TORONTO
DISTRICT
SCHOOL BOARD
END OF YEAR TAKE ACTION REPORT
DEAR DR. CHRISTOPHER SPENCE, DIRECTOR OF EDUCATION, AND BOARD
REPRESENTATIVES,
We would like to express our sincere thanks to the Toronto District School Board (TDSB) for its
continued partnership over the 2010-2011 school year. It is with great pleasure that we present
this end of year report, celebrating the successes of students, educators, and schools across the
TDSB through the Take Action program.
The Take Action program is designed to empower students to find their passions, to become
global citizens, and to equip students with the essential skills to create positive change in their
local and international communities. Through the Take Action program, the TDSB and Me to We
have continued to advance the TDSB’s mission to “enable all students to reach high levels of
achievement and to acquire the knowledge, skills, and values they need to become responsible
members of a democratic society.” Through the development of tangible leadership and action
planning skills, students continue to develop into not only responsible but contributing members
of society, engaging in their schools and communities and taking action on the issues they are
passionate about.
This year, we have truly seen both students and communities transformed through the support of
the Take Action program. The diversity of students participating in this year’s program, actions
taken by TDSB students, and communities served and issues addressed through students’
impressive actions are testament to the power of the Take Action program in furtherance of
these goals as well as the TDSB’s Social Justice Action Plan.
It has been our pleasure to engage students through the Take Action program this year. We
are cognizant, at Me to We, that with greater student engagement comes greater student
achievement as well. Recognizing the need to enable all students to achieve high levels of
success and help to close the achievement gap, we are proud to have served a diversity of
students through this year’s program to help to support these important goals.
Once again, we would like to sincerely thank the Toronto District School Board for its continued
support and valuable partnership as we work together to empower TDSB students with the
passion and skills to make change.
Marc Kielburger
Executive Director
Me to We
Maran Stern
Director
Me to We Leadership
1
TABLE OF CONTENTS:
Take Action Program Overview3
Participating Schools, 2010/2011 5
Take Action Themes and TDSB Goals Aligned 7
Our Impacts: Transforming Students and Communities11
Take Action… in Action! Take Action School Profiles
14
Subway Academy 114
York Humber High School16
Eastdale Collegiate Institute17
R H King Academy18
York Memorial Collegiate Institute19
Sir Wilfred Laurier Collegiate Institute20
Leaside High School22
Sir Robert L. Borden Business and Technical Institute
23
SATEC @ W A Porter Collegiate Institute
24
Runnymede Collegiate Institute25
Parkdale Collegiate Institute26
Frank Oke Secondary School27
Weston Collegiate Institute28
Central Etobicoke High School29
Greenwood Secondary School30
Georges Vanier Secondary School31
North Albion Collegiate Institute32
Sir William Osler High School33
Outstanding Take Action Student Ambassador Profile 34
Outstanding Take Action Educator Profile
35
What the Student are Saying 37
What the Educators are Saying
38
Take Action Facilitator Profiles
39
2
TAKE ACTION PROGRAM OVERVIEW
Take Action is an innovative and dynamic youth leadership training program that engages students
in meaningful local and global citizenship. Through interactive workshops, students gain the
leadership skills, knowledge and inspiration needed to positively engage their peers as active
members of their schools, communities and world.
Initiated in 2002 by Me to We, a world leader in empowering youth with leadership education and
social action tools, Take Action provides hands-on, individually tailored training to hundreds of
schools in major school boards and school districts across Canada.
TAKE ACTION TRAINING:
• promotes social advocacy as a means to greater learning as well as a mechanism to promote
academic and personal development.
• instills a sense of global citizenship in students and encourages them to make a tangible
difference in the world.
• complements ministry requirements for Character Education, service learning and
volunteerism.
• develops leadership skills and equips students with methods for taking action in their communities.
• provides passionate, dedicated and energetic facilitators who are committed to being positive
role models for youth and maintaining ongoing support for students.
• delivers peer-based and action-oriented training, curriculum and resources.
• instills in all the belief that youth have the power to positively impact the world.
• provides youth with a valuable integrated program that combines volunteerism, social
advocacy training, and life-long leadership skills that will facilitate their involvement in social
issues today and in the future.
• targets both motivated and non-motivated students and provides them invaluable leadership,
interpersonal and communication skills, as well as greater self-confidence and a better
understanding of the benefit of continued education.
• allows for multiculturalism, and the notion of “safe schools” (human rights, diversity, antibullying) in all aspects of program design and delivery.
PROGRAM COMPONENTS
Take Action student ambassadors participate in three full-day workshops that focus on developing
leadership skills and help them to take action in their schools and communities.
3
WORKSHOP ONE: ISSUES
• Students will initiate meaningful discussions about local and global issues they are passionate about.
• Action Planning: students work together to take action in their schools or communities on issues
they want to positively change.
WORKSHOP TWO: SKILLS
• Students are trained in public speaking, active listening, assertive communication and leadership.
• Skill-based Action Planning: students will think of ways they can apply their passions and skills
to an action plan.
WORKSHOP THREE: ACTION
•
•
•
•
Facilitators will participate in an event organized by students.
Students will review and practice the skills they developed during the first two workshops.
Students will celebrate and reflect on their achievements and successes.
Students and facilitators will provide feedback and discuss ways to move forward.
Between workshops, Take Action student ambassadors work collaboratively to implement the
action plans in both their schools and communities, putting their new skills and knowledge
into practice.
Facilitators provide year-round support to students and educators through e-mail and telephone
and are available to answer any questions or provide insight and clarification on curriculum material.
Take Action coordinator, Kim Tetley, ensures that every effort is made to schedule workshops and
speeches that fit within school timetables and calendars.
Throughout the school year, Take Action facilitators collect feedback from each school, allowing
students to report their success stories and provide personal assessment reflections on their
knowledge and leadership skill development over the course of the year.
TDSB students participate in an issues debate, run by a Me to We facilitator.
4
PARTICIPATING SCHOOLS, 2010/2011
This year, 70 Toronto District School Board schools registered for the Take Action program, as
follows:
Agincourt Collegiate Institute
Albert Campbell Collegiate Institute
Alternative Scarborough Education 1
Bloor Collegiate Institute
Cedarbrae Collegiate Institute
Central Commerce Collegiate Institute
Central Etobicoke High School
Central Technical School
David and Mary Thomson Collegiate Institute
Delphi Secondary Alternative School
Downsview Secondary School
Drewry Secondary School
Earl Haig Secondary School
Eastdale Collegiate Institute
East York Collegiate Institute
Eastern Commerce Collegiate Institute
Emery Collegiate Institute
Etobicoke Collegiate Institute
Frank Oke Secondary School
Forest Hill Collegiate Institute
George Harvey Collegiate Institute
George S Henry Academy
George Vanier Secondary School
Greenwood Secondary School
Harbord Collegiate Institute
Heydon Park Secondary School
Jarvis Collegiate Institute
Kipling Collegiate Insititute
L’Amoreaux Collegiate Institute
Lakeshore Collegiate Institute
Lawrence Park Collegiate Institute
Leaside High School
Lester B. Pearson Collegiate Institute
Malvern Collegiate Institute
Marc Garneau Collegiate Institute
Martingrove Collegiate Institute
5
Monarch Park Collegiate Institute
Nelson A. Boylen Collegiate Institute
North Albion Collegiate Institute
North Toronto Collegiate Institute
Northern Secondary School
Northview Heights Secondary School
Oasis Alternative Secondary School
Parkdale Collegiate Institute
R H King Academy
Richview Collegiate Institute
Runnymede Collegiate Institute
SATEC @ WA Porter Collegiate Institute
School of Life Experience
Silverthorn Collegiate Institute
Sir John A. Macdonald Collegiate Institute
Sir Robert L. Borden Business and Technical Institute
Sir Sandford Fleming Academy
Sir Wilfred Laurier Collegiate Institute
Sir William Osler High School
Stephen Leacock Collegiate Institute
Subway Academy 1
Thistletown Collegiate Institute
Ursula Franklin Academy
Victoria Park Collegiate Institute
West End Alternative School
West Hill Collegiate Institute
Weston Collegiate Institute
Westview Centennial Secondary School
Wexford Collegiate School for the Arts
William Lyon Mackenzie Collegiate Institute
Winston Churchill Collegiate Institute
York Humber High School
York Memorial Collegiate Institute
York Mills Collegiate Institute
6
TAKE ACTION THEMES AND TDSB GOALS ALIGNED
Me to We is proud to be working in partnership with the Toronto District School Board again this
year, and in furtherance of the goals and themes outlined in the TDSB’s Social Justice Action Plan.
Fully aligned with the Social Justice Action Plan’s vision to provide “an opportunity to learn about
local and global issues and to participate in actions that affect positive change”, the Take Action
program is built around the three themes of Issues, Skills, and Action. Young people learn to work
collaboratively to apply their passions and skills towards an action plan in both their schools and
communities on issues they want to change for the better.
ISSUES EXPLORATION
One of the primary goals of the TDSB’s Social Justice Action Plan is to “provide opportunities for
students to participate in learning activities that support understanding of local and global social
issues.”
Me to We is proud to help TDSB students achieve this goal through the Take Action program. In
the first semester of this year and as highlighted in the mid-term report, the focus of the Take
Action workshops was on issues awareness. Led by Take Action facilitators, students engaged in
meaningful discussions on topics and issues that students identified as important to them, making
learning in school relevant and meaningful to all students involved. This exploration and issues
awareness is not only the spark to increased engagement in school, but increased engagement
in students’ surrounding communities, as students learn how they can play a role in affecting the
change they wish to see on these important issues.
The TDSB is the most diverse school board in Canada. The issues discussions raised in Take Action
workshops have encouraged the inclusion of all students’ interests, experiences, and perspectives,
promoting equity and honoring inclusion of all students involved. Topics discussed in workshops
range from issues that personally affect the lives of students participating in the program, to some
of the most challenging issues that our world faces today.
The greatest benefit of the program is that it is very informative. I don’t think we’d be as
informed about many issues. It has also helped in getting to know new people!
– Susan Ivey, 12, York Memorial
LOCAL ISSUES
GLOBAL ISSUES
Bullying
Access to Quality Education
Violence
Human Rights
Drugs
Clean Water Issues
Domestic Abuse
Environmental Sustainability
Local Poverty
Health Care
Racism
Women’s Rights
Ageism
International Conflicts
Homelessness
Sweatshops
Homophobia
Child Labor
8
SKILL DEVELOPMENT
During the second semester of the year, students began to develop tangible leadership and life
skills to prepare them for the ultimate goal of taking action on the issues for which they have
discovered new interest and understanding through the Take Action program.
Me to We recognizes the importance of both hard and soft skill development within students
as an integral piece of social justice education and student learning, and to further student
achievement within the classroom and beyond.
As stated in TDSB’s Social Justice Action Plan: “Social justice requires inspiring, working with, and
organizing others to collaboratively accomplish a goal…and is an activity that requires a broader
range of social skills than do acts of individual justice. These skills are considered fundamental
to a civil society.” Through the Take Action program, students begin to build a greater sense of
empathy and respect for themselves, for their peers, and for the diversity of experiences that
people are living with throughout the world. Alongside this personal development, facilitators
focus on building a strong team dynamic within the group of Take Action Ambassadors and on
how to work most effectively in a team setting, to truly generate the collaborative thinking and
skills required of acts of social justice.
Through discussion as well as activities and modules designed to build trust, forge relationships,
and create strength within the group, interpersonal communication and teamwork are a main
focus of the Take Action program. Consistently, youth share program highlights regarding the
pleasure of meeting and working alongside youth who they had not previously known or interacted
with and the joy of better understanding and learning alongside their peers and achieving a goal
together. Again, as the TDSB states: “Social justice is, in plan terms, the movement towards a
more socially just world through the actions of a group of individual working together to achieve
its goals”. According to this definition, the teams of Take Action Ambassadors who Me to We has
worked with this year are truly achieving social justice, and are sharing this collaborative work
throughout their schools.
Beyond social justice learning, students are taking these skills back to their academic and
classroom experience, and are using the program as a mean of self discovery and catalyst to
think more about career choices and future goals. The confidence and skills developed through
the program are helping to increase student achievement and performance. As shared by one
Take Action participant:
I learnt that I can be just as comfortable at school as the person I am at home if
we spend more time to get to know one another which can benefit my classes,
teamwork and cooperation.
– Anushika Kamalanathan, 15, George Harvey CI
9
Here are just a few of the skills that TDSB students have developed throughout the year:
HARD SKILLS
SOFT SKILLS
Teamwork
Empathy
Interpersonal Communication
Respect
Public Speaking
Open-mindedness
Active Listening
Fair-mindedness
Time Management
Personal Reflection
Conflict Resolution
Mentorship
Action Planning
Inspiring Others
I learned that taking the time to strategize and plan, teamwork, cooperation and leadership
are all very important skills that I want to have.
-Waed El Ardi, 15, Runnymede C.I.
10
OUR IMPACTS: TRANSFORMING STUDENTS AND COMMUNITIES
Through the Take Action program, students are equipped with the knowledge and skills to become
effective leaders in their schools and communities as well as ambassadors for change, providing
inspiration, guidance and leadership to their peers to further get involved. The impacts of the
program are far-reaching: from personal development and growth in Take Action Ambassadors
to support for various important causes and issues, through volunteer hours, awareness-raising
and fundraisers.
STUDENT IMPACT
This year, Me to We has captured a snapshot of the Take Action program’s impact in the following
four areas, through a student survey and questionnaire:
1. Student Achievement
2. Skill Development
3. Issues Education
4. Community Involvement.
All four areas clearly demonstrate how students are transformed and supported through the Take
Action program.
The following results were gathered from selected TDSB students who participated in the Take
Action program during the 2010/2011 school year, who responded to the program as follows:
STUDENT ACHIEVEMENT
As a result of the Take Action program, I am motivated to:
88%
TAKE SCHOOL
MORE SERIOUSLY
73%
THINK ABOUT
MY CAREER
PATH
THINK ABOUT MY
ACADEMIC FUTURE
GET BETTER GRADES
IN SCHOOL
76%
84%
73% of participants feel more engaged in their other classes
as a result of the Take Action program.
11
SKILL DEVELOPMENT
ACTIVE
LISTENING
EMPATHY
ACTION
PLANNING
PROBLEM
SOLVING
PUBLIC
SPEAKING
TEAMWORK
Through the Take Action program, I have acquired and developed the following skills:
100%
100%
100%
100%
100%
100%
92% of students feel that Take Action has equipped them with
new skills.
COMMUNITY INVOLVEMENT
100%
I have helped to impact my community in the
following ways:
100%
84%
VOLUNTEERING
GL O B A L
S O CI A L
I S SUES
L O C AL
S O CI A L
I S SUES
DONATING FUNDS
TO A CHARITY
76%
92%
88%
JOINED A SCHOOL CLUB
I feel more informed on:
ADVOCATING FOR A
CAUSE I BELIEVE IN
ISSUES EDUCATION
93% of participants feel confident that they
80% of students now consider themselves to be
can now combat social issues within their
school.
leaders.
12
COMMUNITY IMPACT
A key goal of the Take Action program is to encourage students to take tangible actions in their
communities and encourage and inspire others to do the same, creating a ripple effect of change
in TDSB schools and communites.
Here are just a few examples of the awareness-raisers, fundraisers, and charitable organizations
that Take Action participants have advocated or volunteered for this year:
TAKE ACTION!
GLOBAL CITIZENS
Free The Children
5 Days for Freedom
Aboriginal Issues
Pink Day (anti-bullying)
Haiti Disaster Relief
World Vision
Heart and Stroke Foundation
Youth and Philanthropy
Initiative
Ronald McDonald House
Halloween 4 Hunger
Purple Day (LGBTQ)
Mental Health
Literacy
30 Hour Famine
Earth Day
Sick Kids
Plan
Clean Water
Canadian Cancer
Society
Vow of Silence
HIV/AIDS Awareness
Climate Change
Amnesty International
Japan Disaster Relief
ACT
CHUM Christmas Gift
Exchange
Princess Margaret Hospital
Foundation
Canadian Cancer Society
13
TAKE ACTION…IN ACTION! TAKE ACTION SCHOOL PROFILES
SUBWAY ACADEMY 1
This was the first year that the Subway Academy
participated in the Take Action program. Facilitators
Heather and Jameson conducted three daylong workshops for students at Subway, focusing
primarily on leadership training, goal setting, and
various social justice issues.
Considering a number of the students expressed
that they have dealt with or are currently dealing
with exceptional life circumstances, Heather and
Jameson found these students to be extremely
Subway Academy students take some time to get to know
one another during a Take Action workshop.
mature for their ages. Their thoughts and
perspectives were interesting and diverse, as each one of them has chosen to attend the
alternative school for different reasons. For many, a lack of a stable home environment
or poverty resulted in struggling to be successful in their original high school. For others,
attending school full-time at their original school was nearly impossible as they tried to hold
down jobs and support children of their own.
Subway Academy 1 provides a safe and supportive environment for these students to
recover and achieve credits, and the Take Action program compliments the efforts of all of
the outstanding educators at the Subway Academy. During the first and second workshops,
students participated in global issues activities that focused on the distribution of wealth and
resources in the world, as well as global consumerism. Facilitators were thrilled to see how
engaged all students were during these activities and that students were able to draw on their
own experiences, either having travelled, knowing people who have travelled or from watching
or reading something in the news, to engage in lengthy discussions about living conditions and
choices around the world.
After seeing the success of students in the first two workshops and briefly introducing them
to the idea of leadership, the facilitators focused the last workshop on furthering students’
leadership skills and overcoming challenges to achieve life goals.
14
Many of the students have never been referred to as leaders before, so to be regarded as one and
challenged to act like one really struck a chord with the students. Though some students were still
doubtful that they could be leaders in their school, community and personal lives, many were ready
to embrace the thought and motivated to put into action the skills they learned from the Take Action
program.
For facilitators, the highlight of every workshop at Subway Academy 1 was that at the end of the each
workshop they were working with close to fifteen students, as opposed to the one or two who would
start the workshop in the morning. As each workshop progressed, more and more students would
stick their heads inside the classroom, interested the activities, and decide to join in. By the third
workshop, students were encouraging their friends and classmates to join in as well. Many students
at Subway Academy 1 admitted that they only attended certain classes and rarely did they attend
school for a full day, but that they were willing to stick around for the whole Take Action workshop
once they knew what it was all about.
One student named Mohammed stood out in particular. During the first workshop, he did not want to
participate in any activities and instead sat at a desk in the corner and observed. After about an hour,
he decided to leave. During the second workshop, he participated for half of the day, and during the
third workshop, facilitators were thrilled to see that he actively participated for the whole day and
shared his dream to become a lawyer and attend school at Carleton University with the entire group,
further impressing his peers and facilitators alike.
Me to We facilitator Jameson works on action plans with
Subway Academy 1 students.
15
YORK HUMBER HIGH SCHOOL
This year, Take Action facilitators had the
opportunity to work with York Humber’s
leadership class, taught by Kristen Beach.
They could not have been happier with the
students’ progress and their increased civic
engagement throughout the program. Of
all the Toronto District School Board school
groups who participated in the Take Action
program this year, York Humber was one of the
most successful in all areas of the program.
It didn’t take long for facilitators to realize
The inspiring participants of York Humber’s leadership class
how unique,
diverse and
interesting this school group was. Each student in York
Humber’s Take Action group came from a different cultural
background, had a unique life story and faced immense
challenges in learning, comprehending and communicating
at school, as a result of being mildly intellectually delayed.
Heather and Jameson felt confident that the Take Action
program would be an amazing addition to their leadership
curriculum and were excited to introduce a new type of
experiential learning to these students who had previously
struggled with traditional learning environments and
methods.
Me to We facilitator Jameson working with
York Humber students.
For many of the students in Kristen Beach’s leadership
class, this was the first year they had ever explored the idea of becoming or being seen as
a leader, while others were reluctant to try new activities, answer questions or speak about
their personal lives. During the first workshop, only one of the participants identified herself
confidently as a leader, and it came as no surprise to facilitators that she was the Student
Council President. After discussing leadership, participating in many reflective activities and
completing many team building activities throughout the course of the three workshops,
Heather and Jameson were pleased that many more of the students identified themselves as
leaders as well, even if they weren’t part of student council or on a team.
16
EASTDALE COLLEGIATE INSTITUTE
Eastdale Collegiate Institute has participated in the Take
Action program for the past three years. This year, Me to We
facilitators had the opportunity to work with Eastdale’s Student
Council.
Many of the students were facing immense challenges on a
daily basis and struggling with their academics. For some,
the struggles stemmed from issues in their neighbourhood,
problems at home with family, friends or foster care or having
The Student Council and Me to We Ambassadors
learning difficulties, among many other things. After learning
from Eastdale C.I.
this information, facilitators immediately felt that the program
had the potential to be extremely beneficial to these students - offering them opportunities to look
at aspects of their lives from different perspectives and giving students a chance to participate in
activities that encourage self discovery and personal reflection.
Considering the number of challenges students had to overcome before even stepping foot in the
school, Take Action facilitators were impressed that these students were committed to being part
of Student Council but realized there was a lack of motivation. Originally, many of the students did
not take their responsibilities seriously- intentionally skipping meetings and not following through
with their school-wide campaigns and initiatives, for example. Unlike many Student Councils where
educators can take more of a “hands-off” supervising role, educators at Eastdale C.I. played an integral
role in coordinating, organizing, supporting and motivating all of the members to continue with their
duties.
During the second Take Action workshop, students spent time developing and implementing action
plans which focused on getting Eastdale students more involved in supporting their community and
others in the world. For their local action plan, students decided that they would tackle the issues of
hunger and poverty and decided to host a ‘Holiday Food Drive’.
During the third workshop, students created an action plan to run a 30 Hour Famine at Eastdale
C.I.. The students felt strongly that their peers would not be interested in participating, but persisted
and aimed to have at least ten people participate from their student body. Not only was Eastdale’s
Student Council successful in getting ten students to participate, but they also collectively raised $430,
surpassing their goal of $250.
Facilitators are confident that the students will continue to be strong leaders in the school and
Eastdale’s Student Council group will be even more successful in all of their future initiatives.
17
RH KING ACADEMY
This year, students at RH King participated in the Take Action program for the third year. As some of
the students had participated in the workshops in the past,
facilitators encouraged students to draw on each others’
experiences and were thrilled to see how many strong role
models were among the group.
Students were presented with challenging team building
activities throughout the course of the three Take Action
workshops to improve their working dynamic and give them
new, engaging opportunities to get to know one another. All
of the students eagerly accepted the tasks to improve their
problem solving skills and communication skills.
Throughout the workshops, the students were encouraged
to speak with one another about their experiences in high
school thus far. Though many of the students at RH King
have been successful in academics, extracurricular activities
and all of their fundraising and awareness raising as a Me to
We group, many noted that they struggle with the amount
of bullying and gossiping that happens in their school and
were ready to put a stop to it!
The students list their passions on the board.
During their third workshop, facilitators and students spent a great deal of time discussing bullying
with students to get at the root of the problem. During their action planning session, students
identified and focused their efforts on gossip and rumors, bullying (primarily cyber bullying),
harassment, insecurities and helping students build their self esteem. Their overall goals were to
provide students with ways to deal with bullying/gossip and to host a week long campaign at the
beginning of next year to get more students on board.
The students had many ideas for raising awareness in their school, including holding a pledge, selling
or giving out bracelets that represented anti-bullying, putting up posters in the washrooms of the
school, hosting a dramatic performance that re-enacted the detrimental effects bullying can have,
having a positive attitude “pop” squad, and initiating a mentoring/buddy system. The facilitators were
thrilled to see the students at RH King take such a strong stand against bullying.
18
YORK MEMORIAL COLLEGIATE INSTITUTE
The Me to We Club began at York Memorial Collegiate Institute three years ago. At that time, there
were only six students participating on a regular basis. Today, the group has grown to just under thirty
students, and many students feel that the group will only continue to grow as they gain more notice in
the school.
Facilitators Heather and Jameson were immediately
blown away by the all of the fundraising and
awareness raising that students had already
accomplished when they first met this year’s Take
Action program participants! As the Me to We
club already had a strong foundation, facilitators
focussed the workshops on further developing
teamwork and communication skills, to enable the
group to be even more effective and accomplish all
of their goals by the end of the school year.
Facilitators also noted that because there are so
York Memorial C.I. students work together to complete a
challenging task
many members, the quieter members of the club
would often sit back and let other more outgoing students take initiative. Facilitators recognized this
and decided to focus their efforts on actively engaging each and every student and helping them
understand that there is a unique role for everybody in the club.
York Memorial C.I.’s Me to We club has taken it upon themselves to fundraise to support a child in
Haiti every month. Many of the students expressed that they wanted to steer away from the tried and
true methods of fundraising and awareness raising and unleash their creativity into plans for new,
innovative activities and campaigns. The brainstorming session was a huge success – students left the
workshop feeling confident that their ideas would get more students involved next year!
I learned the importance of teamwork and how a team can make a task that seems
impossible, possible.
-Jennifer Giang, student, York Memorial Collegiate Institute
19
SIR WILFRED LAURIER COLLEGIATE INSTITUTE
As a result of the amazing leadership of
educator Aly Hirji and the continued dedication
of Sir Wilfred Laurier Collegiate Institute’s
student body, the Laurier Take Action group has
been one of the most successful groups in the
program for the past three years. Sir Wilfred
Laurier C. I.’s Take Action group served as an
amazing example of consistent civic and school
engagement this year by raising awareness
throughout their school for local and global
causes every month!
Facilitators Jameson and Heather had the
Sir Wilfred Laurier C.I. Take Action students work on
their teamwork skills.
opportunity to work with students who were returning
to the program for the second and third year, along with newcomers to the Take Action program. For
facilitators, it was amazing to see returning and older students become role models and mentors for
younger students. As well, it was refreshing to see younger students bring a new sense of energy,
passion and commitment to the group and their choice causes.
When Heather and Jameson first spoke with Aly Hirji, he noted that he would like the group to focus
on teamwork during the Take Action program, as many students were already well informed on global
and local issues. From the beginning, facilitators noted that there were several strong leaders within
the group, but that other students varied in their participation and in showing initiative. After three
workshops and numerous activities that focused on teamwork, communication skills and problem
solving skills, Heather and Jameson were thrilled to see that students could work better together,
facilitate their own discussions and work through many group issues with little prompting.
During the last Take Action workshop, facilitators were so impressed with the group’s growth and
development as leaders and teammates that they gave them the opportunity to step up and facilitate
their own games and energizers. Several students eagerly volunteered and co-facilitated various
games and activities independently, professionally and with great enthusiasm. The Take Action
facilitators were so proud of how students had come to respect one another, and their newfound
understanding of when to lead or how to follow when working in groups.
20
Sir Wilfred Laurier C.I.’s Take Action group and Me to We group students were successful in running
many fundraisers and awareness campaigns throughout the school year. One event that really
grabbed the attention of fellow students and teachers was their “Five Days for Freedom” campaign.
During the Five Days for Freedom campaign, Laurier students promoted health awareness throughout
their school by holding a flash mob. During a lunch hour, Laurier students gathered in the busiest
hallway and one by one pretended to “drop dead” as a result of many world health issues, like HIV/
AIDS, cancer, tuberculosis and lack of clean water. While this was happening, another student read out
health statistics and explained the context to students passing by. Their powerful display served as a
reminder to think about and support others in the world who are less fortunate, as well as motivation
for all students and teachers at Sir Wilfred Laurier C.I. to educate themselves on world health issues
and become involved in related causes.
Laurier students “drop dead” for world health issues as part of their
Five Days for Freedom campaign. Students raised awareness for
worldwide health concerns like clean water and HIV/AIDS.
These workshops are inspiring and eye opening. I can’t wait for the next one!
-Rachael Miles, 16, Sir Wilfred Laurier Collegiate Institute
21
LEASIDE HIGH SCHOOL
Leaside has been an active Take Action school for many
years. This year, the Grade 10 Volunteer Ambassadors (VA)
who are part of the ACT group at Leaside High School
participated in the Take Action program. In this role, the
seven VA’s are responsible for coordinating volunteer
opportunities and placements for other students at Leaside
so that they can complete their volunteer requirements
before graduation.
The students were passionate about creating opportunities
in their school that would not only meet the graduation
requirements, but also provide a meaningful experience for
students and contribute to social justice efforts. As a result,
Leaside students worked diligently on various action plans
throughout the course of the workshops and brainstormed
the many ways they could improve their school community
and their local community.
The Grade 10 Volunteer Ambassadors from Leaside
High School learn the value of time management and
efficiency in a Take Action workshop.
After learning about social justice issues happening around
the world and in Canada, students were inspired to start
planning an Aboriginal issues awareness campaign for the 2011/2012 school year, which would involve
students getting together to collect school resources and backpacks for disadvantaged students
across Canada.
Also passionate about the environment, students decided to start a recycling initiative at their school.
Currently, no one in the school is responsible for emptying the recycling, therefore most recyclable
materials are just thrown out. When the VA’s realized how much waste this was producing and how
simple it would be to solve the problem, they decided to work with the Eco-team and various teachers
in the school and set up a more intensive recycling program.
The Leaside Volunteer Ambassadors are a true example of how small actions can make big changes in
the world. Great work, Leaside!
22
SIR ROBERT L. BORDEN BUSINESS AND TECHNICAL INSTITUTE
Students at Sir Robert L. Borden Technical
Institute took on a large challenge this
year through the Take Action program.
When facilitators first met the students,
they expressed interest in creating
a Student Council at their school, as
there had not been one for many years.
Students realized that the without a
Student Council, they were not able
to effectively voice their opinions as a
student body, organize events, or support
causes that they are passionate about.
When Heather and Jameson learned of
Take Action students at Borden learn about their similarities and differences
this goal, they realized how important
by stepping up to the line when statements apply to their lives and reflect
it would be for students to develop
their past personal experiences
teamwork skills and made this a large focus
of the workshop. Issues discussions were also a focus.
As many students focus on skill building daily, Heather and Jameson decided to focus some of their
time at the beginning of every workshop on social justice issues. After facilitating various experiential
activities, facilitators engaged students in discussions surrounding the issues of poverty, stereotyping,
bullying, etc. Facilitators were pleased to see that even though many students had never engaged in
leadership or social justice training before, they were open to voicing their opinions and committed to
trying something new.
During the last Take Action workshop at Sir Robert L. Borden Technical Institute, students were already
engaging in Student Council initiatives and planning events for the end of the year. Not only had they
been successful in creating a Student Council, but students fully embraced the new responsibility and
were even willing to contribute their personal time to the group. What a success!
23
SATEC @ WA PORTER COLLEGIATE INSTITUTE
Students from SATEC were partnered
with students from RH King for very
successful Take Action workshops
this year. SATEC participants came to
the workshops with a strong interest
in learning how they could help their
global community and put their
leadership skills into action. Thus,
the workshop not only served as an
opportunity for students from the two
schools to come together to discuss
local issues faced by members of their
communities, but also to discover ways
to make their ambitions for making
positive change a reality.
SATEC students sign a safe space contract, as a sign of commitment to creating
the best environment possible for the workshops
In the first workshop, facilitators worked
with students from SATEC, teaching them about the responsibility that comes with leadership. In doing
so, students were able to prepare themselves to take action on the issues that they are passionate
about. Me to We facilitators spent time with the students discussing issues they had expressed interest
in knowing more about, such as poverty, equality and the lack of access that youth around the world
have to education. Determined to make a difference, SATEC students decided to spend their time in
the final workshop action planning for an event that would raise awareness around the issue of hunger.
Students from the Take Action group decided to help organize their school’s annual 30 Hour Famine
event. This student-led initiative would help educate the student body on the lack of access that
millions of people around the world have to basic resources, such as food. Me to We facilitators were
happy to see how well organized the event was - a strong testament to the students’ commitment and
dedication to creating positive change in the world.
The workshops taught me that I can make a difference in the world – even if we are
really young
– Sadia Adam, 16, SATEC @ W.A Porter C.I.
24
RUNNYMEDE COLLEGIATE INSTITUTE
A special thank you goes out to educator
Christine Sabetti for inviting the Take Action
program back to Runnymede for another
successful year! Students from the school’s
very active Me to We club participated in Take
Action this year. This group is comprised of
students from different grades committed
to creating a sense of empathy within their
school community. By educating the student
body about a number of different local and
global issues, students from the Me to We
group have challenged their peers to learn
more about issues that they otherwise may
not have learned about.
Runnymede students pose for a picture in their final workshop!
In the workshops, students were led through activities that would help them cultivate an understanding
of the power they have as leaders to invoke change. One particular activity titled “Leadership Wheel”
helped teach the students about all the different qualities that different types of leaders possess. As a
result, students who did not identify themselves as leaders were able to redefine what it means to be a
leader and start to realize what their leadership capabilities are.
Throughout the course of the year, students participating in the Take Action program were able to take
the skills that they had acquired and put them into action! The Me to We group has been responsible
for a organizing a number of different initiatives. On a local scale, students helped local families
by organizing a Halloween for Hunger canned food drive and participated in the Chum Christmas
Gift Exchange, which helps parents provide gifts for young children throughout the holiday season.
Globally, students were quick to lend a hand to those affected by natural disasters in this past year by
organizing fundraisers for victims of the Pakistan floods and Japanese earthquake.
“The workshops taught me that although it may take a lot of effort, it is possible to
change this world and make it a better place!”
– Courtney Johnston 14, Runnymede Collegiate Institute
25
PARKDALE COLLEGIATE INSTITUTE
A special thank you to educator
Katie Hamilton for inviting Me to We
facilitators to the school to work with
Parkdale’s very active Me to We group.
Students in the workshop came from
different classes and grades, and
the Take Action program served as a
chance for the group to spend time
with one another to bond as a club – a
rare opportunity given the students’
very busy schedules.
In the first workshop, facilitators
worked with students to cultivate
team cohesiveness through a series
Students work together to try and complete the team building activity Hoolium!
of various teambuilding activities.
Students faced much frustration
in completing the initial team building challenges that facilitators handed them. However, once
acknowledging the skills that they needed to work on, students were able to complete team building
activities quickly, with ease.
Students also made strong commitments to changing their everyday attitudes and actions following
an activity that focused on reassessing what brings us happiness. In the activity, students looked at
the amount of money the average Canadian spends on items such as food, clothing and electronics
in a year versus people living in developing countries like India and Peru. As a result of this activity,
students acknowledged that there are many material things that Canadians spend too much trying to
get, losing focus on the things that really matter in life, such family and education.
“The Take Action Program gave us a better understanding of issues and helped me gain a
wider perspective on the world.”
– Jiamin, 16, Parkdale Collegiate Institute
26
FRANK OKE SECONDARY SCHOOL
Under the leadership of educator Efraim Pfeil, the Take Action program returned to Frank Oke
Secondary School for the third consecutive year. Students participating in the workshop were part
of Frank Oke’s student ambassador club and student council. This year’s Take Action project was
to create a sensory room for some of the school’s special needs students to use, primarily those
diagnosed with autism. A sensory room will provide those students with a place that they can go
when they feel stressed, to calm themselves down. Students were presented with the tasks of not
only designing the room and helping to acquire some of the room’s objects, but also educating their
student body about autism and the purpose of the room.
In order to ensure success, Take Action facilitators worked on skills such as active listening and
effective communication. Both of these skills were essential not only for bringing the students together
to work efficiently with one another, but also for effectively educating their peers on the sensory room
project. In addition to skill building, students action planned in every workshop making this project a
true student-led initiative. For example, students planned to research autism and sensory rooms so
that they could then create potential design themselves.
On May 26th, Take Action facilitators visited Frank Oke for their third and final workshop of the year.
Part of the workshop was dedicated to starting to setting up the room in their school so that it can
soon be fully functional and the students can give tours to teachers and students. Students and
facilitators alike were thrilled to see the product of their hard work become a reality!
Frank Oke staff and students pose for a group picture in their school’s
new calming room.
27
WESTON COLLEGIATE INSTITUTE
A special thank you to educator
Michael Anthony for inviting Take
Action to Weston Collegiate Institute.
The facilitators had the pleasure of
working with Weston’s very active
and incredibly motivated Free The
Children club. The program served
as an opportunity for the students to
come together and work as a group,
so that they could effectively work
together as a club throughout the
course of the year.
The time spent at Weston C.I.
was dedicated to teambuilding,
by challenging the group with experiential learning activities that required the group to come
together and work as a unit. As a result, students were able to identify what skills and attitudes are
most important for them to work effectively as a team to produce the best results. In addition to
teambuilding activities, the students from Weston C.I. challenged themselves to overcome a common
fear: public speaking. After some coaching from the Take Action facilitators, the students began
to share speeches with the group with little hesitation. The students wrote about issues in their
community that they are passionate about.
In the last of the three workshops with Weston C.I., the participants started action planning for the
group’s “5 Days For Freedom” events held from April 18th to April 22nd. Students hosted competitions
to raise funds for their Adopt A Village efforts, and showed a documentary to students about issues
that are very important to them. The students chose to do this event to educate and raise awareness
amongst the student body on issues including child poverty and access to clean drinking water.
“After the workshops, I will volunteer much more and become active with my
community and the people who live in it.”
– Samyuktha Morva, 16, Weston Collegiate Institute
28
CENTRAL ETOBICOKE HIGH SCHOOL
With the support of educator
AmanadaYakubu, Central
Etobicoke High School was able
to take part in the Take Action
program again this year. Staff and
students from the school hosted
Take Action facilitators Heather
and Jameson for workshops with
the school’s leadership class. It
was the first time the
participants had ever taken part
in the program, and for most of
them, it was their first time ever
taking part in formal leadership
development training outside of
their own class. The workshops
Students and educator Amanda Yakubu pose for a group photo in their new Take
served as a fun way for students
Action shirts!
to realize the potential that they have as leaders, and to be role models for other students in their
school community.
Central Etobicoke is a unique school environment because many of the students have mild intellectual
disabilities. The school is accordingly geared towards providing students with life skills that prepare
them for the workplace and social settings. Given the nature of the school, Me to We facilitators spent
a lot of time with the students working on activities that would help them discover what type of
leaders they are. As a result, students were able to identify how they can serve as role models in their
school community by exemplifying the skills discussed in the workshop, such as teamwork, effective
communication, and perseverance.
One particular activity that was very effective with Central Etobicoke students was centered on the
theme of challenging oneself to overcome hurdles that they may face. As a result of this activity,
students were able to identify challenges that they have faced in their own lives, and the lessons that
they were able to gain from those experiences. The group then spent time discussing the value of
challenging themselves as leaders to do things that they would have normally avoided, such as public
speaking.
29
GREENWOOD SECONDARY SCHOOL
A big thanks to all star educator Rebecca Naylor for introducing the Take Action program to
Greenwood Secondary School for the first time, to work with the school’s inaugural drama class. Me
to We facilitators, had the pleasure of visiting Greenwood on three separate occasions throughout the
course of the year. Greenwood provides a unique learning environment to youth who have recently
arrived to Canada, where they can focus on their English skills to prepare them for high school in
Canada.
Working in Greenwood has been one of the most rewarding experiences of the year for the Take
Action facilitators. The program, for many students, was the first time they had ever participated in
formal leadership training. Thus, the Take Action program provided not only insights into the value
of becoming a better leader, but also an understanding of Canada’s cultural values. For example,
facilitators worked closely with the drama class on a number of different activities designed for
students to understand the value of teamwork, and all the skills required to make a strong team. In
doing so, students were able to learn about some of the most basic but essential key successes to
communicating effectively in Canada, such as eye contact and providing constructive feedback.
Take Action facilitators have been blown away by students’ progress every time they have visited the
school. What started out as a shy, quiet, and timid drama class developed into one of the strongest
Take Action groups of the entire year. Students have not only learned the value of leadership, but
have also begun to apply it to their everyday lives - a strong testament to the potential these amazing
students have as they begin their lives as contributing members of their new communities.
Blindfolded students try and work their way through a
challenging team building activity.
Greenwood students participate in an activity that
looks at world poverty.
30
GEORGES VANIER SECONDARY SCHOOL
A special thank you to educator
Gloria Yoon for inviting the Take
Action program to return to Georges
Vanier Secondary School, giving
students the opportunity to take part
in the program for another year. In
the workshop, there were students
from a number of different clubs,
including the environmental club and
the student entrepreneurial SAGE
group. The focus of the school’s
Take Action workshops was on
developing various leadership skills,
team-building initiatives, and helping
to bring students of various clubs to
work together.
Students from Georges Vanier test their communication skills in an activity called
“Back to Back Communication”.
Through various team-builders and activities, the workshops helped to create a sense of community
amongst the students, bridging gaps between students of different grades, teams, and clubs. By
giving students the opportunity to discuss challenges that they face in their school and communities,
the students were able to identify that bullying and homophobia were two issues that they were all
passionate about changing.
Students from the groups put their desire to create change into action. Students participated in
the school’s purple t-shirt day to raise awareness around the topic of gay suicide and homophobia.
Through small actions like wearing a simple t-shirt, students were able to realize that when like minded
individuals work together, that they can make a large impact in creating an inclusive and positive
school community.
“In today’s workshop I found out things about myself and my friends that I never knew
before. I learned to work with my group better and how to speak up and express my ideas
within the group.”
– Hakimeh Hoseini, 17, Georges Vanier Secondary School
31
NORTH ALBION COLLEGIATE INSTITUTE
North Albion Collegiate
Institute’s Leadership Club had
a very successful year. With
the leadership and guidance
of educator Amy Street
and the support of the Take
Action program the NACI
Leadership Club was able to
successfully plan and execute
eight campaigns through
the school year. The NACI
Leadership Club is comprised
of passionate and diverse
students committed to helping
the NACI community shine.
NACI students work as a team to complete the knot rope challenge.
The Take Action facilitators
were able to help harness the students’ mutual passion for change into action. These actions further
amplified the presence of strong student leadership within the school, a value that is synonymous with
the NACI community. Participating in the 2010/11 Terry Fox Run, collecting canned food for Free The
Children’s Halloween for Hunger campaign, and raising money to support NACI’s breakfast program
are just a few examples of the amazing initiatives that these young leaders spearheaded. The NACI
Leadership Club’s passion for change wasn’t exclusive to their local community. The club lent their
leadership to raising funds for disaster relief in Japan, organizing a penny drive in order to fund a well
in Kenya, and raising awareness about child exploitation through Free The Children’s Vow of Silence
campaign.
Moving forward, the students of the NACI leadership club plan to continue their roles as leaders in
their school community, and as Me to We agents of change. The students continue to build on their
leadership and team work skills by attending leadership camps. Fueled by their passion for change
and with the continued support of Amy Street and their fellow students, the Leadership Club will
continue to enhance the culture of student leadership within the NACI community.
32
SIR WILLIAM OSLER HIGH SCHOOL
Me to We strongly believes
that everyone has the power
to create change, a sentiment
shared by educator Wendi
Tulk, who hosted the Take
Action program in Sir William
Osler High School this year.
SWOHS offers students with
special needs a community
that supports and nurtures
their growth according
to the individual needs of
each student. Though not
self professed leaders, the
participants of the Take Action
program learned the value of
their individual leadership styles,
The amazing leaders of the Sir William Olser Take Action group.
how that can be applied to
a larger group, and how those skills can be applied to their school community in order to cultivate a
stronger sense of community.
Though the Take Action students were highly engaged in the workshops, they did not identify
themselves as being strong leaders. Knowing that the students were going to participate in an
exchange with an Aboriginal community in Northern Quebec, the Me to We facilitators decided to
focus on building the participants’ leadership skills. The aim of the leadership modules was to help the
students become more aware of their strengths and weaknesses as leaders, and then challenge them
to work more effectively as a team with the hopes that they will continue to hone their skills outside
the classroom and during their exchange experience.
As true ambassadors of change, the participants of the Take Action group became more confident in
both their individual and group leadership skills. The students’ increased confidence in their leadership
not only prepared them for the challenges of their exchange, but it also helped them become more
aware of the issues that affect their school community. With their newly formed confidence, the
students decided to dedicate their leadership skills to eliminating cliques in their school and creating a
unified community.
33
OUTSTANDING TAKE ACTION STUDENT AMBASSADOR PROFILE
GARCIA BARTLEY, WESTVIEW CENTENNIAL SECONDARY SCHOOL
Westview Centennial Secondary School student Garcia Bartley
exemplifies what it means to be a strong student leader who uses
her influence to create positive change in the world. Ever since
immigrating to Canada in 2009, Garcia has been incredibly involved
and dedicated to her school’s Student In Action group. Garcia will
be the first to admit that when she first joined the group she was like
most other students, looking for the volunteer hours she would need
to graduate. However, after realizing just how influential her actions
can be in creating positive change, she fell in love with the group’s
work and now spends most of her time organizing successful school
initiatives.
In just over two years since moving to Canada, Garcia has taken
action on a number of issues she is passionate about changing, The inspirational and passionate
including fundraising for causes such as cancer research, HIV Garcia Bartley
and AIDS research, and relief efforts for victims of earthquakes in Haiti
and Chile. In addition, Garcia has spent time organizing awareness raising campaigns for issues such
as homophobia, violence against women, bullying, and youth self esteem issues. When asked why
she spends so much of her time dedicated to social justice, Garcia responded by saying “I think it is
important because it takes small change to create a big one. We may not be able to stop world
hunger and other large issues on our own, but the more groups there are making an effort, the
greater the results will be.”
Garcia acknowledges the importance of getting involved in social justice issues not only for the small
solutions that are provided to the issues themselves, but also for the message that they send, that you
really can make a difference. Students like Garcia are living proof of the power that youth have to craft
the future through taking responsibility of their roles as change makers. Great work Garcia!
34
REBECCA NAYLOR, GREENWOOD SECONDARY SCHOOL
Heather and Jameson had the privilege of working with so many amazing educators in the TDSB this
year, and were immediately struck by the dedication of Rebecca Naylor at Greenwood S.S.. Upon first
walking into Greenwood, the facilitators realized what a unique learning environment Greenwood is, as
it becomes a second home for students who have just recently immigrated to Canada.
Within minutes of meeting Rebecca,
and seeing her interact with her drama
class, facilitators Heather and Jameson
knew that she was more than just
a teacher for these students - she
was a supporter, an advocate, and a
cultural mentor. Having taught drama
at other schools, Rebecca knew what
an amazing class and opportunity it
could be for students at Greenwood.
This was her first year teaching drama
at the school, and she told facilitators
and her students during their last Take
Action workshop that this was her
Rebecca, on the right, with her drama class.
favorite drama class! As many of her ESL
students had never experienced anything like a drama class before, she focused a lot of time teaching
them all the skills they would need to be in the industry, both behind and on stage, and played
particular attention to helping students with the communication skills, body language, and cultural
other places in the world).
Heather and Jameson were impressed with many of the students’ natural ability to perform well,
especially in English, right from the beginning of the program. They were especially moved and
inspired when they got to watch the drama class perform for other students, teachers, and the
principal. As the students had continued to work on their communication skills and built up more
confidence during the workshops, it was one of the year’s highlights to be able to see them perform
and to see how proud Rebecca was of the accomplishments of her students.
35
During the last Take Action workshop, facilitators witnessed firsthand how emotional it was for some
students to talk about leaving Greenwood, and especially leaving Rebecca’s drama class, as they
have to move on to other high schools in the TDSB. Through Rebecca’s support, we know that these
students have been given the best start possible in Canada and that they will continue to be successful
in their schooling as a result of her dedication and hard work.
The Take Action group at Greedwood stratagizes on how they are going to complete a group challenge.
36
WHAT THE STUDENTS ARE SAYING
“One action I will now take after the workshop is make more out of my money and become a more
responsible shopper now that I know the impact it can have on the world”.
– Kirti Sharma, 17, Weston C.I.
“It’s so important that we instill into the minds of students that even though everyone might not
make the effort to make a change, one person’s effort to create change will make a difference,
thank you so much!”
– Caesar, 21, Subway Academy 1
“The Take Action workshops taught me we all can make a change in this world one day if we put
our minds to it”.
-Shanice McKenzie, 15, L’Amoreaux C.I.
“After the workshops I am now motivated to stand up for what I believe in!”
– Shin Jung Park, 16, Georges Vanier Secondary School
“I am now going to try and take more of a leadership role and ensure that all voices and
perspectives of my group members are heard”.
-Robert Fraser Burke, 15, Leaside High School
“Take Action taught me that I do in fact have a lot of leadership skills and that respecting one
another is important”.
– Faduma Hossan, 17, Eastdale C.I.
“After these workshops I want to really start listening and take the time to really understand what
people are saying when they are speaking”.
-Emily Fenech, 14, Monarch Park C.I.
37
WHAT THE EDUCATORS ARE SAYING
“Facilitators Jameson and Heather did an awesome job working with our students at Eastdale. The
activities they chose to use were highly effective and appropriate for students, and they remained
engaged all afternoon”.
-Penelope Stephenson, Eastdale Collegiate Institute
“I was interested in having the Take Action program at our school because it teaches students that
being socially responsible can be fun and rewarding.”
-Monica Ghose, York Memorial Collegiate Institute
“The workshop yesterday was incredible! Heather and Jameson were fantastic, and the kids had a
powerful and inspiring experience. I look forward to their return, as do the students.”
-Rebecca Naylor, Greenwood Secondary School
“I think that my students benefitted the most from seeing Heather and Jameson as role models.
They saw the work that they have done and the experiences they have had and really took to that,
and they benefitted from their programming abilities.”
-Michael Anthony, Weston C.I.
“The Take Action workshops were an amazing experience for my students. Facilitators did a
fantastic job working with their individual needs and learning styles. It was amazing to see students
celebrate their successes with Take Action and I would highly recommend the program.”
-Kristen Beach, York Humber High School
“I believe students benefit from building upon team-building, leadership and communication skills.
I find that facilitators are able to promote leadership in ways their classroom teacher cannot.”
-Rita Digiacchino, Stephen Leacock Collegiate Institute
38
TAKE ACTION FACILITATOR PROFILES
JAMESON VOISIN
Jameson Voisin has been part
of Me to We Leadership for two
years, spending most of his days
facilitating workshops for the
Toronto District School Board.
Having spent multiple summers
at a leadership camp focused on
promoting social justice, in addition
to briefly living with a family in the
Dominican Republic in grade 11,
Jameson has developed a strong
passion for youth activism and
social awareness.
Jameson enjoying the beautiful Massai Mara, Kenya.
While growing up in Ottawa,
Jameson was asked to attend a
speech on youth empowerment. Little did he know that while there he would hear Craig Kielburger
speak firsthand about the power and influence of children – a speech that would forever change
Jameson’s outlook on the world. Following years as a youth mentor, Jameson was ready to take his
commitment to change to the next level. In 2005, Jameson made the decision to move to the small
university town of Antigonish, Nova Scotia where he studied Political Science and History at St. Francis
Xavier University. While on the east coast, he was able to better comprehend the systemic reasoning
for why, at times, the world may seem a little lopsided and unjust. Jameson is excited to apply what he
has learned from school and his international travels and share with youth why there is need for action.
Jameson enjoys running, travelling, thrill seeking, snowboarding, soaking in the ocean or reading on
a beach, but will admit that nothing beats spending good old fashion quality time with his favorite
songs, friends and family. But most importantly Jameson tries to live out every day by following his
favorite quote by Nelson Mandela, “I learned that courage was not the absence of fear, but the triumph
over it. The brave man is not he who does not feel afraid, but he who conquers that fear”.
39
HEATHER FARRAGHER
Heather joined the Me to We Leadership
Department as a Take Action Facilitator in July
2010, after working for Free The Children as the
Global Voices coordinator for one year.
Heather graduated from Ryerson University with
a Bachelor of journalism and minor in sociology
and English in June 2009. Then, she caught the
travel bug.
She began doing development work with youth
in 2008 when she spent the summer living with
a family in Obuasi, Ghana. In response to the
requests of local teachers, she created and led
a sustainable, pay-it-forward style HIV/AIDS
education and awareness program in local high
schools where there had been no prior health
promotion. While teaching over 150 students, she
realized that her journalism education was not
Heather enjoying Guatemala.
meant to lead her into the newsrooms or studios,
but instead into classrooms where she could introduce youth to world affairs.
Craving more after Ghana, Heather led a development project in Antigua, Guatemala. Here, she had the
opportunity to introduce her fellow team members to the issues affecting the local indigenous people
and help develop and facilitate programs at an alternative school for at risk youth.
Heather is involved in her local community as a volunteer youth mentor for Regent Park high
school students. Still passionate about teaching and international affairs, she is excited to have the
opportunity to work with the amazing youth involved with Me to We and the Take Action program.
40