This is an article from the Add*Ed Research Group's inaugural edition of their magazine, ADD*ED Research in Inclusive Education.
In education, the role of a Superintendent is dynamic and multifaceted. To shed light on this position, we spoke with Michele McGrath, Superintendent of Education for the Algonquin and Lakeshore Catholic District School Board (ALCDSB). Michele wears many hats: she supports the principals within her assigned family of schools, acts as a key problem-solver and mentor, and oversees the student services department. She collaborates closely with a team of five key stakeholders— coordinator of student services, mental health supervisor, clinical team lead, the board’s mental health lead, principal of student services— while also engaging with community committees addressing critical issues for youth such as substance use and homelessness. Reflecting on this aspect of her work with enthusiasm, she says, “The community agency piece is a really big part of this portfolio, but it's a fun part too. We really get to know other community groups and what they're doing and how we can be in service of one another—ultimately towards our goal of helping kids.”
Before stepping into the role of superintendent, and even before her time as a principal, Michele enjoyed a long and fulfilling career as an educator. When asked about her inspiration to enter the field, she chuckles, recalling a childhood memory that hinted at her future path. She once sequestered her younger sister in a closet and proceeded to instruct her, declaring she couldn’t come out until she had learned to read. This early display of dedication to teaching was a clear foreshadowing of her lifelong passion for education.
Michele’s official journey in education began in 1990 with ALCDSB, where she taught kindergarten to grade seven in five schools and three years supporting teachers in curriculum as a Special Assignment Teacher. Her career trajectory then took her to the role of vice principal at two different schools, followed by a decade as a principal in two different communities. Now, with 35 years of experience, she serves as a superintendent, a role that has been filled with opportunities for growth and learning.
Her first year as a superintendent began in January 2020, just three months before schools across the country shut down due to the COVID-19 pandemic. Reflecting on this period, she acknowledges the unique challenges it presented. "Sometimes I had to admit that I hadn’t faced this before," she says. "We just talked it through with my colleagues and we made decisions with the best interests of the students, families, and staff in mind." Despite the unprecedented difficulties, Michele found that these times also brought opportunities for growth and collaboration. When asked about the most rewarding aspect of her role, she spoke passionately about breaking down silos across disciplines and departments and fostering collaboration. One such instance occurred when schools reopened post-lockdown, and the importance of sound field systems, such as microphones for voice amplification, became apparent with everyone wearing masks. Michele partnered with the Learning Technology Services team, pooling their resources to ensure that new sound fields were rolled out in every classroom from kindergarten to grade three across the board. “It's very satisfying when we work together to meet student need and think outside the box to do it. The best part of my job is when I can give people what they need to do theirs.”
But Michele’s impact extends beyond immediate problem-solving. Over the past four years, she has focused on creating professional development plans for educational assistants and youth workers, ensuring they have the support and resources necessary to excel in their roles. Michele has worked with Fielding International to plan intentional and focused professional development for all the school principals to support the new learning environments ALCDSB has been building. This investment in innovative facilities and learning practices will prepare leaders and educators for the future of learning.
When asked to offer advice to fellow educators, Michele draws from the wisdom she has accumulated throughout her career. “Be present in what you're doing right now,” she advises. “I never wanted to be a principal more than I wanted to be a teacher. There's nothing wrong with goal setting and working towards some of those goals but be where you need to be in the moment.” This philosophy of mindfulness and dedication to the present moment is also reflected in her deep respect for those who have influenced her journey.
When asked a hypothetical question on who she might like to share a dinner with, including anyone living or passed, Michele paused to reflect before naming Alice Yardley, a British author and educator. She recalls the profound impact Yardley’s books had on her as a young educator in 1990. “Yardley spoke extensively about universal design and teaching to the margins,” Michele explains. “Her work inspired me to introduce what was then considered innovative ideas, like having a water table and a sand table, in my very first classroom at St. Joseph Catholic School.” Yardley’s influence on Michele went beyond practical classroom changes. “She also ingrained in me the importance of making decisions that were always research-based and thoughtful,” Michele continues. “Throughout my career, I’ve tried to stay true to that approach. Yardley empowered me to trust my instincts and experience, not just for the students and families I taught, but also for the systemic changes I’ve been able to implement as a superintendent.”
Michele’s story is one of dedication, innovation, and an unwavering commitment to student wellbeing and educational excellence. As she moves closer to retirement, her legacy of fostering collaboration and supporting educators will ensure a lasting impact on the community. Her journey and insights offer valuable lessons for anyone in the field of education.