It’s that time of year again—award recognition for our outstanding staff and students. The Exemplary Practice and Student Showcase awards happen twice a year in February and June, shining a light on exceptional members of the Calgary Academy 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 three winners, two teachers and one student:

• Ms. Erica Bayley
• Mr. Jason Valleau
• Kiera R., Grade 7

Erica Bayley

The first recipient of the Board’s Exemplary Practice Award for February 2023 is Ms. Erica Bayley. Her colleagues describe her as passionate, kind-hearted, talented, and innovative.

Ms. Bayley joined the CA teaching community in January 2020. She graduated from the University of Calgary’s education program in 2019 and also earned a bachelor’s degree in general mathematics. Upon joining the CA community, Ms. Bayley quickly established herself as a math teacher willing to try new approaches in her instructional design and assessment.

Ms. Bayley has radically revised how a typical teacher approaches Senior School math. She has moved away from direct instruction and seatwork practice to an engaging and more active learning structure.

Her work in having students tackle problems collaboratively before being given the answer allows her students to think critically about numeracy. She has moved her students from passive to active learning.

Jason Valleau

The Board’s second Exemplary Practice Award for February 2023 is for Mr. Jason Valleau. His colleagues describe him as passionate, dedicated, fearless, and innovative. Mr. Valleau joined the CA community in April 2022, filling a maternity leave vacancy in our music program. He graduated from the University of Calgary’s education program with distinction in June 2022.

Mr. Valleau has a Bachelor of Music (also with distinction) from the University of Calgary. He has travelled the world, is a multi-instrumentalist, is a professional musician, and has experience in music event organization—just to name a few!

Mr. Valleau has been a key player in CA’s community. He is a role model of commitment to reconciliation, facilitating the drumming and dancing performances during Truth and Reconciliation Day celebrations, and creating opportunities for students to collaborate.

At the beginning of the year, he created a radio station for Senior School students to run, providing them with an audience and a new way to interact with music.

Kiera R.

The Board’s Student Showcase Award for February 2023 is for Grade 7 Collegiate student Kiera R.

Kiera has attended Calgary Academy since Grade 5. She is a dedicated, hard-working student who always puts her best effort into any task, big or small. Kiera loves learning and trying to improve in all areas. She takes feedback well and applies it to her assignments.

Kiera has had large roles in the two previous junior school productions, Detective Devaroe and the Disappearing Diamonds and Bippity Boppity BAAM, which shows her level of commitment not only to her studies but also to her extra-curricular activities. Kiera is also a student ambassador who has been excited about the opportunity to tour prospective students around the school.

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

In the three years since schools first shut down and learning went remote for three months due to COVID-19, students and schools have weathered lots of change. Online classes, temperature checks, and frequent absences became the new normal.

While schools eventually reopened and normalcy began to creep back, many students, teachers, and staff continued to carry the stress and trauma of the pandemic through multiple waves of variants.

COVID-19 continues to impact people worldwide, and it is important to recognize this disruption. Acknowledging the pandemic’s mental, physical, and societal effects allowed the CA community to participate in a healing event: Project Hope.

Project Hope

Project Hope was a K–12 literacy project that challenged students and staff to reflect on the COVID-19 journey through a personal writing exercise. It was a collaborative project between physician, photographer, and current CA parent, Dr. Heather Patterson, and the Calgary Academy community.

Nearly 400 students and staff created writing pieces in response to photographs taken by Dr. Patterson that centred around the question: “how might we reflect on the past to inspire HOPE for the future and bring our community back together?” Calgary Academy Principal Tim Carlson remembers the impact this project had on the school.

“Project Hope was a historical moment for not just the school, but the community at large… We could have shut the door on COVID-19 and moved on, but that’s not a healthy approach to learning.” – Mr. Carlson

One student, in particular, was affected heavily by both the pandemic and Project Hope. CA student Hannah R. Both her parents are doctors who worked long hours to care for patients, and her mother is also the photographer of the Project Hope initiative. COVID-19 crept into their home life, and Hannah remembers being away from her friends and her mom working long hours. She says the experience was “tough.”

Inspired by her mom’s photographs, Hannah’s work for Project Hope was a writing piece on her experience with the pandemic and how it affected her family, friends, and school. Having the whole school community view her mom’s photographs was surreal.

“It felt pretty cool. I’m proud of my mom.”

Project Hope finished with a school-wide walk through the halls, viewing the different pieces everyone created. Mr. Carlson appreciates the emotions this project brought out and how it helped students and staff heal through art.

“Whether it was a poem that a student wrote or an experience of someone losing a loved one, all of that came out in a heartfelt, positive, but heart-wrenching way. It was the rawness of putting pen to paper and saying, ‘this is how I’m feeling—this is what these photos remind me of.’”

As the one-year anniversary of COVID-19 public health measures concluding, watch the Project Hope reflection video to remember how far we’ve come as a school and a community.

If you watched Grade 3 teacher Melissa Read in her classroom, you would think she was born to teach. If you asked her, she would tell you she’s always wanted to teach—she just didn’t know it. While she feels most comfortable working with children, her path to education wasn’t a straight line.

Living in Victoria as a dental assistant, Ms. Read was the lifeline children needed in their appointments. She held their hands when they were scared, and patients regularly asked for the “lady in the glasses.” While she appreciated her job, Ms. Read felt she needed a greater challenge.

Her boss encouraged her to follow her career aspiration: teaching. Before she knew it, Ms. Read was at Mount Royal University (MRU), balancing theory in the lecture hall and teaching in the classroom.

Preparing for the “Real World” of Teaching at MRU

Ms. Read describes her university degree as plenty of theory mixed with short bursts of classroom work. As student teachers progress from year to year, they slowly take on more responsibility, eventually teaching most of the time they’re in the classroom. Ms. Read believes her work placements were essential for her education.

By the time Ms. Read began her practicum at Calgary Academy, she already had classroom experience. However, she had never been fully handed the reins.

“I learned the most during my practicums. School can only teach you so much theory… You need to get into the classroom.”

The final year of Ms. Read’s degree brought her to Calgary Academy for a 14-week practicum, where she worked alongside a mentor teacher, spending almost all her time teaching. She first heard of the school when MRU students visited the campus, learning about Calgary Academy and its opportunities. Ms. Read credits this visit as the moment she knew where she wanted to spend her practicum.

“When they described Calgary Academy, it was what education is supposed to be… By the end of my practicum, I was like, ‘this is it—I found my place.’” – Ms. Read

Life as a Calgary Academy Teacher

Ms. Read certainly made an impression during her practicum and was eventually offered a full-time teaching position at the school. She started within a few days of graduation, stepping off the stage with her degree and entering the classroom with her lesson plan.

The support she’s receiving from her peers and mentor hasn’t changed even though Ms. Read’s practicum is over. She still has her mentor and the Calgary Academy community watching her back. Whether she has questions, ideas, or needs advice for her classroom, Ms. Read says she has the support of “anybody down the hallway. Everyone is so supportive.”

Already more than halfway through her first year as a full-time teacher at Calgary Academy, Ms. Read describes the experience as “surreal.” She understands that no one is an expert at the start of their career, but she has so many people cheering her on.

“I get that ‘imposter syndrome feeling,’ but it also feels great. I’ve seen so much growth, and I can’t believe I’m capable of what I’m doing.” – Ms. Read

As an MRU success story, Ms. Read hopes to see more graduates working at Calgary Academy. She offers advice passed on by her mentor for current university students: “if you can’t write your lesson plan on a sticky note, you’ve planned too much.”

She still remembers her response: “how big is the sticky note?”

Years ago, Jenna Armstrong was playing against Calgary Academy as a student, trying to beat their team on the court. Now a Grade 8 teacher and coach, Ms. Armstrong is running alongside her CA team during practice and teaching in the classroom.

Ms. Armstrong had always loved school, learning, and getting involved in her community, socially and athletically. She figured that teaching was the next step in her journey, providing students with the same positive school experiences she had. Her intuition was right, as Ms. Armstrong is thriving as a full-time teacher at Calgary Academy.

Ms. Armstrong chose Mount Royal University (MRU) for her education degree because she got to learn in the same place she would spend her career, the classroom. Now in her first year teaching at Calgary Academy, she’s grateful for the support she’s received and the impact she has made in her community.

An Inclusive Practicum Experience

All MRU education students complete a mandatory 14-week practicum in the final year of their program. Before hers began at Calgary Academy, Ms. Armstrong felt ready to be in front of the classroom, teaching and preparing for her graduation. She had classroom experience in the previous years of her degree and was well-versed in lesson planning and delivery, and assessment.

Despite her preparation, much of what she needed to learn was only teachable on the job, like communicating with parents, troubleshooting students’ technology, booking field trips, and many other tasks teachers complete each day.

When she arrived at Calgary Academy, Ms. Armstrong assumed she would be treated as a student teacher, a temporary position. However, no one saw her as a student—they saw her as a peer.

“I felt a sense of belonging to the students, staff, and greater Calgary Academy community… People here are so immediately welcoming.” – Ms. Armstrong

The support was great, but moments of anxiety and doubt still crept in. Ms. Armstrong knew she had to embrace those feelings—she was learning just like her students. She was developing her skills with support from other teachers and practicum students.

“There are those moments of, ‘am I doing this right? Is this experience supposed to feel like this?’ Talking with other people who are in the same experience as you is very valuable.”

As Ms. Armstrong’s practicum ended, she found a full-time position at the school. She feels her time at Calgary Academy better prepared her for her current role and influenced who she is as a teacher.

“I think wherever you spend the most time teaching is where you really figure out who you are… You’re a product of your environment.”

Continuing to Grow in a Full-Time Role

Ms. Armstrong credits Calgary Academy for her consistent growth as a teacher. Now with her own classroom, she looks forward to more “problem-solving, creativity and connection.” Her colleagues help drive this growth with their passion for teaching.

“The amount of people that want you to succeed here is huge… Everyone is interested in helping you build your teaching career.” – Ms. Armstrong

Ms. Armstrong is more than halfway through her first year as a teacher and looks forward to a lifetime of helping children learn and grow. Balancing teaching, prep work, and extracurriculars is tough, but she reminds herself that you need to take life one day at a time. Teaching isn’t the easiest profession, but it’s one of the most rewarding.

“I’m exhausted, but I’ve never felt more energized. It’s incredibly rewarding to work towards a career you’ve wanted for a long time and to help students thrive.”

Approximately one year ago, Aidan Lane (’21) spent his days in Northern Alberta, working in the oil and gas industry. His daily checklist included pump inspections, maintenance, and moving 200-pound pipes into the proper position for his crew. On top of that, he dealt with freezing temperatures while being away from home for two weeks at a time.

Aidan had a tough job, hopping from town to town for different projects. If you ask him, he feels the experience was worth it for two reasons—it reminded him he wanted to go to university, and he saved enough to cover his post-secondary tuition.

Now in his second semester of an engineering degree at the University of Victoria (UVic), Aidan reflects on his time spent at Calgary Academy and what he has planned for his future.

Eight Years at CA

Aidan joined Calgary Academy in Grade 4, having struggled in school up until that point. He was reading several grades below his level and needed a more supportive environment.

Dyslexia and ADHD made school difficult, but the support of Aidan’s teachers helped him catch up on his learning within two to three years. CA was different than Aidan’s old school. The school’s use of technology and frequent review of classroom topics benefitted his learning.

“The big thing I noticed was that Calgary Academy had a lot more technology. They helped me more. They did a great job of refreshing me on lessons I’d forgotten from past years.”

As Aidan caught up in his learning, he began to excel in school, eventually receiving the Marion Sutherland Award for overcoming severe learning differences. The longer Aidan spent at CA, the more confident he grew. He notes that the school made him feel more sure of his abilities, which has helped at UVic.

“Calgary Academy absolutely helped me. One of my biggest struggles throughout school has been confidence in myself. It’s not that I don’t have the learning ability—it’s me overthinking something that gets me.” – Aidan

Before Aidan began his gap year up north, he experienced one of his favourite CA memories. The final days of the school year brought a challenge to the senior class, with a juicy reward—smashing teachers with whipped cream pie sheets. After Aidan’s team won, the teachers lined up, and he got to thwack one of his teachers, Ms. Rorison, right in the face.

Looking Forward

Currently in his first year of post-secondary, Aidan has a lot of schooling ahead of him. He chose engineering, a notoriously difficult degree, because of his interest in machines and their interlinking parts.

“I’ve always been interested in machines and learning how they work, how they’re built, and how they actually function.” – Aidan

While the workload is high for his degree, Aidan found the transition not too hard. After setting up his school supports, he receives the same assistive technology he used at Calgary Academy. This tech has been helpful, especially during exam season, with screen readers and the ability to request classroom notes.

Aidan is interested to see where engineering can take him in his career. With several years left in his degree, he’s keeping the next page of his story blank. He may enter the workforce immediately or eventually get his master’s degree.

Besides his classes, Aidan must complete four work terms, which he plans to use as a way to try out different fields and see what interests him.

“I have a rough idea of what I want to do in my career. I plan to complete my work terms, go to different sectors, and see what I like.” – Aidan

No matter where post-secondary takes Aidan, he’s keeping his mind open to different possibilities. In the meantime, he’s grateful for his past experiences, in his gap year and at CA, for how they’ve prepared him for his current journey.

For 12 years, school is consistent in every student’s life. It’s not until they graduate that the next year looks different for every learner, whether entering post-secondary, joining the workforce, or other routes. High school graduation typically closes a chapter of life for students when they leave school, but that isn’t true for everyone.

For Danica McConnell (‘12), Calgary Academy is the definition of home, a safe place where she thrived. Danica has been involved with CA in almost every way possible—as a student, athlete, volunteer, teacher, and everything in between.

Over a decade later, Danica returned to CA as a teacher, hoping to impact her students the same way her teachers did for her, beginning a second chapter at a familiar place.

Student Life at CA

Danica first arrived at Calgary Academy in Grade 4, entering the school in a floral outfit hand-picked by her mom. She remembers her hair pulled tight in a bun that she tore out the second she was alone. While she never let her mom dress her again, Danica grew to love her new school, making lasting connections and memories over her eight years here.

When looking back at her time as a student, Danica credits her teachers as a support system, helping her navigate personal issues outside of school and encouraging her to be her best.

They made her feel safe, introduced her to different perspectives, and took time from their day to help, no matter the need. She remembers one of her teachers (and now colleague), Mr. Schuegraf, coaching her as a soccer goalie after school.

These lessons paid off, as Danica helped win gold for the school and eventually attended St. Francis Xavier University for their soccer program. She credits Mr. Schuegraf’s support as the reason for her success as an athlete.

“Mark Schuegraf was my Grade 9 teacher, my goalie coach, senior soccer coach, and the reason I was able to play varsity soccer my first year of university.”

Danica’s favourite CA memory happened at the end of her senior year. While most grad classes chose to do a senior prank, the class of 2012 opted for a water balloon fight. The students gathered in the school fields, pelting each other with water balloons. That day, free period was a water warzone.

Eventually the water balloons stopped flying, and Tim Carlson, a then-Senior School teacher, told everyone to go inside for the rest of the day. The students had different plans, slowly chanting, “Carlson, Carlson, Carlson.” As the chants grew, Danica watched in amazement as her teacher slid down a soapy Slip ‘N Slide in a full suit, minus the tie.

“Mr. Carlson takes off his tie, removes his keys and wallet and heads straight down the slide… He slid like it was his profession. It was the most graceful thing I’ve ever seen.”

From Student to Teacher

Danica returned to Calgary after her freshman year at Saint Francis Xavier, where she tore her ACL after 11 minutes in her first game. To her, it was a setback in life, but not something that would ruin her future. Danica already knew what she wanted to do—teach.

This realization happened long before graduation or her injury. In Grade 9, Danica was scouted for her soccer prowess and began a public education at Central Memorial High School. Two weeks in, she was faking sick to avoid going to class, feeling like the connection between student and teacher was missing.

Her mom knew those sick days weren’t legitimate, and within a few days, CA welcomed Danica back.

As she left the admissions office reunited with her school, she locked eyes with Mr. Schuegraf on the other end of the hall.

They ran down the hallway without saying a word, meeting in the air for a self-described “epic high-five.” Danica was back where she belonged, with people who cared about her. This was the moment when she realized she wanted to be a teacher at Calgary Academy.

“I wanted to be that teacher for that student. That moment, I realized hundreds of kids deserve this feeling as well. I knew I wanted to be on the other end of that high-five.”

Danica is proud to say she’s officially a CA staff member. A current full-time substitute teacher, Danica uses her time at the school to share her teaching philosophy: the value of failure with her students.

“Failure is something I’m familiar with—tearing my ACL, relationships failing. In school, failure is necessary. You need to learn how to embrace it.”

As Danica looks to the future, she hopes to become a full-time teacher with her own classroom, working permanently at the place she’s called home for 20 years.

“I feel humbled being here… It’s hard to put into words how much this school has impacted my life. I want to spend all my teaching days here.”

Pay attention when you walk through a school, and you’ll notice countless connections in the locker-lined hallways, crowded cafeteria, and busy classrooms, including study buddies, friendships, first crushes, and relationships. However, students aren’t the only ones making connections and building friendships and relationships.

Many teachers in a school share similar interests, ideas, and teaching philosophies. They work towards a common goal of teaching their students—becoming connected to the school community in the process. Calgary Academy teachers Markus Gierl and Kaitlyn Parks can relate to this idea.

With a half-decade of teaching experience each, Mr. Gierl and Ms. Parks have found support, friendship, and connection at CA.

Trial by Fire, Together

Mr. Gierl and Ms. Parks have spent the last five years working at CA, beginning their profession a year apart from each other. They first worked together in a four-person cohort, leaning on each other and their colleagues as they began their teaching journey.

The first six months of a job can be stressful, especially early in your career. It becomes easier when you have the support of someone who has lived a similar experience. Teaching isn’t easy, and Ms. Parks is grateful for the time spent together as a grade teaching team.

“We got fully immersed in knowing each other on our learning team… We were thrown in the trenches together to figure things out.” – Ms. Parks

Mr. Gierl feels the same, saying it’s “easy to find common ground with people who are going through similar experiences to you.” Both teachers found their footing at CA by participating in different extracurricular activities, including an after-school hockey league and various clubs.

As new teachers, Mr. Gierl and Ms. Parks collaborated often, helping each other succeed in their classrooms. Mr. Gierl focused on social studies and language arts, while Ms. Parks has a science and math background. If one had a question, the other generally had an answer.

Ms. Parks credits these experiences as a way their initial friendship “broke through the ice.” Over the years, they became closer friends and eventually, a couple. Mr. Gierl and Ms. Parks married during the COVID-19 pandemic.

No one was more interested in their relationship than their students, who tricked other teachers into revealing the not-completely-confirmed romance. Ms. Parks remembers when her students initially found out.

“The students spun this whole fabricated lie that we were engaged. We weren’t there yet at the time, but the students got their moment of, ‘so they are dating!’”

It’s fair to say that CA means a lot to Mr. Gierl and Ms. Parks. It was the place they met, grew close, and eventually began a relationship. However, their connection to the school is bigger than their marriage.

Both Mr. Gierl and Ms. Parks have clubs, sports, and other extracurriculars they’re involved with. On top of that, many of their friends are here, working alongside them as colleagues. Looking to the future, Mr. Gierl sees himself and Ms. Parks at the same school.

“There’s the family you’re born with and the family you choose, and we identify as part of the CA family… We feel like we’ve put our roots deep here. We’re entirely committed to this place because we believe in it, and it’s a big part of our life.” – Mr. Gierl

Mr. Gierl and Ms. Parks credit CA as a place where you grow as people and educators. Ms. Parks says that whether you’re a student or staff, you have someone watching your back and cheering you on.

“You just feel taken care of and like you can grow in a safe environment… I think that’s what CA provides: the opportunity to make connections because you feel supported.”

As Mr. Gierl and Ms. Parks look to the future, they want to grow as educators, people, and a couple. However, they can’t forget—they still have to plan their long-delayed honeymoon.

Television’s hottest new show is The Last of Us, HBO’s grim take on fungal-infected zombies. Pedro Pascal and Bella Ramsey lead a star-studded cast that leaps from the screen of the popular video game series.

The Last of Us will likely intrigue many Canadians as much of the series was filmed in Alberta. As the series’ stars navigate the post-apocalyptic United States, you may notice several local areas, including Canmore, Edmonton, and Calgary.

Besides locations, the show features local talent, including one of Calgary Academy’s very own: Caleb H! Before getting in front of the camera, Caleb has spent years with CA’s drama program as an actor and student.

A Love of the Arts

Originally from Arizona, Caleb took an interest in acting at a young age, auditioning for roles as early as eight years old. Now in his senior year, Caleb first arrived at Calgary Academy in Grade 9. He didn’t hesitate to choose drama as one of his Integrated Studies courses. In fact, it was one of the reasons Caleb came to CA. He entered the dimly lit theatre on his admissions tour, intrigued by the lights and other tech surrounding him. As he joined CA, he felt inspired by the other passionate actors in the school.

Drama and performing mean more to Caleb than goofing around on stage or taking a class—he sees it as an extension of himself and a way to manage emotions, good and bad.

“Acting is something I need—it’s a way to escape reality. Anything to do with arts and drama grounds me. It sets me up for the day.”

Caleb’s love of performance led him to participate in the 2022 Senior School production of All Shook Up. This passion for acting has followed him into his senior year, where he’s spent time directing in class and preparing for this year’s spring performance as one of the leading cast members.

Caleb has experienced constant development as an actor in his time at CA, something his drama teacher, Leeanne McLim, has noticed. However, Ms. McLim notes that this has come from Caleb himself as his confidence and charisma grow.

“With Caleb, there’s something just so humble about him that makes him a good artist. He’s accepting, he’s appreciative, and he’s giving of himself to other people… He has beautiful skills that come from Caleb growing into himself and his confidence.”  – Ms. McLim

The continuous learning he’s done in his time at CA has helped Caleb find new things to love about performing, including the behind-the-scenes aspects of a stage production.

“I’ve fallen in love with the work everyone puts into production. We did one-act plays in drama this year, and I really felt a connection to the dramatic arts I haven’t felt since my last play.”

The Last of Us

While Caleb’s time acting at Calgary Academy ends this June when he graduates, he hasn’t ruled out a career in the arts, whether as an actor or a production crew member. No matter his choice, Caleb already has a unique addition to his resume: working on HBO’s The Last of Us.

After a 5:30 a.m. pick-up, Caleb spent over 20 hours on set, filming different scenes for the show’s first episode. While some of his scenes were ultimately cut, Caleb is thankful for not only seeing his face on the screen but for the experience of working on a massive-scale production.

Stepping from Calgary Academy’s stage onto a television production is a shift in focus and expectations. Due to the multimillion-dollar production budget, the cast had to work diligently.

There’s little time to feel out a scene or improvise, which Caleb figured out quickly. He offers this advice for new actors getting into extra work: just listen.

“You don’t improvise if you’re an extra on film. You can create a character and try ideas when you’re on the stage, but not for film.”  – Caleb

As Caleb looks to the future, he knows the direction he wants to go. If everything goes right, we may be seeing him on the screen or stage soon. No matter what happens, Caleb looks back at his experience fondly.

“To be a tiny part of this show, I’m so grateful for it.”

Over 1.2 million Canadian children live with a mental illness. These issues have always been present, but many people worldwide struggle with anxiety and depression caused by the COVID-19 pandemic. Over 50% of teenagers believe their mental health has worsened since the pandemic’s physical distancing measures first began.

The World Health Organization (WHO) believes the pandemic has significantly affected health systems, economies, and societies. The year 2020 can seem like a lifetime ago for some, but its impacts sit fresh in many minds.

Mental health issues are on the rise after years of pandemic-related stress and fatigue. Consistently changing public health measures, online classes, and isolation from their peers was a significant struggle for many students. It’s important to acknowledge not only the struggles of the past three years but the effect mental health-related disorders can have on someone’s daily life.

Mental health struggles are more common than most people think. Approximately 70% of Canadians first experience mental illness-related symptoms in childhood. Despite this prevalence, many children choose to suffer in silence, and many parents don’t know how to better support their children.

This silence can be more than an obstacle—it can be a wall, isolating someone from those who care about them. The stigma against mental health issues keeps many from seeking the help they need.

As we slowly return to normalcy, it’s essential to care for those affected by mental health struggles. Calgary Academy’s partner organization, Headwater Learning Foundation is golfing for good this June—raising awareness, supporting research, and funding mental health programs. Come for a round of golf, and leave knowing you helped to support those who need it.

A Day on the Green

The day kicks off with a round of golf at a prestigious Calgary club. This year, golfers tee off at The Glencoe Golf and Country Club, playing around lush trees, snaking creeks, and still ponds. Besides a beautiful day on the course, there are plenty of prizes to be won in support of youth mental health and wellness.

Once the round is finished (hopefully below par), guests can enjoy a post-play experience at the Glencoe Clubhouse. A gourmet dinner, auction, and prizes await as guests settle in to listen to keynote speaker, NHL legend Kelly Hrudey. Joining him is Calgary Flames Alumni Brent Krahn as emcee.

Golf, dinner, and prizes are sure to draw a crowd, but that isn’t the point of this event. With the help of everyone involved, we can make a difference in mental health awareness and research.

Learn more about Headwater Learning Foundation’s golf tournament by visiting the event page.

Interested in signing up or have some to donate? Reach out to Calgary Academy Events.

Twice a year the Board of Directors recognizes staff and students for exemplary work, leadership, or contributions to the school community. In June, the Board was honoured to present Grade 10 students Sadie and Ivy and teacher Charlotte Nixon with this special honour!

We are excited to announce Charlotte Nixon as the recipient of the Exemplary Practice award for her dedication to the school community. Grade 10 Students Sadie T. and Ivy M. were honoured as the recipients of the Student Showcase award for their accomplishments in the Sustainability Summit in April 2022.

Exemplary Practice: Charlotte Nixon

The recipient of the Board’s Exemplary Practice Award for June 2022 is Teacher, Ms. Charlotte Nixon. Charlotte is described by her colleagues as someone who is passionate, dedicated and inspiring.

Charlotte joined the CA teaching community in August of 2019 but has been teaching since 2007! She quickly established herself as a great mentor, resource and leader within her team, sharing her love for literature and drama. Charlotte is a graduate from the University of Calgary where she did her M.Ed and her B.Ed from the University of Lethbridge with honors distinction in Drama Education.

Charlotte is being recognized for her above and beyond contributions and impact to our school community and her huminites teaching team. She is a published playwright and her passion for this work led to the creation of our Junior High Production, “Bibbity Bobbity Bamm”. She also worked tirelessly to support the Senior High Drama Production, “All Shook Up” sharing her theatre expertise to coach and mentor the actors and backstage support.

Charlotte is keen to connect students to literature and develop a love for words, expression, creativity, and performance. Charlotte is so giving of her time, for the past three year she has led a senior high Creative Writing Club. She also recently implemented a reimaged version of the traditional Poetry Smackdown, with a focus on all indigenous Canadian poets. The assessment of the Poetry Smackdown was centred about FNMI principles of cooperation and consensus when students selected the winning poem.

Charlotte has also been part of the English Action Group for the Balanced Assessment Committee. She is a keen advocate for this work. She is up to date on latest assessment research and tries new things in her class. She also recently partnered with another teacher to implement CA’s first ever Sustainability Summit for grade 10 students. She is passionate about trying new things and inspiring students to love the world of English.

Congratulations, Charlotte!

Student Showcase: Sadie T. and Ivy M.

The recipients of the Board’s Student Showcase Award for June 2022 are two Grade 10 students, Sadie T. and Ivy M..

Sadie and Ivy were the MCs for the first annual Grade 10 Sustainability Summit held in April 2022. The Sustainability Summit was a month-long project in which Grade 10 students researched the sustainability of an industry of their choice. S tudents were asked to present innovators within that industry that are attempting to make that industry more sustainable. The purpose of the project was to spark hope in the audience (Grade 7 and Grade 8 students) that there are role models out in the world that are addressing sustainability concerns and paving the way for future innovators to make serious change.

Sadie and Ivy decided to focus their project on the entertainment industry. They did extensive research on the social sustainability aspects of film and television. They looked at racial, gender, and minority representation within the industry as it pertained to social sustainability. They found production companies that were trailblazers in fair hiring practices and advocated for equal representation on the big screen. They also looked at the waste that a film production can make and researched individuals that were trying to reduce the amount of single production consumables being used on set. Their research was staggering, and their presentation of their findings was highly engaging. They were on task, hyper-engaged in the project, and their final product will be an example for future Grade 10 students.

Perhaps more impressive was that they took on the role of MC in addition to their own project. It is important to note that both Sadie and Ivy have expressed that they do not enjoy speaking in front of large crowds. Both ladies expressed that they find public speaking extremely difficult. Despite this, Sadie and Ivy rose to the challenge of being the central speakers of our summit. They worked on their script, practiced the land acknowledgment, and spoke with such respect that it was both humbling and emotional to watch them take on this additional challenge. They did all of this work, far exceeding the expectations teachers had of them, without being asked, without complainant, and with a go-get-them attitude.

Congratulations, Sadie and Ivy!