When Grade 10 math teacher Zach McDonald walked through the ancient stone hallways of Angkor Wat in Siem Reap, Cambodia, taking in the hand-carved displays of Hindu gods at work, the cavernous size, the heavy heat, “I felt like the luckiest person alive,” he says, “to be in this incredible place with this amazing group of people.”

Two groups of Calgary Academy students and teachers travelled to Cambodia and Vietnam this spring break for International Travel Studies (ITS)—20 Grade 12s and 20 Grade 10s and 11s, each group accompanied by three school staff. The Far East offered up experiences that educated, challenged, humbled, inspired, and forged new bonds between all that made the journey. Everyone returned with a profound new appreciation for home. Here are five lessons the CA travellers are bringing home to Calgary.

Lesson 1: Giving Back = Joy

Every ITS trip has a service component, and this year, CA students helped out at a small school in Phnom Penh, Cambodia. The students laid bricks, painted, and helped build a garden.

On the last day, the Grade 12 group brought a few goodies for the Cambodian students, among them toothbrushes and toothpaste, which prompted a toothbrushing tutorial. As the CA students doled out some hats, music played in the background, and a dance party broke out. The Grade 12s lifted the Cambodian kids on their shoulders, dancing, everyone lost in the moment, smiling and laughing.

“That was the most I smiled on the trip,” remembers Mr. McDonald. “It made me so happy to see our students interact with and make a difference in these kids’ lives.”

Lesson 2: Things We Won’t Take for Granted Any More: April Snowfall, Thermostats, Orderly Traffic, Recycling, and Privilege

The Cambodian students crowded around the Grade 10s and 11s to tell them how badly they wanted to come to Canada and see snow. For the native Canadians, it seemed almost funny to think of snow as exotic.

Grade 11 student Ava T. certainly gained a new appreciation for her home climate while laying bricks and painting on a 50-degree, 100% humidity day. “It made me appreciate things I had not even thought to appreciate before,” says Ava. “Like the fact that we can heat and cool our buildings. I was excited to come home and just feel a gust of wind on my face.”

Another thing that shocked Ava was the mopeds—whizzing around cars, buses, safety and/or traffic laws seemingly gone by the wayside.

Grade 12 trip leader Maggie Heintz was struck by the plastic bottles everywhere, which made her reflect on how easy it is to toss a plastic bottle in a blue bin at home.

“We live so differently and are so privileged,” Ava reflects. “The average annual salary in Vietnam is about $3,500. It puts into perspective how much we have.”

Lesson 3: Experiencing History is Different than Studying It

Both groups stopped at the Killing Fields in Phnom Penh, Cambodia, as well as the War Remnants Museum in Ho Chi Minh City, Vietnam.

A couple of the Grade 12 students had done projects on Pol Pot’s Khmer Rouge regime, and under their rule from the mid to late 1970s, nearly a quarter of Cambodia’s population died of execution, disease, or starvation.

“Even if you’ve learned about it in school, you don’t have a full appreciation for it until you see and hear firsthand what people went through,” says Ms. Heintz.

The groups also toured Vietnam’s War Remnants Museum, as well as the hand-dug Cu Chi tunnels communist guerrillas used during the Vietnam War.

Grappling with this history was not easy, and the students and teachers debriefed with conversations about how it felt and what it meant. History gave shape and context to the culture and the people they met along the way.

Lesson 4: The Calgary Academy Community is Pretty Special, and These Trips Enrich School Life for Everyone

“I’ve never felt more supported than I do at Calgary Academy,” says Mr. McDonald. “We all want each other to succeed.” Now in his second year at CA, Mr. McDonald already had a deep appreciation for his new community long before he embarked on the ITS trip. When he—a Grade 10 and 11 teacher—was assigned to the Grade 12 group, he wasn’t sure how it would go.

But as the group bounced through airports across the world, it became clear very quickly that everyone was, well, awesome. “I built a relationship with every single one of the students,” says Mr. McDonald. When you’re navigating across the world, supporting each other, and sharing experiences, a kind of team bond grows between everyone.

“It’s amazing,” says Ms. Heintz, “to see how they give everything their all and how they open themselves up to new experiences. The Grade 12s are graduating this year, and after a trip like this, they’re ready to take on everything that’s ahead of them.”

Lesson 5: New Experiences are Everything

Building sculptures with toothpick-sized pieces of bamboo, learning to cook Vietnamese fare, walking through 900-year-old temples, and eating traditional food, like Vietnamese salad rolls and Cambodian Amok—the students and teachers found delight, wonder, and growth in leaving their comfort zones and opening their minds and hearts to trying new things.

In Vietnam, they took a boat trip through the Mekong Delta. As the students and staff floated on small wooden canoe-like boats, they sank into a state of bliss and presence. Palm fronds arched over their heads, birds swooped here and there, and floating villages dotted their path.

Here they were, across an entire ocean from the CA hallways, sharing the adventure of a lifetime.

What happens when 18 Calgary Academy art and drama students see Times Square for the first time, Van Gogh’s The Starry Night in person, three Broadway musicals, and a lone rat in the New York subway?

For starters: growth, confidence, awe, and wild excitement, says trip leader and art teacher Jamie Lafond.

Mr. Lafond—CA’s veteran art teacher—and the then-drama teacher conceived of an arts-focused New York City Integrated Studies (IS) trip for Grade 11 and 12 students back in 2016. Mr. Lafond knew the youngsters would draw inspiration from the centre of the art world. A practicing artist himself, Mr. Lafond wanted his students to see that art could be much more than an elective or a hobby.

After a COVID-induced hiatus, the New York trip returned this year for its third go-round. The group toured New York’s bustling neighbourhoods, saw three musicals—Little Shop of Horrors, Six, & Juliet—and attended the Met, the Guggenheim, the Whitney, the Museum of Natural History, and the MoMA.

The live performances made a deep impression on Grade 11 drama student Ava H.

“Seeing the inner workings of Broadway and off-Broadway shows—the details of the sets, the costumes, how the lights are coordinated—and the amount of work that goes into practicing lines and learning the music… It’s truly spectacular.” – Ava

The experiences, says Mr. Lafond, were transformative for the kids. He witnessed students fully comprehending how an artwork’s context gave the piece a deeper meaning. He saw them show up for and support each other. He saw them light up at stories of artists and musicians living, communing, and creating at the Chelsea Hotel in the 1960s.

And he saw them get really brave. The students participated in a workshop with Broadway actor Timothy Hughes (who, most famously, played the strongman in the film The Greatest Showman). In addition to learning choreography, two students—Ava and Sarah T.—sang separately for Hughes.

Ava’s passion for singing and performing came into focus when she came across a recording of Sarah Brighton’s performance in Phantom of the Opera. It dawned on her that people can make their living in the performing arts. One year later, Ava landed Anne’s role in Anne of Green Gables and sang on stage for the first time. She was hooked.

Singing in front of an established Broadway actor was nerve-wracking, but ultimately “an inspiring experience,” she says.

“It motivates you to work hard and keep building your skills. New York is the place I want to eventually be because I love being up on stage, and my goal is to make it to Broadway.” – Ava

“So often we focus on core academics, and the arts are thought of as being on the periphery,” says Mr. Lafond. “Going on a trip like this gives credence and validity to areas that are often overlooked, and I think that’s important for these students.”

Ava, for one, will be taking all she learned about character development to her role as Rona Lisa Peretti in Calgary Academy’s upcoming musical, The 25th Annual Putnam County Spelling Bee.

And the rest of the group, says Mr. Lafond, all left wanting more. “They keep coming up to me and asking, ‘Can we do it again next year?’”

By the end of March, Calgary Academy students look forward to their two-week spring break. Many learners get to leave on an exciting note as they play or watch the annual Heritage Classic student vs. teacher hockey game. Two teams battle on the ice (with no physical contact, of course) to the roar of the surrounding crowd.

While the games are fun, the Heritage Classic brings the CA community together for more than hockey. It’s a tradition students look forward to participating in, whether they’re playing, supporting, or volunteering.

Building Relationships on the Ice

The Heritage Classic began over a decade ago, getting its name from the same Heritage Classic held at McMahon Stadium in 2011—where the Calgary Flames and Montreal Canadiens played an outdoor hockey game for over 40,000 people.

While there weren’t thousands in the crowd, students filled the stands of the Seven Chiefs Sportsplex to cheer on their peers. This annual event features four student teams from Grades 7, 8, 9, and 10 playing against the teachers. They hit the ice, hoping to win the Heritage Classic trophy, a silver-painted hockey skate.

While the games are entertaining, the true value of the Heritage Classic is how it brings the school community together. Senior School teacher Drew Cox, who has played in the event for 10 years, understands the value of sharing the ice with students.

“The main goal of the Heritage Classic is community building. It’s a chance to have fun with the students, share experiences, and create memories they can look back on.” – Mr. Cox

The Heritage Classic lets everyone show off their skills and see each other in a different light. Some learners may not even know their homeroom teacher played competitive hockey in the past. In Mr. Cox’s opinion, a little bit of friendly competition can help lifelong memories for students and staff and deepen their relationships.

“If you play against students you teach or have taught before, it strengthens those relationships. You see the children daily, but it’s very different when you see them on the ice.”

An Event for Everyone

While a hockey game is exciting, Mr. Cox and the other teachers planning the Heritage Classic want to get everyone involved. There are many ways to enjoy the event, whether as a fan or volunteer.

While approximately 60 students played between the Junior and Senior School teams, the rest of the CA community enjoyed the games as supporters in the bleachers. Having friends in the stands can mean the world or the players on the ice. Grade 8 student Alexis F. loved having everyone together to support each other.

“It was so much fun for my friends to see me play.”

Additionally, students were selected to sing the national anthem and perform a land acknowledgement. Students from the Grades 7–8 leadership classes ran concession, offering food and drinks to fundraise for the Tsuut’ina Community Hockey Team.

As always, the teachers hope to continue to find ways for students and staff to get involved in this popular event. Mr. Cox and other CA staff hope to include more ways for the community to participate in future Heritage Classic games. He wants this event to be a memorable experience for everyone, no matter their role.

“We’re trying to ensure everybody feels like there’s something to look forward to. The Heritage Classic can be a marquee event for the school. We’re mindful of everyone’s experience, so it’s not just a hockey game for a few people.”

While the final scores were close, the teachers took home the trophy this year, winning all four of the games.

Senior School teacher Alex Noel has been a friendly face at Calgary Academy for years, and his impact reaches farther than his excellent teaching.

He’s involved in various clubs and initiatives throughout the school, including student leadership and the Student Belonging and Engagement Committee. If there’s a chance to get involved and support the community, his name is likely the first on the list.

As an educator, Mr. Noel values the learning process, understanding that the journey is greater than the destination in life and academics.

An Open, Honest Approach

While Mr. Noel is an expert educator, he doesn’t see himself as a perfect teacher. In traditional education, teachers typically lead from the front of the class. He prefers a different approach, empowering students to foster a collaborative school experience.

He tries to create a respectful, open classroom where he and his students can ask any questions. Relationships are important to him—learning is easier when someone knows they can ask their teacher anything.

“I find we learn best from people who we connect to. Relationship building isn’t about me being the ‘cool teacher,’ it’s about being the honest teacher… there’s room for students to ask questions and be honest without fear.” – Mr. Noel

Mr. Noel understands the difficulties of school—he describes himself as someone who struggled as a student, but years later, this has become his teaching superpower.

Completing his schoolwork was challenging, but he eventually understood how to break down complex information into something anyone could learn—one of the hardest skills needed as a teacher.

Mr. Noel has his specialties as a math and science teacher (he loves teaching biology) but feels confident he can help break down any subject for his students.

“I feel that with enough time, I can teach anything if I accept that I won’t master everything at once because nobody can. I find that focusing my expertise on the process of learning rather than a particular subject makes me better at teaching students.”

Appreciating the Journey of Learning

Another crucial aspect of teaching for Mr. Noel is community. Having kind, caring people around can provide support, offer different perspectives, and spark new passions. Providing these spaces is paramount for him as a teacher.

He always looks to help others and get involved in school clubs, including stepping up to help run the Calgary Academy Student Leadership (CASTLE) and even learning to play Dungeons and Dragons to support one of CA’s popular clubs.

Mr. Noel believes that if students have a hunger or passion for something, it’s up to him as a teacher to provide a space to enjoy their passions.

“Children need a place to join and feel valued… If they want to be involved in the community, let’s help maintain that space.” – Mr. Noel

As a Senior School teacher, he works with many students entering their final school years when they need to “figure everything out.”

While someone should have an idea for their future, Mr. Noel doesn’t want learners to only focus on their careers or academics. He understands the importance, but so much is lost if someone only looks forward. People should stop and smell the roses and appreciate where they are and the community around them.

“There’s glory in the middle ground where we’re not pushing towards a single-minded goal of prestige or money. We’re living right now and reaping the benefits of the people sharing this space with us.”

Ask a student in Kindergarten to Grade 4 what they’re excited about in March, and the majority will give the same answer: Readers Theatre Festival.

This annual event is a cornerstone of Calgary Academy’s Junior School experience—a tradition at Calgary Academy for much of the school’s history. Hundreds of students have practiced and read their stories over the years, preparing them for future learning.

Parents, students, and CA staff gather in the Senior School theatre to watch students perform stories they practice for weeks in advance. With program brochures in hand, audience members enjoy an hour of imagination as performers recite poems, children’s stories, or plays in colourful detail.

The early years of learning are some of the most important, and Readers Theatre helps students flex their reading muscles while telling a compelling story.

An Essential Junior School Tradition

Readers Theatre has been at Calgary Academy for over 20 years—evolving from an educational technique familiar to CA Learning Team member Maureen Kelly-Gibson. It was one shown to her in her early days of teaching.

A classroom chooses an appropriate script for the grade and works together to read, understand, and eventually perform for others. According to Ms. Kelly-Gibson, this final performance is key—it provides a challenge for the students to overcome. They can improve on all aspects of reading throughout this process, including fluency (reading smoothly and quickly), vocabulary, grammar, and everything in between.

Students from across Alberta used to visit an event to participate in Readers Theatre, though it no longer exists today. Ms. Kelly-Gibson eventually wondered if the school could host its own version.

“The idea of children building their confidence to read in front of an audience at an event was terrific… So, 24 years ago, I said, well, ‘why can’t we do this at CA?’ That’s how Readers Theatre evolved.” – Ms. Kelly-Gibson

Students spend several weeks preparing for Readers Theatre—practicing lines and understanding their scripts from beginning to end. On performance day, they coordinate all-black outfits, ready to bring a story to life with the magic of their voices, crafting a world in the audience’s imagination.

Ms. Kelly-Gibson has always been impressed by how invested students, teachers, and even the audience become. One of her favourite memories is from 20 years ago, which she believes shows the importance of the school tradition.

“I remember the theatre absolutely packed with laughter and pure enjoyment. Everyone was so captivated by their performance. You could hear a pin drop when the children weren’t reading… everyone made sure the event was something the whole family celebrated.”

Building Fluency While Having Fun

While Readers Theatre seems simple, someone must read between the lines to see all its benefits.

Students aren’t just looking off a sheet of paper—they have to know where jokes are, identify moments of suspense, use rhythm and rhyme in their delivery, and understand how their lines impact the story. It’s a captivating performance where students can build their reading skills and confidence while working as a team.

“Readers Theatre, unlike any other practice that I’ve seen, touches every layer of reading… We choose scripts that bring students to a higher level than reading independently because, with frequent practice, they become fluent and build upon their oral reading.” – Ms. Kelly-Gibson

Performing for family and friends makes the experience more meaningful than reading in front of the classroom. While the scripts may initially seem difficult, students work with their teachers step-by-step until they’re ready.

Ms. Kelly-Gibson sees this process when she steps into classrooms to support teachers, helping students polish their performances and work together. The early bumpy road becomes smooth with practice, and students can eventually show off their skills.

This event is more than a way to build essential learning foundations. It’s a tradition that brings the community together—a safe place where family, friends, and teachers can celebrate students’ hard work.

“Readers Theatre is a tradition I hope will last forever and ever because it’s part of our culture and community.”

February is a time for award recognition for Calgary Academy’s outstanding staff and students. The Exemplary Practice and Student Showcase awards help shine a light on exceptional members of the CA community.

These awards recognize the contributions of staff and students that demonstrate excellence, leadership, and innovation, ultimately supporting HLG in achieving its mission and advancing overall effectiveness.

This year’s February awards feature two winners:

• Ms. Tienneke Calder
• Mia K.

Tienneke Calder

The recipient of the Board’s Exemplary Practice Award for February 2024 is teacher and Reading Centre educator Tienneke Calder. She is described by her colleagues as a team player, a continuous learner, and an exceptional role model for her team.

Tienneke joined the CA teaching community in 2015. She is a graduate of the University of Calgary’s education program and earned a bachelor’s degree in English and Indigenous Studies from the University of Saskatchewan. She also holds a Communications Certificate in Print Journalism from Mount Royal University. After several years in the classroom, Tienneke accepted the role of Reading Centre educator in 2021.

Tienneke’s intentional collaboration with members of the Learning Team and teachers has resulted in successes for our struggling and early readers.

Described as a problem solver in relentless pursuit of providing students with the foundational reading skills they need for success and improved self-confidence, Tienneke pushes herself to have the broadest impact possible.

Mia K.

The recipient of the Board’s Student Showcase Award for February 2024 is Grade 12 student Mia K.

Mia embodies the personal qualities and characteristics we most hope for when working with Calgary Academy students. She also exemplifies how much progress a student can achieve when they apply the routines, accommodations, supports, and principles that Calgary Academy is known for.

Academically, Mia has worked hard to develop her self-confidence and schoolwork. In her personal life, Mia is an accomplished competitive dancer, participating in ballet, jazz, acro, lyrical, contemporary, hip-hop, and modern dance.

Mia is also one of the busiest Student Ambassadors at Calgary Academy, helping on Admissions Tours and engaging with prospective families.

Upon graduation, Mia will be embarking on an exciting journey at Mount Royal University, pursuing a Bachelor of Child Studies where she can specialize in child and youth care counselling and early childhood learning.

Mia is a leader in our school, and we’re excited to see where the next steps of her journey take her after graduating this June.

Congratulations to these deserving individuals on their achievements and future success!

Free throws are one of the toughest aspects of basketball. It’s a mental challenge for many players to overcome—standing alone at the foul line, facing a chance to add points to the scoreboard and sometimes, secure a win for their team.

However, Calgary Academy students weren’t alone at the line during the school’s first Hoops for Mental Health Shoot-a-Thon on Feb. 22. The CA community joined together to raise money and awareness for mental health and support this year’s basketball season.

The Beginning of a New Tradition

Getting students involved in sports can be challenging, especially ones they haven’t tried before. However, one great season can inspire someone to return for future years. Helping students discover new passions for sports by building a basketball program has been a goal of Calgary Academy for years.

Junior School Assistant Principal Liz Thompson understands the value sports can have for students of all ages.

“I look back on my childhood and see how sports positively impacted me. It gave me a group of people and a community to connect to. I think that’s invaluable for our students.” – Ms. Thompson

Knights Athletics is one of the most popular extracurriculars at the school. Countless student-athletes look forward to the Annual Dig Pink tournament, but it only features one sport—volleyball.

With this year’s Knights Invitational Basketball Tournament, Ms. Thompson, Principal Tim Carlson, and Head of Athletics Nick Waterbury worked to debut an exciting new event: the Hoops for Mental Health Shoot-a-Thon. This school-wide event offers students the chance to raise money and show off their basketball skills.

Ms. Thompson sees Hoops for Mental Health as the beginning of a new tradition for Calgary Academy.

“I look at Dig Pink and what it does for volleyball, but there’s also what it does for our community… the idea was to create some similar excitement around basketball.”

An Afternoon of Fun and Fundraising

Before students rained in shots from the free throw line, the school gathered for a pep rally to cheer on the Knights basketball teams.

After introducing the CA teams involved in the tournament, Ms. Thompson spoke briefly about her experiences with mental health and how these struggles can affect anyone.

The community gathered to discuss this important issue in their House colours, filling the stands with positivity, understanding, and excitement.

Hoops for Mental Health hopes to make it easier for students to speak with each other about these challenges. While CA provides a safe space to talk with empathetic teachers, psychologists, and administrators about mental health, Ms. Thompson knows students need to have these conversations themselves.

“I think any time we can get in front of the kids and positively talk about things—it can positively impact how they discuss things together… for mental health, I think this helps our community and students better understand.”

All participants in the shoot-a-thon raised a minimum of $25 to step onto the court. With 5–10 minutes on the clock, they had to sink as many shots as possible. One CA Knight, Sebastian G. (who hit over 80 free throws), loved seeing the school community meet for an important event.

“It feels amazing having everybody come together for a fun time. The thing about basketball is it brings people together through joy and challenges. It’s like everyone’s therapy. It brings people happiness, and it’s great to share that.” – Sebastian

Students received prizes based on the number of shots taken and made and the total donations raised. Together, everyone fundraised over $2,500 and hit hundreds of shots from the foul line.

Donations will go to The Summit: Marian & Jim Sinneave Centre for Youth Resilience to support mental health services.

While Ms. Thompson is proud of the money raised towards a noble cause, what’s most important to her is CA students having fun and feeling connected to their community.

“If students leave having had fun and feeling good, that’s a win for me… I hope they come out of this event with a positive outlook towards mental health challenges. Yes, they happen, but there’s light at the end of the tunnel.”

The Calgary Academy Learning Commons is a magical place with books lining the walls, where if you sit down with the right books, you can read powerful stories written by an alum who stood in the same building years ago.

Dead Dead Girls and Harlem Sunset are two novels written by CA alum Nekesa Afia (’12). Known as the Harlem Renaissance Mysteries series, these novels follow protagonist Louise Lloyd in the 1920s as she helps solve murders in her local community.

Nekesa spent five years at Calgary Academy, where she honed her passion for writing, made countless memories, and learned lessons she still follows today.

The Beginnings of an Author

Nekesa wouldn’t say CA made her a writer, but the school certainly fostered her interests. Writing filled the gaps in the school day between and often during classes. She remembers drafting one-act plays in drama class (and performing in school musicals like The Lion King) and quickly writing down notes during class to capture new ideas in her head. She would sit in her classes thinking, “I have to write this down.”

After graduating, she pursued a degree in journalism at the Toronto Metropolitan University (then Ryerson University), where the diligent notetaking and study habits she learned at CA helped her thrive. After completing her degree in 2017, she pursued a certificate in publishing, fully intending to become an editor and work in children’s literature. Little did she know she would have a book deal by that summer.

Reflecting on her time at CA, Nekesa remembers how impactful the REACH principles (respect, enthusiasm, altruism, commitment, and honesty) have been in her life and career—she tries to exemplify them whenever possible. Commitment has been at the top of her mind as an author of multiple books.

“The REACH principles are the most important thing I took from Calgary Academy. I’m in my 20s and will still think, ‘let’s commit to this.’ Once I start something, I have to finish it, no matter what.” – Nekesa

Bringing 1920s Mysteries to Life

While Nekesa now has multiple published books, the experience of her first still feels like a dream. She remembers rewriting the novel countless times until a friend convinced her to focus on pitching to publishers instead, committing to receive as many rejections as necessary until her idea was accepted. While rejections were inevitable, she received a book deal a few months later.

After many submissions to agents and working with her publishing house on edits and proofreading, Dead Dead Girls hit the shelves in 2021.

While Nekesa’s books are captivating and loved, she never saw herself writing mysteries. The idea for Dead Dead Girls first came to life in one of her university history classes focused on 1800s London and New York. What started as a thought of “what if Jack the Ripper was in the 1920s” became multiple novels.

“It was so crazy that I wrote this book thinking, ‘I don’t know if I can write,’ and people saw the potential in my work. It’ll always feel so surreal.” – Nekesa

After many glowing reviews (including from the New York Times), Nekesa wrote the second book in her mystery series, Harlem Sunset. Looking back, she didn’t believe she would be where she is in her career now if not for her persistence—one of her biggest challenges was pushing through to her goal despite her worries.

“Learning to write was hard, but getting over that fear was everything… Learning to ignore reviews helped too.”

Nekesa encourages anyone interested in literature to read as much as possible from different authors. The more experiences someone has, the sooner they’ll find what inspires them. When writing, she believes everyone should write for themselves first—everything else will follow.

“I think that’s most important—writing genuine and authentic things. The ideas someone truly wants to explore.”

You can find Dead Dead Girls and Harlem Sunset at local bookstores or visit Nekesa’s Amazon store. Her next mystery, A Lethal Lady, releases on July 30, her third novel in the Harlem Renaissance Mysteries series.

Grades 9–12 can feel like the years fly by, but one question becomes more prominent in the final years of school for students: what will they do after graduation? It can be scary to think about the future, especially when someone isn’t quite sure what they want, and so many decisions hinge on their choice.

Taking the first step forward may feel intimidating with so many potential jobs in the world, but students at Calgary Academy have career counsellor Jessie Holwell in their corner, providing support and guidance as they head into the next chapter of their lives.

Paying It Forward

Ms. Holwell’s school experience growing up shaped her career today. She was surrounded by encouraging teachers who wanted to see her thrive and follow her dreams.

After working as a long-time teacher, she felt a desire to move into the guidance department, feeling like she was a natural fit (she was). It was a way to work one-on-one with students and learn more about their interests and future goals.

“I had wonderful high school teachers who were my cheerleaders and encouraged me to pursue my dreams… I always felt I was going to pay it forward and let students know they can achieve their goals.” – Ms. Holwell

Being the support system for students can make a world of difference. Sometimes, all someone needs is the encouragement to try something they may have never thought possible.

Ms. Holwell remembers when a former student emailed her about their current career. She was the spark that sent them on their journey to become a successful lawyer. What seemed like a small moment of motivation led a student on a 10-year journey.

“It’s those moments where you don’t know the impact your encouragement can have. You don’t realize what’s resonating in a student’s heart and that you’re helping propel them forward.”

Showing Students All of Their Options

Every student is different—which Ms. Holwell knows well. Some people know what they want from life, others may have an idea, and many aren’t sure yet.

She focuses on meeting students where they are in their plans, whether it’s looking at dream universities, exploring general interests, or discussing the possibility of a gap year or apprenticeship.

“You have to meet kids where they’re at. I try to never put pressure on what to do when they’re going to graduate because it’s scary… I’m here to walk students through this process and help them figure things out.” – Ms. Holwell

One of Ms. Holwell’s favourite parts of her role at CA is how different every week can look. She might meet with students, chat with university representatives, or travel to job sites for students completing special projects (she did a safety inspection for a farm earlier this year).

With the school’s diverse alumni community, Ms. Holwell regularly connects with graduates, whether it’s bringing someone in to speak about their careers or meeting with Senior School students during a campus tour.

“I love when our alumni can connect… Our students can see someone older who has made the post-graduation transition successfully. They can see themselves in someone who’s doing well.”

No matter what CA students hope to do in the future, Ms. Holwell is there to help. If students feel stuck trying to plan their future, she recommends not trying to find every solution right away.

Ms. Holwell believes if someone pursues their interests, everything will eventually fall into place. She looks forward to working with students in the Pathways to Post Secondary program in the remaining months of the school year.

“We put so much pressure on young people to know what they want to do, but that will all unfold for them. The best thing students can do is follow the things that excite and make them feel passionate.” – Ms. Holwell

Any CA alumni are welcome and encouraged to reach out to Ms. Holwell if they’re interested in speaking with students about their career or post-graduation journey.

Graduating 20 years ago, Brian Oakley (’03) has experienced many changes since his Calgary Academy days. The school has changed, and so has he—Brian is used to it, he always embraces the future.

Recent years have led to several milestones in Brian’s life, including fatherhood and a career change after 15 years in construction. He now spends his days in the trucking industry, working on his passion: engines.

Finding the Career for You

The words “you’re going to be okay” still live in Brian’s memory years later. He heard them from his teacher, Mr. McLean, in his final years of school. The world can be intimidating to enter after graduating, and Brian remembers how much the reassurance meant to him.

“He pulled me aside and said Brian, ‘you’re going to be okay.’ I think it’s important for kids and people to know that if you don’t fit the mould, you still have a path to be successful.” – Brian

Brian’s favourite memories of CA are the time he spent with friends, sometimes almost inseparable from them. Many lessons he learned in class are a blur when he looks back to his school days—Brian always knew he wanted to work with his hands, preferably on cars.

Describing himself as someone who didn’t pay enough attention in school, he remembers that he didn’t understand the point of school as a teenager—he wanted nothing more than to work on cars. Now, he laughs at how much he uses math in daily life.

“I’d say, ‘when will I ever use fractions?’ And I’ve used them every day for work for the past 15 years.”

After many years working in carpentry, Brain made a decision many adults can struggle with—changing his career.

Sometimes, the Grass Is Greener

Brian wanted to be a mechanic right after graduation, but working in a car dealership was tough. While he loved working on his and his friends’ cars and engines, working on a client’s car wasn’t as satisfying.

Brian found a fulfilling career in carpentry for 15 years after, framing houses and helping run a home-building business. After achieving what he describes as the “pinnacle of what he could do in carpentry,” economic troubles made Brian consider a new career.

He had a friend working in a dealership who offered Brian a job, and he accepted. For the past seven years, Brian has been a parts technician for a heavy-duty truck dealership in Calgary—sourcing parts and keeping trucks working on the road.

While Brian did have his worries about a career change (like fitting in at a new company), he felt confident in his abilities. He had always felt drawn to cars, loved the smell of a mechanic’s shop, and knew engines well.

Switching careers can be a significant decision, but Brian sees the similarities between his jobs. While he’s not out working in the cold anymore, he’s still using the same skills he learned building homes.

“There’s lots of thinking on the fly because decisions must be made. They’re the same job—it’s just a different way of doing them… The skills stay the same. It’s problem-solving and working with others.” – Brian

Brian has no regrets when looking back on his decision. He’s still solving problems and working with the things he loves, but he has more time for his family. Whether someone is contemplating a mid-career change or pursuing their passion right after graduation, he thinks they shouldn’t be afraid to take the first step forward.

“It’s never too late. I’ve done it twice now… Just do it. You never know what can happen. Sometimes, the grass is greener.”