Dedicated to Growth, Learning and Leadership

This summer, several faculty members undertook professional development focused on literacy, emerging technologies and relational leadership. By continually refining their craft, they bring refreshed perspectives and cutting-edge practices back to our school.

Advancing Literacy Expertise

Senior School English teacher Monica Hodgson completed the Reading Part 1 Additional Qualification (AQ) through the Ontario Institute for Studies in Education. This course develops teachers’ capacity to help students in kindergarten through Grade 12 learn to read, write and learn, by exploring evidence-based models for language acquisition and literacy development.

According to Monica, these insights will directly inform her teaching, helping students strengthen core literacy skills with tailored goals and carefully selected texts. “Starting the year with targeted reading check-ins (and following up mid-year), will let me spot missing skills early, as well as choose well-matched readings for our year-end book clubs,” Monica explained. “I’m also introducing daily small-group sessions focused on building vocabulary, improving reading fluency and teaching key comprehension skills like summarizing, clarifying, questioning and making predictions.” 

Embracing Relational Leadership

Languages teacher Nicole Patterson participated in the "Relational Leadership for Emerging Leaders" webinar led by Métis sociologist Trisha McOrmond. The session emphasized Indigenous Systems Thinking, focusing on shifting transactional interactions into trust-based connections, fostering interdependence through inclusive decision-making and prioritizing community well-being.

Leading Purposeful AI Integration

A group of teachers attended the 2026 AI Summer Institute at Lakefield College School to explore how schools can thoughtfully integrate artificial intelligence while keeping humanity at the center of learning. Faculty experimented with new AI tools, explored topics such as deepfake safety, assessment and agentic workflows, shared innovative practices, and worked collaboratively to design initiatives tailored to their schools.

Humanities and social sciences teacher Jennifer Vicencio facilitated a micro-talk titled "AI, Thinking and Sustainability: A Futures Protocol," leading peers in evaluating the cognitive and environmental impacts of AI and mapping strategies for education through 2035. “As a group, we talked about what happens to critical thinking, productive struggle and creativity when AI can do more of the thinking for us,” said Jennifer. “We also looked at the energy and water demands of AI and the responsibility schools have to think about sustainability.”

Sheila Barclay, Head of Mathematics at BSS, reflected on the opportunity to “think beyond the technology” and focus on helping students navigate AI ethically and thoughtfully. “How do we harness AI’s potential while making sure it genuinely supports learning rather than replacing it?” she asked. 

Ultimately, our team came back not only with new tools and ideas, but also a shared commitment to ensuring that education remains deeply human as AI continues to evolve. According to Research and Learning Commons Specialist Dr. Alana Bell, "The AI Summer Institute provided an important opportunity for educators to come together, hear from experts in AI, and learn from each other about best practices for schools in this swiftly changing landscape. This learning will help to inform our AI strategy throughout the year."