out to Jenny at jduffield@calgaryacademy.com. I am here to support the needs of our Grades 9–12 students. If you want your child to connect with me, please reach out to sbraun@calgaryacademy.com. Lastly, if you have any questions or concerns regarding your child’s learning journey, you can also reach out to our Director of Learning, Erin Ellis, at eellis@calgaryacademy.com. Serena Braun Registered Psychologist

When someone thinks of architecture, the first thing that comes to mind may be the large Gothic cathedrals originating from France or the Art Deco style of many famous buildings scattering New York City. However, the interior of a building is equally important and impressive. Interior design is all about planning and creating a space that feels comfortable and complements its purpose. It’s also known as interior architecture in other areas of the world, and there are many competitive university programs across Canada. CA alum Ashling Carnegie ('22) can't help but analyze the spaces she enters as an interior design student at Vancouver Island University (VIU). In her third year of post-secondary studies, she's looking forward to working on commercial and residential projects in the future.

Building Foundational Skills for University

Ashling attended Calgary Academy from Grades 4–12, graduating in 2022. Experiencing learning challenges at her previous school, the extra support offered at CA benefited her studies. Throughout her nine years at the school, Ashling made many memories. She fondly remembers her trip to Ecuador and the Galápagos Islands with the International Travel Studies (ITS) program, which offers students the chance to explore new cultures and enhance their altruism, and participating in the annual Dig Pink volleyball tournament, which supports breast cancer research. In all her time at Calgary Academy, Ashling appreciates the skills she built the most. Time management and advocating for her learning needs have been paramount in her challenging degree.
"The skills we get taught at Calgary Academy in terms of being proactive with your homework, how to study, and advocating for support have helped me. I would say advocating for myself has carried and transferred into doing well in university." - Ashling

Designing Her Future on Vancouver Island

Ashling currently calls Vancouver Island home, where she attends VIU. Coming from a family of engineers, she never expected to study interior design when she was younger. However, sees the early signs of her future passion when reminiscing about her childhood. She remembers a trip to Europe when she was around seven years old—she became obsessed with the different styles of architecture surrounding her. She loved watching the contractors working around her home when her parents completed a renovation, and she watched tons of HGTV shows growing up (the Property Brothers were a particular favourite). Ashling recalls first exploring interior design in Grade 10 when she worked with the school's career counsellor on her post-Calgary Academy plans. "In Grade 10, they had us doing these compatibility tests… I discovered interior design and started researching it. That's when I became super, super passionate about it." Several years into her degree, Ashling has settled into VIU, made plenty of connections, and loves being on campus—which sits on a steep hill overlooking the Pacific Ocean. She tries to experience its beauty whenever possible, like walking through the Japanese gardens or watching the cherry blossoms and magnolia trees bloom in spring. The interior design program is challenging, but Ashling is fulfilled by the project-based learning. Her courses keep her schedule full, but finishing an assignment brings relief and a feeling of pride.
"My projects are massive. I think I've spent more than 100 hours on just one of them. It always feels great when you finish one—there's just a wave of relief." - Ashling
While Ashling has a few more semesters ahead of her, she'll enter the work world soon for internships during her summers. After graduation, she hopes to help design residential as well as commercial buildings (anything not considered a home). "Ideally, I want to get into my industry working before I graduate. I would love to get into an architecture or interior design firm… I want to experience working on both commercial and residential projects." An ambitious person, Ashling is excited about her future. She's keeping her career options open but hopes to one day help design someone’s home from the ground up. She encourages everyone to follow their passion, whatever it may be. When you're passionate about your future, you can tackle the challenges involved, no matter their size.

Each school year begins fresh at Calgary Academy, with newly set-up classrooms, new faces joining the teaching staff, and teachers switching grades. However, you can always find one teacher in Senior School: Kristy VandeGraft. Your favourite teacher's favourite teacher, Ms. VandeGraft, is well-remembered by many CA alums years after graduating. Her connection with her students and love of the CA community has made her a powerhouse educator and cherished teacher.

Seventeen Years at Calgary Academy

Ms. VandeGraft found her teaching niche before she ever stepped in front of the classroom. Working with various children's camps at the YMCA, she ran day camps, home-school and after-school programs for all ages. She found her fit working with older teenagers, which translated well when she became a teacher—she saw her career as a natural progression. Ms. VandeGraft enjoys seeing students discover themselves as they move through Grades 9–12, whether it's finding a new hobby, favourite subject, or potential career interest.
"I like the older grades because you can have these real conversations. I feel like students start to come into their own… you see them discover these realizations about what they like or don't like." - Ms. VandeGraft
Ms. VandeGraft has been at Calgary Academy for 17 years now. During this time, she's seen the school grow and change with new technology, new paint on the walls, and even new additions to the building. This year she has even joined the Blended+ program, teaching in a hybrid setting. No matter the school's changes, she feels that what makes CA special has stayed the same. Being a teacher is Ms. VandeGraft's job, but she has stayed at Calgary Academy because of its community. “When I started, our school was much smaller. But even as we've grown, that sense of community has been maintained… I have met some of my best friends here. I have gone through hard things with people here. I have gone through great things with people here, and it really is like a second family to me.”

Celebrating Her Students’ Formative Years

A core part of Ms. VandeGraft's teaching style is relationship building. She sees trust as essential for educating students. While she has lessons to teach, her students need to know they are in a safe place to make mistakes and truly learn. Ms. VandeGraft sees herself as a champion for her students—someone who always supports her classroom. In her words, "students need a cheerleader, not just in school but in life."
"I want my students to know that it's okay to make mistakes and that I will help them work through them… Curriculum objectives must be met, but ideally, students learn about themselves and gain skills to work through challenges outside the classroom.” - Ms. VandeGraft
As a Senior School teacher, Ms. VandeGraft sees her students experience many firsts—first jobs, cars, university applications, and more. Her classroom isn't just a place for academic learning but a space where personal growth is nurtured and milestones are celebrated. To her, seeing her students succeed, academically and personally, drives her as a teacher more than anything. It’s her favourite thing about teaching—something that is unlikely to change with time. "Academic successes are great. We'll celebrate all of those, but really, it's the personal successes. Whether it's 'I got my first job' or 'I got my driver's license,' all of that stuff to me is, hands down, the best part about teaching."

Stand in Calgary Academy's Main Gym and look up at the various banners adorning the walls and you'll see one that stands out for the humongous names covering it. You won't need to squint to see two particular names, Eddie and Joey May ('16), written in huge bubble letters on the 2014–2015 senior boys rugby championship banner. It's been nine years since they left the school. Their lives post-graduation are different, but the brothers once again live together in Fredericton, NB, while Eddie completes his law degree and Joey works in the Canadian Armed Forces.

Lessons and Memories at Calgary Academy

Eddie and Joey attended Calgary Academy from Grades 7–12, graduating in 2016. Being twins, they were always together growing up, and this didn't change when Eddie went to CA. Knowing his brother would be attending a different school soon, Joey decided to join him and go to Calgary Academy. "I remember in Grade 6—we were talking with our family, trying to figure out where we might go to junior high school. My parents were looking at having Eddie go to Calgary Academy, and I remember deciding I didn't want to be somewhere other than he is." The brothers have many fond memories from their CA days, including a week-long trip to Vancouver Island, where they rode on an old military boat (formally known as the HMCS Fortune). They built meaningful relationships with their teachers and classmates and participated in school sports, where they won their rugby championship in Grade 11. Eddie notes that his teachers were essential in providing successful learning strategies he still uses today. They always pushed him to strive for his best, even if a test or assignment initially felt challenging. His hard work has paid off in his post-secondary education. "At the time, I think it was something I was frustrated about, but looking back, I found Grade 12 English class difficult. Then I ended up in university, where I was regarded as a fantastic writer among my classmates." The REACH (respect, enthusiasm, altruism, commitment, and respect) principles made a particular impact on Joey. Reflecting on his time in school, he sees how important these values are in teaching someone how to act and treat others throughout life.

Reunited in New Brunswick

Until recently, Eddie and Joey had not lived under the same roof in years. After high school, they played a year of Junior A hockey together before moving to different teams. With time, the brothers went on their paths—Eddie completed his undergraduate degree at the University of Victoria, and Joey attended the Royal Military College of Canada in Ontario. Joey was approached about playing for the military college in Kingston in his final year of junior hockey. After researching what his future could hold, he accepted and joined the Regular Officer Training Plan, allowing him to earn an undergraduate degree and a job simultaneously. Eddie became interested in law during his Bachelor of Commerce degree in Victoria. He loved spending outdoors surfing and hiking and eventually became interested in an Indigenous energy project in British Columbia, becoming fascinated with the prospect of a future career in a similar industry. "I felt that getting a law degree and pursuing a legal career would be able to get my foot in the door to work on either energy law or resource law with an Indigenous focus." Seeing a future he was passionate about, Eddie looked to where he could go to school and settled on the University of New Brunswick for its smaller classes (which was something he appreciated at Calgary Academy) and proximity to Joey, who was stationed in the area. Joey was only 15 minutes from campus, and being so close to each other once more, the brothers decided to live together for the first time in seven years. Looking to the future, Eddie and Joey are excited about their respective career paths. Eddie looks forward to finishing his law degree and entering an industry where he can continue evolving. Joey is excited to continue building his skills and taking advantage of the diversity of opportunities he has in the military. However, both brothers are living in the present, appreciating their time together. Joey doesn't know what the future truly holds but knows that their relationship will never change, no matter the distance between them. "We don't know where our lives will take us, but as brothers, I don't see our relationship changing… I'm excited to spend the time I have with Eddie and see him at law school. I'm glad I get to show him a part of my life, too."