The academic program at Trafalgar Castle School allows each girl to discover her potential and find her unique path. Our emphasis on authentic learning and real-world problems encourages risk-taking and experimental thinking. The last thing any girl needs is the pressure of perfection. We want our students to make interesting mistakes: that’s how innovation and new solutions come to light. That’s also how resilience, compassion and confidence develop.
To help her succeed, our academic program is grounded in educational research about learning and achievement. Our internationally-acclaimed curriculum in math, science, English, music and languages cultivates curiosity and promotes mastery while encouraging students to ask big questions and make meaningful connections with the world outside the classroom.
Our other offerings in art, drama and robotics foster the creativity and design thinking essential for today’s leaders. Our students also apply their learning beyond the classroom in natural landscapes, professional workplaces, school competitions and exchanges around the world to gain real-life experience.
What is a top predictor of student success? A community of adults who care. A trusting and supportive learning relationship between a girl and her teachers
provides the inspiration she needs to reach the next level, and then the next.
In addition, our Advisor program ensures that every student receives mentoring in academics, personal wellness and social-emotional matters. Bottom line: every girl has someone close by looking out for her. That strong personal connection is not icing on a cake – it’s the solemn promise that a great school makes to all its students.
At Trafalgar since: 1989
Credentials: B. Mus., B.Ed., (Queen’s University) & M.D.E. (Athabasca University), OCT
Hometown: Tyrone, Ontario
Many factors directed me toward teaching as time progressed; however, two English teachers from Grades 7 and 9 were especially instrumental in my development by taking an interest in who I was beyond just the homework. Both would bring inspiring artifacts and articles related to our latest topic into the classroom, and they would remember how we felt about them for long afterward in discussions. They were meticulous and required the best we could do, regardless of the many levels encountered in class. It was through them that I experienced educators who could influence and help a young mind on many levels. They encouraged broadening our interests, and they reached out to each child in the classroom as a unique person. I may not have decided upon teaching by Grade 9, but I knew I wanted a career where I could work more interactively with the people involved, just as those teachers had demonstrated.