A Black school principal has been placed on paid leave one week after a group of parents accused him of pushing Critical Race Theory— even though the Texas school does not mention it in the district’s curriculum.
"I've only chosen to speak out against baseless allegations after [the district] allowed a man to speak my name at the July 26 board meeting," Colleyville Heritage High School principal James Whitfield toldThe Dallas Morning News. "I have done nothing wrong by anyone."
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The principal and some supporters attended a board meeting to address a group of parents who claimed he was teaching critical race theory.
Superintendent Robin Ryan wrote that Whitfield has been placed on leave, but the letter did “not go into the specifics because it is a personnel matter,” according to The Dallas Morning News.
In the letter, Ryan also said "the entire District leadership team and I are fully committed to the success and well-being of Colleyville Heritage students as we move forward together."
"We remain committed to providing a learning environment that fosters and encourages student academic and extracurricular achievement," Ryan wrote. "I am grateful for your partnership and look forward to working with you to serve and support the students of Colleyville Heritage High School."
Whitfield said, instead of the district "issuing their support of me, they came after me."
Whitfield, who is married to a white woman, was alsoasked by the school districtto remove photos with the couple together, with complaints saying they were inappropriate.
According toWorld Population Review, Colleyville, Texas is 90 percent white, with a Black population less than 2 percent.
On July 31, Whitfield wrote that being an administrator “does not take away my rights and ability to be human and defend myself” in aFacebook post.
"I am not the CRT (Critical Race Theory) Boogeyman. I am the first African American to assume the role of Principal at my current school in its 25-year history, and I am keenly aware of how much fear this strikes in the hearts of a small minority who would much rather things go back to the way they used to be," he wrote.
AsChanging Americapreviously reported,critical race theory is a way of studying the legacy of racism and slavery in the U.S. and how these forces continue to shape public policy. The legal and educational concept is based on the premise that race is a social construct and that the U.S. was built on racist structures that are present today.
In Texas, legislation has removed the requirement that students learn about the Ku Klux Klan and that the group’s white supremacy is“morally wrong.”
From left: Sr. Anne Fitzsimons, Sr. Augustine Dempsey, Sr. Raphael Quinn and Sr. Elizabeth Carey are joined by Fr. Fernando Camou, Ss. Simon and Jude Cathedral rector, following Mass on Aug. 25, 2021, celebrating Sr. Raphael’s 50th year as principal of Ss. Simon and Jude Cathedral School. (Jeff Grant/CATHOLIC SUN)
PHOENIX — She is a big-time Phoenix Suns fan but follows other sports, too.
She enjoys bicycling, walking, reading and the outdoors.
She was once a talented Irish dancer.
But none of these interests define Sr. Raphael Quinn, I.B.V.M., nearly as much as her love for children and teaching.
“My own religious vocation and the foundation of my own family was a place of prayer, and great faith. My mother had a great passion for education. I have a desire to educate as many children as possible, especially seeing that they learn and grow in the knowledge of who Jesus is,” she said. “I don’t look on it as work.”
Perhaps that is why, after 50 years, the principal of Ss. Simon and Jude Cathedral School still has what she calls “the spark” when she sees youngsters returning for the start of the fall semester.
“She has said, ‘when I no longer feel that, I will know it is time to retire,’” said Ss. Simon and Jude Director of Advancement Mary Jo Wahlers. “She’s never not felt that.”
On Aug. 25, the 461 students, as well faculty and staff gathered inside the school gym for a Mass celebrated by Bishop Thomas J. Olmsted, honoring the milestone. Fr. Fernando Camou, cathedral rector, was there as well.
During his homily, Bishop Olmsted recalled a diocesan priest’s recent description of Sr. Raphael. “She is always joyful. She has the ability to make each person feel welcomed and loved.”
The bishop also reminded the congregation that “no one can serve as a principal of a school without facing obstacles, times of discouragement and hardships. When one can do that and still keep in mind the good things about others, that’s the Holy Spirit at work.”
That is one of many traits cited by the bishop, as well as Sr. Raphael’s former students and parents, that has made her the school’s rock.
Bishop Thomas J. Olmsted delivers the homily during a Mass celebrating Sr. Raphael Quinn’s 50th year as principal of Ss. Simon and Jude Cathedral School on Aug. 25, 2021. (Jeff Grant/CATHOLIC SUN)
In a separate interview, Bishop Olmsted said Sr. Raphael provides love, attention and encouragement equally.
“She aims at inspiring all students. (Some) have won prizes at science fairs and other competitions. At the same time, those who need extra help don’t feel overlooked at all. She has a way of encouraging each to live up to their own abilities,” he said.
Others echoed those thoughts.
“She’s an exceptionally amazing person, like no other,” offered Mary Novotny, who sent four children to the school in the late 1980s and 1990s and is part of a lay group that provides spiritual companionship to the Loreto Sisters, the order Sr. Raphael is part of that teaches at the school. “She’s universal in her love, from the best to the most challenged students. She has a pulse on everyone and what a particular student needs.”
That means investing a great deal of time in her students’ activities outside class as well.
“I played sports from fifth grade on,” Amy Kline Morreale said, who also sent three children to the school and now works as its bus supervisor as well as a kindergarten teacher’s aide. “She came to every single home game. Sister checked on every student and made sure their homework was done and that they were getting their grades. To this day, she still does that.”
Loreto Sisters’ values
The five core values of the Loreto Sisters are felicity, freedom, justice, sincerity and verity, the last of which, “embodies integrity.” That means “to do what we have to do well.”
The values are Sr. Raphael’s guide and are reflected in some of the comments of those who have learned under her.
“SSJ is what it is today because of her,” Chris Tanner, a 1990 graduate, said. Tanner and his wife, Susanna, sent three boys there, the youngest of whom is in seventh grade.
“Our community at Ss. Simon and Jude was built by Sister’s faith, dedication and leadership. She has helped mold thousands of children into respectful, faithful and compassionate human beings.”
Novotny agreed.
“She taught discipline with purpose. I see it in my youngest son all the time. He came out of there with better manners, compassion and respect. It had to do not just with academics but the whole person,” she explained.
Sr. Raphael also was hailed as a community builder, someone whose direction and involvement fostered a sense of family.
“She has a steel-trap mind,” Morreale said. “She knows every student from when the school started. She remembers every name, (even) if she hasn’t seen them in years.”
One story illustrates Sr. Raphael’s investment beyond the classroom walls.
Michele Statt was a 6-year-old 1st-grader in the 1970s when an accident at home involving a glass door sent her to the hospital.
“I was ready to go into surgery. I was on a gurney in a hallway. She came in, she was in her habit and walked over and comforted me. I was just a little kid; very afraid,” recalled Michele, who met her future husband, Joe Statt, at Ss. Simon and Jude. They sent four children to SSJ, the oldest of whom also would meet his future wife there.
My own family was a place of prayer. I hope children feel that spirit of love and compassion.
Family, dancing and sports — and the camaraderie of each — were part of Sr. Raphael’s childhood, and Bishop Olmsted said those became ingredients for her leadership approach.
“She loves people, especially young people. It is very evident in everything she does,” he said.
Sr. Raphael’s love of community was built in part on a childhood in Ireland with five brothers and two sisters. She participated in sports, including tennis and field hockey, and learned to dance at an early age, winning “a good few medals” in competition along the way.
Faith also played a prominent role.
“My own family was a place of prayer,” she told The Catholic Sun. “I hope children feel that spirit of love and compassion.”
“I try to develop a personal relationship with students and make a connection with their family. I think children today trust you more when they know you know them, (especially) if they are going through a difficult time,” she explained.
This past year offered new challenges, as the school worked its way through COVID-19 related restrictions. Sr. Raphael said the limits on socializing were particularly tough for youngsters.
“What really helps is that connection with the Lord. It is really sad to see young people today not able to cope with the loneliness and isolation they are feeling. That is a big responsibility in our schools to not only teach academics but also to be able to cope and have that resilience to be able to rise above this,” she said.
Members of the student body stand for the reading of the Gospel during a Mass celebrating Sr. Raphael Quinn’s 50th year as principal of Ss. Simon and Jude Cathedral School in Phoenix Wednesday, Aug. 25, 2021. (Jeff Grant/CATHOLIC SUN)
While the world got a little narrower in the past 18 months, this spring gave Sr. Raphael and her fellow Loreto Sisters a chance to rekindle one of their favorite activities. Wearing a T-shirt with the Phoenix Suns logo and the number 50, Sr. Raphael and her fellow “Suns Nuns” rooted their team on to an appearance in the NBA Finals. Years ago, when the likes of Charles Barkley played for the team, the nuns would sometimes sit courtside and cheer.
“This year we got into the Suns again,” she said. “Sr. Augustine would read the stats in the morning paper.”
Life has changed in many ways since the early 1960s when Sr. Raphael joined the Loreto Sisters about a decade after their invitation from Rector, the Rev. Paul Smith, to begin a school next to the Cathedral of Ss. Simon and Jude.
“As a young nun, I was very committed to my vows. This was what you were expected to do. All I can say is after all these years, this is what God has planned for me. I am so grateful to be part of the Ss. Simon and Jude community school for 50 years.”
“The Holy Spirit reminds us of all we have been taught,” said Bishop Olmsted in his homily. “Today, we thank God for a teacher who the Holy Spirit loves even more than we do: Sr. Raphael. Whatever we know about God, the Holy Spirit teaches us. But he does it through human voices, sometimes with an Irish accent.”
A principal at the center of a controversy in the Grapevine-Colleyville Independent School District has been placed on paid administrative leave, the superintendent wrote in a letter to parents late Monday.
Superintendent Robin Ryan said in a statement Monday afternoon that an interim principal was now in place at Colleyville Heritage High School while embattled Principal Dr. James Whitfield had been placed on leave.
Ryan wrote in part, "I wanted to share information with you regarding the leadership at Colleyville Heritage High School. Effective immediately, Dr. Whitfield has been put on paid administrative leave."
Ryan said in his statement that he would not go into specifics about why Whitfield had been placed on leave because "it is a personnel matter."
"I did want you to hear about it directly from me. I also want you to know that the entire district leadership team and I are fully committed to the success and well-being of Colleyville Heritage students as we move forward together," Ryan wrote.
Whitfield, who is Black, was named principal of Colleyville Heritage ahead of the 2020-21 school year and was soon after accused online and in board meetings of teaching critical race theory.
Whitfield released a statement about the suspension to NBC 5 Monday afternoon, saying "I have done nothing wrong by anyone. I’ve only chosen to speak up after they allowed that man to speak my name at the board meeting. Instead of speaking out against the behavior ... they came after me."
Critical race theory is a way of thinking about America’s history through the lens of racism. Scholars developed it during the 1970s and 1980s in response to what they viewed as a lack of racial progress following the civil rights legislation of the 1960s. It centers on the idea that racism is systemic in the nation’s institutions and that they function to maintain the dominance of white people in society. The architects of the theory argue that the United States was founded on the theft of land and labor and that federal law has preserved the unequal treatment of people on the basis of race. Proponents also believe race is culturally invented, not biological. Read more about CRT here.
Editor's note: The initial version contained a description of critical race theory that was not accurate. The article has been corrected and a description of critical race theory has been added above. We regret the error.
The Fraser-Cascade School District (SD 78) is excited to welcome Christine Seymour as District Principal of Indigenous Education. Seymour grew up in Chilliwack as a member of Tselxweyeqw Territory, and is a proud member of Sto:lo First Nations.
Seymour is also part of Chehalis First Nations, and the proud mother of three children, aged 26, 13, 11, and grandmother of two.
Seymour comes from a powerful lineage of Indigenous leaders and scholars: her father, Dr. Stephen Point, is the Chancellor at UBC, and served as the 28th Lieutenant Governor of British Columbia; and her mother, Dr. Gwen Point, is the Chancellor at the University of the Fraser Valley, and has led many provincial initiatives to support Truth and Reconciliation.
Seymour has a BSC in Biology and a Post Degree certificate in education. For 18 years, she has been in public education as a Halq’emeylem instructor and Indigenous Success teacher in the Abbotsford and Chilliwack school districts.
This summer, Seymour is completing her Master’s in Educational Leadership and Administration at UBC. Her project focuses on trauma-informed practice to support Indigenous students.
A passionate artist, Seymour has a strong background in singing and has been Sto:lo dancing since she was very young. She is also a founder of an Indigenous canoe paddling club.
“Seymour brings a wealth of experience, cultural understanding, artistic passion, lineage, and heart to our district,” said Ron Johnstone, SD 78 Board Chair. “We are excited to move our district forward in our ongoing commitment to Truth and Reconciliation.”
“Hiring Seymour comes after an extensive search to acquire both a cultural leader and school-based educational leader,” explained Superintendent, Balan Moorthy.
“Seymour will be instrumental in making connections with our Indigenous communities, (but) she will also benefit all children and staff as we learn about integrating Indigenous learning principles into our classrooms,” Moorthy added.
Seymour will begin her tenure as District Principal of Indigenous Education on Monday, Aug. 30, 2021.
Frank Torti has been named principal of St. Patrick’s Catholic high school in Sarnia.
Article content
The announcement by the St. Clair Catholic District School Board followed news St. Patrick’s principal Chris Kehoe had been appointed superintendent of education.
Torti was most recently principal at St. Peter Canisius Catholic school.
Several other leadership changes at local Catholic schools were also announced.
Mark Renaud, principal of Sacred Heart Catholic school in Sarnia will take up that post at St. Peter Canisius and Margaret DeGurse, principal at Holy Rosary, will move to Sacred Heart.
Stephanie Orrange, vice-principal at Gregory A. Hogan Catholic school and Holy Trinity, will be principal at Holy Rosary.
Ryan Hare has been appointed vice-principal at Gregory A. Hogan and Holy Trinity.
Frank Torti has been named principal of St. Patrick’s Catholic high school in Sarnia.
Article content
The announcement by the St. Clair Catholic District School Board followed news St. Patrick’s principal Chris Kehoe had been appointed superintendent of education.
Torti was most recently principal at St. Peter Canisius Catholic school.
Several other leadership changes at local Catholic schools were also announced.
Mark Renaud, principal of Sacred Heart Catholic school in Sarnia will take up that post at St. Peter Canisius and Margaret DeGurse, principal at Holy Rosary, will move to Sacred Heart.
Stephanie Orrange, vice-principal at Gregory A. Hogan Catholic school and Holy Trinity, will be principal at Holy Rosary.
Ryan Hare has been appointed vice-principal at Gregory A. Hogan and Holy Trinity.
Frank Torti has been named principal of St. Patrick’s Catholic high school in Sarnia.
Article content
The announcement by the St. Clair Catholic District School Board followed news St. Patrick’s principal Chris Kehoe had been appointed superintendent of education.
Torti was most recently principal at St. Peter Canisius Catholic school.
Several other leadership changes at local Catholic schools were also announced.
Mark Renaud, principal of Sacred Heart Catholic school in Sarnia will take up that post at St. Peter Canisius and Margaret DeGurse, principal at Holy Rosary, will move to Sacred Heart.
Stephanie Orrange, vice-principal at Gregory A. Hogan Catholic school and Holy Trinity, will be principal at Holy Rosary.
Ryan Hare has been appointed vice-principal at Gregory A. Hogan and Holy Trinity.
Maspeth High School has a new leader after a grade-fixing scandal that dragged on for two years.
Selin Alicanoglu, 35, an assistant principal at Flushing HS, was named acting principal of Maspeth pending a final selection.
She replaces Khurshid Abdul-Mutakabbir, who was removed on July 8 and charged with extensive academic misconduct after a Department of Education investigation that started in September 2019.
Selin Alicanoglu has been named acting principal of Maspeth High School.
In a scathing report in The Post that month, whistleblower teachers told how administrators pressured the faculty to pass failing students, staffers gave answers during Regents exams, and kids did little or no work in phantom classes.
They called it “the Maspeth Minimum.”
Abdul-Mutakabbir faces a disciplinary hearing. “We are urgently pursuing his termination,” said DOE spokeswoman Katie O’Hanlon.
But only Khurshid Abdul-Mutakabbir has been charged with misconduct, although teachers also blamed assistant principals Stefan Singh and Jesse Pachter. They are still listed as Maspeth administrators.
“They were the ones who essentially carried out the planning and the implementation of all of the things that Khurshid was terminated for,” one teacher said.
Alicanoglu got her education in Queens public schools and Queens College.
At Flushing HS, where former teachers also complained about grade-fixing, Alicanoglu “fostered a collaborative and rigorous academic culture and created an advanced literacy curriculum that helped increase the ELA Regents passing rate by 31 percent,” O’Hanlon said.
Michael Walmsley has always had an interest in history, but it was through a desire to better find his way around town that led to a new endeavour: a historical book about Huntsville street names.
Walmsley cottaged in the Huntsville area for about 15 years before moving here permanently in 2016.
“Despite being somewhat familiar with Huntsville, I have sort of a challenge in terms of directionality, so I decided I’d better learn the streets,” he says with a laugh. That led to an interest in learning where the street names came from.
In the Muskoka Room at Huntsville Public Library, he began researching the names.
“The first one that I came upon was Cora Street… I found some information about Cora Shay and that sort of piqued my interest in terms of what was going on back then and why was her name on that street,” he recalls. “I became really intrigued with her story and that led to her siblings that had names on streets and then that spilled off into other names.”
Walmsley is president of the PROBUS Club of Muskoka North. Club members who have been lifelong residents of Huntsville were able to provide further details.
“It was more of a hobby than anything,” he says. “I started to write short articles about these streets for no one in particular. And then the pandemic came along…I decided to send a weekly email out to the members just to keep everyone connected at a time when we couldn’t physically meet and I just decided some of those street articles would be appropriate to include in those emails.”
They enjoyed them so much that some of the members encouraged him to publish the articles in a book. That book, Streetscapes: A Journey Through Huntsville’s History Via Its Street Signs, will be in print at the beginning of September.
A sneak peek of the cover of Michael Walmsley’s new book
Walmsley is starting with 100 copies to gauge interest, and hopes it will provide a light and connected history of Huntsville through its street signs.
“As I discovered from my time in the Muskoka Room at the library, Huntsville is really blessed in that a lot of people over well beyond a century now have taken the time to record aspects of the town. I really found that to be enriching,” he says. “I’ve been able to find out some really peculiar little facts because people had taken the time to speak about them.
“That’s part of the intent of this book too. I would hope this would spur some younger people to become interested in the history of the town and why things are called what they’re called.”
He praised those who set up and maintain the Muskoka Room at the library. “They really deserve huge credit for what they’re doing. For people to go in there and be able to go through the documents, it’s a real, true living history from all their efforts. Kudos to them.”
Walmsley shared several excerpts from the book with Huntsville Doppler, which you can read here.
Streetscapes: A Journey Through Huntsville’s History Via Its Street Signs will be available around September 1. You can order a copy by emailing Michael Walmsley at boofpublishing1@gmail.com or copies will also be available at The Great Vine (36 Main St. E).
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Derek Premo, the principal accused of sexually harassing a male teacher at his Manhattan high school, was previously accused of touching a male student inappropriately, The Post has learned.
The prior incident occurred in 2015-16 while Premo was an assistant principal at Life Sciences Secondary School on the Upper East Side.
A student claimed Premo “touched him inappropriately and made him feel uncomfortable,” reporting the allegation to assistant principal Ernest Oliveri, who passed it along to Principal Kimberly Swanson, officials confirmed.
The Special Commissioner of Investigation for city schools said it received the case, but referred it to the Department of Education’s own investigative arm.
DOE spokeswoman Katie O’Hanlon said the allegation — along with multiple complaints about Premo’s conduct with students described in a 2017 faculty letter — were investigated “and found to be unsubstantiated.”
The DOE’s handling of the complaints reveals a more lenient disciplinary process for principals. Premo wasn’t removed pending the probe, like teachers facing similar accusations.
Derek Premo was accused of touching a male student inappropriately during the 2015-16 school year.
In fact, he was promoted to principal at the Lower Manhattan Arts Academy in 2019, and took home $175,765 last year, an additional $30,000 while the DOE transferred Oliveri to another assignment shortly before the end of the school year. The DOE denies Oliveri’s transfer was retaliation.
In June, teacher John Colin filed a sex discrimination complaint with the state Division of Human Rights, saying Premo pressed his groin against Colin’s leg during a staff party.
On the student’s complaint, Oliveri told The Post it was months before investigators visited the school — and they never interviewed him.
“I remember an unusual period of time between filing the report and the investigation,” he said. “Normally these things are investigated right away. That’s a very serious charge.”
O’Hanlon said the principal “immediately reported it and an investigation was launched within days,” adding that school employees “are not privy to every step of a confidential investigation, especially when it involves a minor.”
A three-page May 2017 letter sent to SCI described a litany of complaints about Premo’s conduct with students. It said he “took pride” in persuading gay kids to come out of the closet, but spurred one boy who denied being gay to transfer out.
The letter, obtained by The Post, also said students complained that Premo made sexually suggestive comments, and “coerced and intimidated” them into donating to a fundraiser for his Gay Alliance Club.
SCI said it referred the complaints in the letter to the DOE. Premo and Swanson did not return requests for comment.
Chad Broer (right), principal at Chatfield High School, and Craig Aukland, athletic director at Chatfield High School. (Chatfield High School)
Chatfield High School’s athletic director is facing a misdemeanor charge of failure to report child abuse or neglect, and the school’s principal is on paid administrative leave, as Jeffco Public Schools investigates what it calls a violation of safety protocols.
Craig Aukland, the school’s athletic director, was issued the criminal summons Friday because he’s a mandatory reporter under state law, the Jefferson County Sheriff’s Office said in a statement. Because the case involves juveniles, the sheriff’s office said it would not provide any further details.
Aukland was placed on paid administrative leave Tuesday, said Cameron Bell, a Jeffco Public Schools spokeswoman. Principal Chad Broer has been on paid leave since Aug. 18.
Students at the school have been disciplined in connection with the situation, although Bell did not say how many. She also would not divulge the level of discipline or reasons for the discipline, citing the federal Family Educational Rights and Privacy Act.
A letter to Chatfield families was distributed Tuesday night to inform them of the leaves of absence and the ongoing investigation, she said.
Bell did not provide more details into the allegations, citing the ongoing investigation.
Jim Ellis, who served as Chatfield’s principal from 1999 to 2004, was named interim principal. He retired from Ralston Valley High School in 2013. No interim athletic director has been named, but the district is looking to name someone, the letter said.
The letter, signed by Superintendent Scott Allensworth and Chief of Schools Dan Cohan, said placing employees on administrative leave was routine for these investigations and reminded parents that an investigation is not an indication of wrongdoing.
Efforts to reach Broer and Aukland were unsuccessful Friday.
Jeffco Public Schools is the second Front Range school district to place a principal on paid leave, pending investigation, as the school year begins.
Earlier this month, the Boulder Valley School District placed Fairview High School Principal Don Stensrud on leave while district officials investigate claims made in a federal lawsuit that he fostered an environment permissive of sexual assault at the high school.
In the lawsuit, two former Fairview students claim leaders at the high school knew during the 2016-2017 school year that a lacrosse player was accused of raping at least two students, but the administration failed to investigate and did not protect students from facing a hostile environment at school. The former lacrosse player has been charged in juvenile court with sexual assault, kidnapping and domestic violence.
Denver Post reporter Kieran Nicholson contributed to this report.
LITTLETON, Colo. (CBS4)– Chatfield High School is starting the new school year with an investigation into safety protocols. The principal and athletic director are both on administrative leave.
(credit: CBS)
Chatfield High School principal Chad Broer and athletic director Craig Aukland are being investigated.
Jeffco Public Schools said they failed to follow district safety protocols but did not elaborate on what exactly spurred the investigation.
(credit: CBS)
Former Chatfield High School principal Jim Ellis has returned to the school to serve as interim principal.
A letter from the principal of Hidden Valley Elementary School to the families of students promises to act on the concerns created by a former educational assistant’s conviction of sexual interference.
By Tim Giilck on August 27, 2021
A letter from the principal of Hidden Valley Elementary School to the families of students promises to act on the concerns created by a former educational assistant’s conviction of sexual interference.
“Hello, Hidden Valley School community,” reads the letter from John Duclos, which was obtained by the Star.
“As many of you are aware, in 2019 an employee unfortunately chose to abuse their position of authority and trust with a student while in the school.
“This individual was criminally charged, convicted, and sentenced for his actions. When this matter came to my attention in 2019, we informed the RCMP, who commenced an investigation.
“In addition, we immediately ensured that the individual was no longer allowed to work with students at Hidden Valley or in any Yukon school.
“As we begin a new school year tomorrow (Aug. 23), we acknowledge how this previous incident may have negative and, in some cases, traumatizing impacts on our school community.
“Likewise, the ongoing safety and the protection of our students, your children, is of the most utmost importance.
“The school will continue to monitor all interactions between staff and students and follow up with any parent or student concerns that come forward.
“When needed, the school will contact outside supports, including counselling services, RCMP, Family and Child Services. We will also continue to support our students with a variety of services and education, including:
“Supports from various community support programs:
Child, Youth & Family Treatment Team (CYFTT)
The Community Health Nurses
Yukon First Nation Education Directorate
Student Support Services
Educational programming focused on:
Healthy Relationships
Communication skills
Self-advocacy
Safe Adults
School-wide Supports and Communication Strategies.
“When discussing safety, we will use a shared common language with students, families, caregivers, and staff,” Duclos wrote.
“A school wellness teacher and administration are available for discussing social-emotional and safety concerns with individual students and families.
“We are sending home resources for developmentally appropriate conversations with children around safety.
“Please note that due to confidentiality and the risk of traumatizing other children, we will not be directly talking to the students at the school-wide or classroom-wide level about the incident in 2019.
“However, we will assess the needs of individual students and families and provide personalized and confidential supports and programming.
“Hidden Valley School has always had a strong and supportive community. We will all need to continue to work together, support one another, and advocate for the needs of our families,” Duclos added.
The Star asked the Yukon government for a comment on the letter from Duclos. It responded with a statement it had previously provided.
Erin MacDonald, the director of communications for the Department of Education, provided this via email.
“We care deeply for our students, their families and staff and the Department of Education takes this situation extremely seriously. In our duty of care, we have a responsibility to uphold the safety of all students at our schools.
“When this matter came to our attention in 2019, we informed the RCMP,” MacDonald wrote. “As soon as we became aware of the allegation, the individual no longer worked with students or in schools.
“If parents are concerned that their child interacted with this former employee in a concerning manner, we urge them to contact the RCMP’s Specialized Response Unit at 867-667-5555 directly to share the information.
“The Department of Education is committed to ensuring that students and families have the best supports available to them,” MacDonald added.
“In situations like these, we encourage parents to contact the Government of Yukon’s victim services branch, which offers specialized support through Project Lynx.
“Project Lynx supports children and youth victims of crime and their families. It does not matter whether the crime has been reported, a charge has been laid, or if there has been a conviction,” MacDonald wrote.
“This team provides services to help navigate next steps and can make referrals to other supports such as counselling. Project Lynx can be reached at 867-667-3002 or email at victim.services@yukon.ca.
“We understand the impact this situation is having on the school community and we are committed to supporting all students and their families. The Department of Education will be providing additional supports for students at Hidden Valley Elementary School.
“The Government of Yukon Department of Education is currently a respondent in a civil legal matter related to this situation. We also understand there are open RCMP investigations about the matter.
“As a result, we are not in a position to comment further at this time,” MacDonald concluded.
Kent City — It is no mystery why one group of students enjoyed going to school over the summer.
Students climbed through crime-tape barriers and carefully analyzed each overturned chair, missing or misplaced item, and other clues left behind in Principal Pamela Thomas’s office.
Yes, she was still missing, but they were determined to figure out which of the suspects was responsible.
Regular reading, writing and math exercises were wound into the curriculum of mystery and intrigue.
Approximately 100 Kent City students heading into first through fourth grades this fall took part in the summer program, said teacher Kathy Arlen, who is credited with creating the themed activities. Due to construction at the elementary building, summer classes met at the middle school from 7:45-11:45 a.m., and included both breakfast and lunch.
Students with top secret access — Blakely Kruithoff, left, and Eva Garcia — enter the crime scene to look for clues
“We have a building theme each year and extended our theme — Detectives and Mysteries — for the 2021-22 school year into the summer,” Arlen said. “I choose a theme based upon an idea that will be of high interest to the students and engage the families.”
Along with the regular curriculum used during summer school, teachers this year implemented a variety of hands-on forensic science activities, including making marshmallow shooters, using invisible ink and solving crimes.
The Big Event
The summer session ended with the culminating activity: “Who Kidnapped the Principal?”
“Earlier this week, students were informed our principal was missing,” teacher Morgan Denyes said. “There were six suspects: myself and some other teachers in summer school volunteered (and) answered questions that Kathy (Arlen) developed.”
After hearing the news, students went to work creating missing person posters and placed them around the school. Then they spent days speculating as to who had done it, Denyes said.
Students interviewed all of the suspects, and carefully recorded the information. Then, wearing “top-secret access” badges, they visited the crime scene, where they worked to analyze clues to determine which suspect committed the crime.
Some of their evidence notes:
Someone left behind a dog leash; which of the suspects owns a dog?
A partially eaten candy bar. Does that mean the suspect loves chocolate or not?
Old sneakers might mean a runner committed the crime.
Someone pointed a finger at Denyes.
Another accused: “You like to run and you have a dog.”
Another asked, “Do you like coffee?”
Soon, the wide-eyed young detectives gathered around Denyes, declaring “You did it.”
Examining clues and interviewing suspects led to students making inferences and searching for a conclusion as to whom the prime suspect might be, Denyes said.
“Next, we will be doing a written response using the evidence and their background knowledge to make a claim,” she said.
“This has been such a fun activity for our summer school students because this is a perfect way for them to practice reading skills that many struggle with.”
Rocky Mountain Middle School’s new principal Brian Thorne says he’s right where he wants to be, and he’s most at home with the middle school level.
Principal Brian Thorne was on a path to go to law school in college at BYU. He changed his course after helping bring resources to a community in Mexico to build a school.
That led to the Mt. Pleasant native getting a master’s degree in education. He’s since spent 26 years teaching and as an administrator. He started in the Nebo School District in the Cornerstone program with youth in custody, then had a great experience teaching for one semester at Spanish Fork Junior High.
He says that in that last semester teaching at the junior high, he learned he works best with students in middle school.
“Middle school kids are a blast. I think you’re as funny as you’re gonna be in the eighth grade. So, when Superintendent Sweat talked to me about moving to the middle school, it just felt like coming home,” he says.
Before coming to Rocky Mountain, he was assistant principal at Springville High for four years, then principal at Midway Elementary for 10 years.
He and his family live in Heber City.
“I personally am a huge believer in the concept of professional learning communitiesm” he says. “The idea of that is, the groups of teachers work together to help the individual kids and groups of kids. We focus in on three big ideas: the learner, we focus on results, and then we do that in a collaborative environment. And if we do that, then kids benefit from whole groups of teachers instead of just one teacher. When you do that, it also helps take care of the adults in the building by building their capacity to get better, which makes their jobs easier.”
Three focuses on student experiences under Thorne will be learning, promoting kindness and getting students involved with extracurricular activities.
The school also has fun events planned, starting Friday with an assembly featuring BMX bike riders and continuing with school spirit class competitions.
He says he’ll be able to start strong thanks to a talented group of teachers, administration and staff.
“The faculty here is outstanding. I’ve been really impressed with getting to know all of them and seeing the things they do with kids. Just walking around, it’s amazing the quality of teachers in this building.”
He also credited the new incoming assistant principal, Kevin Rich, for helping to get this school year heading in the right direction.
Nine new principals join diocesan schools heading into the 2021-22 school year:
Jeanne Canavan, principal of Our Lady of Hope School in Potomac Falls, earned a bachelor’s from the University of Dallas in Irving, Texas, in 1999, and a master’s from Marymount University in Arlington in 2012. She has 10 years of teaching experience, and 12 years of administrative experience at the Basilica School of St. Mary in Alexandria where she served until June.
Kate Chelak, principal of Blessed Sacrament School in Alexandria, earned a bachelor’s in anthropology and a master’s in curriculum and instruction from the College of William and Mary in Williamsburg in 2011 and 2012, respectively. She is pursuing a master’s in administration and supervision from Marymount University in Arlington. She has served at Blessed Sacrament since 2012.
Amy Fry, principal of St. Anthony of Padua Church in Falls Church, earned a bachelor’s from the University of Notre Dame in Notre Dame, Ind., in 1995, and a master’s in education from Marymount University in Arlington in 2008. She has six years of teaching experience and nine years of administrative experience in the Arlington diocese, most recently at St. Charles Early Education Center in Arlington.
Darcie Girmus, principal of St. Bernadette School in Springfield, earned a bachelor’s in elementary education in 1986, and a master’s in curriculum instruction in 1989 from the University of Nebraska in Lincoln, Neb. In 2011, she earned a master’s in administration from Marymount University in Arlington. She has 27 years of teaching experience. Most recently, she served in an administrative role in the Archdiocese of Los Angeles.
Timothy Guy, principal of Bishop Ireton High School in Alexandria, earned a bachelor’s in mathematics from Mount St. Mary’s University in Emmitsburg, Md., in 1987; a master’s in education from the University of Virginia in Charlottesville in 2002; and a doctorate in education leadership from Virginia Polytechnical Institute in 2016. He has 25 years of teaching and administrative experience.
Kristie Meyers, principal of Queen of Apostles School in Alexandria, earned a bachelor’s degree from Indiana University in Indianapolis in 2004; a master’s from Indiana Wesleyan University in Marion, Ind., in 2008; and a specialist degree from Regent University in Virginia Beach in 2020. In the diocese, she has served at St. Leo the Great in Fairfax, St. Bernadette in Springfield and St. Isidore of Seville Catholic Virtual School.
Francis Roque, principal of Bishop O’Connell High School in Arlington, earned a bachelor’s in economics from Providence College in Providence, R.I., and a master’s in education in administration and supervision from Marymount University in Arlington. He served in different roles at O’Connell since 2011 , including director of information technology, director of student life and dean of student affairs.
Anthony Sahadi, principal of St. Ann School in Arlington, earned a bachelor’s in history and a master’s in education administration from the University of Detroit Mercy in Detroit, Mich. He served as a Catholic school principal for the Archdioceses of Detroit and Washington, D.C.
Jennifer Schiller, principal of St. William of York School in Stafford, earned a bachelor’s in business administration from the University of Dayton, Ohio, in 1992, and a master’s in public administration from the University of West Florida in Pensacola, Fla., in 1997. She has served in education in the Dioceses of Raleigh and San Diego.
BAR HARBOR — There has been a major reshuffling of administrators in the Mount Desert Island Regional School System.
Four principals and several others in key positions will have new assignments when the school year starts next week.
With Julie Meltzer’s resignation as the school system’s director of curriculum, assessment and instruction at the end of June, her job has been split in two to make it more manageable.
Rhonda Fortin, who has been principal at Pemetic Elementary in Southwest Harbor, will become director of teaching and learning for grades pre-K through six. Julie Keblinsky, who has been dean of curriculum at MDI High School, will be director of teaching and learning for grades seven through 12.
Jill Cohen, whose job as the school system’s RTI/assessment coordinator under Meltzer was eliminated, will be the high school’s new dean of curriculum.
Mike Zboray, principal at Trenton Elementary, will succeed Fortin as principal at Pemetic.
Crystal DaGraca, who taught grades three through five and served as principal at Swan’s Island School, will become principal at Trenton.
Hayley Fenton, principal at the Cranberry Isles and Frenchboro schools, will add the job of interim principal at Swan’s Island.
In addition, Cathy Kozaryn, who has been the special services IEP (individualized education program) coordinator at MDI High School, is the school system’s new assistant director of special services. She succeeds Paige Collins, who has retired.
Eric Hann has been hired to fill the new position of operations manager for the school system, overseeing facilities maintenance and transportation. Hann previously was a high school custodian.
“We have been working really hard to grow leadership from within our district,” Superintendent Marc Gousse said. “We’ve had virtually no change in our administrative team, but this breathes some new life into positions.”
Gousse will retire in January but has agreed to stay on as interim superintendent through next June.
“The new superintendent will have a really sound foundation, a really solid team to work with, so I think he or she is going to be in a really good place,” he said.
Dick Broom covers the towns of Mount Desert and Southwest Harbor, Mount Desert Island High School and the school system board and superintendent's office. He enjoys hiking with his golden retriever and finding new places for her to swim. [email protected]
A group of 13 Queen’s students recently started a petition against the University’s vaccine mandate. The petition, which has over 700 signatures, was submitted to Patrick Deane, Principal and Vice-Chancellor, on Wednesday, Aug. 18, 2021.
Queen’s University campus. Photo by Aaron Bailey.
Kingstonist spoke to one of the students, Daniel, on condition of anonymity. Daniel explained that he and the others in his group are afraid that they will face personal threats and repercussions from others in the Queen’s community if they come forward with their real identities.
“Online, we have had many comments from people who are supporting us, but also some very angry, hateful comments,” he explained, noting that one comment went so far as suggesting that unvaccinated people should be subjected to a campaign of “genocide.”
He went on to say that no one in the group, which includes graduate as well as undergrad students, has faced pressure from the staff at Queen’s, but “It is early going and no one has mentioned to any of their supervisors if they are unvaccinated.”
“We’re about 13 students, who just met each other online, and all of us are against this policy. So, we were getting together to basically write this petition. We are concerned that this policy was very quickly rushed through without fully considering all the impacts it will have on students,” Daniel explained.
“One, we think it’s unnecessary because Queen’s surveys the members of the community and residents. They already say that 98 per cent of students are vaccinated. Two per cent are unvaccinated. So that’s a very small number.”
He also expressed the group’s concern for people who have a legitimate medical reason to go unvaccinated. “For example, international students are coming in, who have received different vaccines than in Canada, and now they have to get a third dose of the vaccine here. We’re concerned that some people will be pressured to get this vaccine against medical advice,” he said.
This is reflected in the petition, which reads, “We are concerned that Queen’s has neglected students’ safety by failing to consider possible adverse reactions and medical reasons to avoid getting vaccinated. There exist several situations when health authorities advise against getting vaccinated; these include being allergic to a vaccine ingredient, having an unstable immune system, or having recently received an unapproved COVID-19 vaccine such as those taken by many international students arriving at Queen’s,” and, “These common circumstances affect many Queen’s students who may feel pressured by the mandate to get vaccinated against medical advice, potentially putting their health at risk.”
Daniel said that he has a medical condition that predisposes him to heart problems and that “COVID-19 vaccines also come with a risk of possible adverse side-effects that include myocarditis, a potentially serious medical condition that can lead to a heart attack and permanent heart damage.” Also, studies have shown that the vaccines, both Pfizer and Moderna, can cause myocarditis, especially in males between 12 and 29 years of age, “a group forming a large part of the student population at Queen’s.”
He also expressed that at least one member of the group has experienced extreme vaccine anxiety and panic attacks due to fear of the vaccine and pressure to take it.
“I’ve been getting some pretty awful stories,” he continued. “For example, one person was saying that their parents are basically at home threatening to physically take and stuff her into the car to drive her off and get the vaccination against her will. We have people who are saying that their parents are willing to cut them off financially if they refuse to get the vaccine. So they don’t want it, but they know that if they don’t get it, they get no money, they have no options. Some people are under a lot of pretty intense pressure.”
Daniel also expressed concerns about the timing of the mandate.
“We’re concerned that this was announced just a few weeks before the start of classes, which has left some people with no time to make any changes, or even thinking about taking a year off if they have no other choice,” he said.
“We certainly support anyone who wants to be vaccinated, we just believe it to be a personal choice. 98 per cent of students already have this vaccine: so, why do the remaining 2 per cent, who refuse it have it, need to? It’s just causing so much suffering, but with no benefit to it.”
Kingstonist reached out to Queen’s University for comment or a statement on this matter, but none were received before time of publication. Kingstonist will update this article if/when more information becomes available.
You can read the student petition for yourself here.
By Jenn McCulloch/Zip06.com • 08/25/2021 08:30 a.m. EST
Since he was young, Christian Strickland was drawn toward the education field. With years of experience both in the classroom and as an administrator, Christian was recently named principal of Green Acres Elementary School in North Haven and is looking forward to welcoming students and staff into the 2021-’22 school year, which begins on Wednesday, Sept. 1.
“I’m incredibly happy to serve the community in this position,” says Christian. “We have a great team in a great district. I am so excited to come and serve North Haven Public Schools and the Green Acres community in this capacity.
“North Haven is a district with an incredibly positive reputation that is forward moving and forward thinking,” adds Christian. “Ive always loved teaching and working with children, providing that positive role model and having the ability to help others achieve their goals.”
Christian first discovered his love for working with children when he was in high school. His mother taught special education in Groton and Christian enjoyed spending time volunteering in her classroom. When he was recruited to the Central Connecticut State University (CCSU) swim team, he knew the teaching was “a great fit.”
Christian, who grew up in Mystic, studied elementary education and psychology at CCSU where he met his wife, Amy, who played volleyball for the school. After graduating, Christian got his first job in the education field as a building substitute in the New Britain school district.
The couple then moved to Maryland where Christian began his masters at the University of Maryland, College Park, while teaching 3rd and 4th grade for five years. In 2004, Christian and Amy moved back to Connecticut, where Christian completed his master’s at CCSU.
Christian and Amy have lived in Middletown since returning to Connecticut, raising their two sons—Drew, who will be a senior at Middletown High School, and Cole, who is going into 8th grade. Amy works at their alma mater as the associate athletic director for compliance and senior womens administrators.
“We’re very proud of both of our boys, who are also both student-athletes—they know being a student comes first and sports should enhance your life and make it that much better,” says Christian, who is an avid triathlete, while his wife competes in marathons. “As parents, we want to make sure they see us being active and growing in our careers while improving our growth mindset. We want to set the example of being physically and mentally well outside of our careers makes us more effective in our careers.”
Once in Connecticut, Christian spent a decade working with Berlin Public Schools in a number of capacities. He served as a teacher, a math coach and interventionist, and an assistant principal in an elementary school.
Christian was hired as principal of Deep River Elementary School in 2014, working there for six years. Most recently, he spent a year working in Windsor Locks in a central office administration role, but he jumped at the chance to return to a role in an elementary school.
“The vast majority of my career has been focused on the elementary level—it’s a passion and a calling,” says Christian. “Working side by side with students and teachers is something I enjoy very much.”
As a new principal to the district, Christian hosted several ‘Popsicles with the Principal’ meet-and-greet events as well as Zoom sessions in order to get to know families. He has met with district administration, the PTA board, and teachers in the building and communicated with families through weekly email updates.
“Meeting people face to face is important to me and I make it a point to be accessible and respond to parents as promptly as possible,” says Christian. “Teachers have been coming in and helping me with projects or answering questions. We’ve had some one-on-one frank conversations about what they love about Green Acres and what’s important to them.”
When it comes to how he handles his role as a principal, Christian says he has a team-first attitude and enjoys interacting with students. He not only enjoys visiting classrooms, but spending time with the kids in the lunchroom or at recess.
“I’ll have high expectation because thats how we build pride in who we are and I’ll be modeling that, but I also want them to see the fun side, like trying to understand video games or other things that they’re into,” says Christian. “It’s a team effort here at Green Acres. Every student who walks through the door is our student and I want them to know their principal cares about them and wants them to give their best effort. We want to learn, but have fun in school, too, so I try to be an effective blend that allows students to see me as a person and build those connections.”
Over the past 18 months, Christian has seen just how important building those connections can be as COVID “turned our world upside down.” Christian has always known how challenging working in the education field can be, but with COVID, the challenges became like none he has ever experienced.
“I’ve always believed educators are some of hardest working people on the planet, but over the past year and a half, they’ve gone so far beyond,” says Christian. “I applaud educators for everything they’ve accomplished with technology while supporting social emotional learning. We are going to continue to make safety the No. 1 priority while providing engaging learning opportunities for all of our students. Education is incredibly challenging and demanding job but immensely rewarding.”
Despite the challenges, one of the first things Christian found when he took the job at Green Acres was how much pride the staff, students, and community have in their school. He is looking forward to continuing that growth.
“This community has tremendous pride in this school and I want to make sure students, staff, and families continue to feel that,” says Christian. “We want to keep that momentum going and recognize the student as a whole to ensure all students are growing and achieving at high levels and having their many different talents recognized.”
While North Haven is returning to school in a fully in-person model, COVID is still a concern and there will be precautions in place.
“While we have challenging work ahead, I feel like I couldn’t be in a better place to serve the community,” says Christian. “I want to thank the North Haven school district leadership, administrative team, the Green Acres staff, and the parent community for such a warm and supportive welcome. I couldn’t be happier and prouder to be serving as principal of Green Acres.
