Category Archives: Principal Connections

Tabbie Silver Award 2017

Tabbies Awards

Principal Connections’ Collaborative Professionalism issue wins a Tabbie Silver Award

By Jacob Chouinard
Photography by Hannah Yakobi and courtesy of the TABPI website


CPCO is delighted to receive an award for one of the recent issues of our magazine! This award was presented for our Collaborative Professionalism issue that was released in fall 2016, following a large rebranding strategy. Principal Connections has won awards throughout the years, but this is the first Tabbie award the magazine has received.

Tabbie Award

The Tabbie Awards have been around for over two decades, and are sponsored by Trade Association Business Publications International. The 2017 Tabbie Awards featured more than 400 entries, with nominations from the U.S., Canada, the U.K., Australia, New Zealand, Ireland, Singapore and South Africa.

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Tech Talk: Modern Eco-Citizens

apps

Modern Eco-Citizens: Using apps for environmental education

 

By Ania Czupajlo
Art Director, Principal Connections

Although Earth Day only appears once on the calendar, discussions and projects on environmental stewardship should be continued throughout the year and included in all subjects. Apps are a great way to get students interested in wildlife, water conservation, composting, clean eating, climate change, recycling and the overall world around them. They can help teach our students how to become exemplary eco-citizens. Here are some of the apps that will help guide your students in their role of becoming environmental stewards.

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Embracing Stewardship

Stewardship

Embracing Stewardship

Deirdre Kinsella Biss

 

By Deirdre Kinsella Biss
Editor, Principal Connections

With the release of the latest issue of Principal Connections, Editor Deirdre Kinsella Biss provides a sneak preview of what you can expect in our magazine this month.


We are all stewards of God. As such, we must care for all of God’s creations. As environmentalists, we must look after the earth. As people of faith, we must look after each other. As Catholic school leaders and community members, we must build healthy living environments that encourage us and all entrusted in our care to flourish, learn, and love. Stewardship promotes spiritual and moral formation and sets the table for the development and growth of responsible global citizens.

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Lessons from Eco Club

eco-school-news

Lessons from Eco Club

By: Lorna McGillis, Vice-Principal, St. Anthony, Port Hope

Our rapidly changing environment prompts us to stop and think, and indeed take stock of how we live on our planet. We are called to respond and to adopt new ways of living as Pope Francis highlights in his encyclical, Laudato Si’: On Care for Our Common Home.

The response to this call by our school’s Eco Club members has been one that exhibits understanding, commitment and an embodiment of stewardship that lends hope that the future of our Earth is in capable and caring hands.

Speaking about her reasons for joining the Eco Club one student explains, “I wanted to be a part of something, to help out here at school and I wanted to increase my understanding of things like recycling and keeping the Earth clean.”

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Student Independence

students

Student Independence – Planning with the End in Mind

By Brendan Byrne Browne, PhD

As educational leaders tasked with preparing our students for their best possible future, we are charged with considering what is possible, challenging the status quo and redefining what student success means. Education is a moral practice because it involves intentionally influencing the lives of people (Starratt, 2004).

As we wrestle with big decisions about student support and doing more with less, it is imperative that we do so from ethically defensible positions, grounded in students’ best interests, focused on fostering the greatest degree of independence possible. Consider our obligations to promote, support and foster human dignity, we are faced with challenging existing norms around student support, success, independence and pathways.

A recent article in the Toronto Star entitled “Ontario Parents Worry About Special Education Support” (Gordon & Rushowdy, 2016) presented as an accepted norm that the academic and social success of students with special needs is directly connected to receiving one-to-one adult support by an educational assistant or paraprofessional. A parent of a 19-year-old student highlighted this by saying, “Is someone going to remind him to eat his lunch?”

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