Ms. Kristal Bereza and Mr. Terry Donaldson are both proud Saskatchewanians—Ms. Bereza from Hepburn, Mr. Donaldson from Moose Jaw—but that’s not all they share in common.

In other happenstance, both applied to Meadowridge School from advertisements in the Vancouver Sun, started teaching subjects different than the ones to which they applied, and assumed many roles throughout their respective nineteen- and twenty-three-year tenures. Another commonality? When asked what makes Meadowridge School unique, they both have much to say. Read onward for their answer to this and other questions and get to know Meadowridge’s Deputy Head and Director of Strategic Programs.

What brought you to Meadowridge School?

Kristal Bereza (KB): When I graduated from the University of Saskatchewan, all teaching jobs were in British Columbia. After about five years in the public school system, there were mass layoffs for anyone under five years' seniority – I was literally just weeks away! Shortly after, I saw an ad for Meadowridge School in the Vancouver Sun. During my interview, I was picked up from the ferry by a staff member, driven through the forest, and proceeded on to three back-to-back interviews. I remember thinking, oh my goodness, what have I gotten myself into? I started at Meadowridge in 2005, teaching Math and Science 7 and PHE 6, and have been here ever since.

Terry Donaldson (TD): After graduating from the University of Saskatchewan, I taught in Saskatoon for six years. I had always wanted to go overseas, so when the opportunity to teach in Japan came about, I applied immediately. After seven years as Principal at the Hiroshima International School, I returned to Canada, worked for a while at a school downtown, and then ended up at Meadowridge School in 2001—I also applied after seeing an advertisement in the Vancouver Sun!

What was Meadowridge like back then?

TD: It was very different. You could still see signs of the traditional approach that the school had once offered. Students would line up in classrooms and be escorted from one classroom to the next… it was much more regimented. The school was also smaller, with a population of about 360 and no Junior Kindergarten or full-time Kindergarten. Teacher turnover was high, and we didn't have nearly the amount of specialist teachers we have today. We also didn't have as many resources either.

KB: The campus was much smaller but still had a strong sense of community. My class was kind, and my colleagues were supportive. Meadowridge blew my biases about independent schools away. When I started in 2005, we were working towards our PYP and MYP accreditation. IB was a natural fit since it matched the teaching we were doing anyway.

What has kept you at Meadowridge for so long?

KB: The people. Colleagues, students, parents… everyone is working towards the same goal. Then, when my son joined—his class was the first in the then-new ELC—I saw the school through the eyes of a parent and, from his, in the eyes of a student. That solidified my belief in the school.

TD: The people. Meadowridge has also continued to improve and evolve. I'm not someone who likes the status quo in education. Our approach has meant a lot of hard work but also constant development and many opportunities.

KB: That's true. School leadership has always been great at recognizing peoples' passions and abilities and pairing them for the benefit of the school. The introduction of the IB was also critical for me and kept me invested and interested. 

When someone asks you, “Why Meadowridge?” what's your response?

TD: The community. I say that because you have to have a community to achieve the best outcomes. Kids do well when they have a sense of belonging. The school has really developed that over the years. We know every student's name and understand who they are. 

KB: I always say, Meadowridge is where you are known. Kids are known, families are known… it's not a place where many people get lost. We know students as individuals as well as academics and are exceptional at developing the whole child. In the Elementary School, we work with parents to support their children. In Middle and High School, we work with students to be the ones to advocate and speak for themselves. The IB Continuum is also a wonderful part of our school.

TD: The Continuum is a strength. Students have a foundation, not just in pedagogy but also in relationships. I've had the opportunity to watch students start in Kindergarten and graduate. I've seen families grow. We also build relationships across the Continuum, so students get to know, work, and learn from one another.

KB: The relationships we build are tremendous. From CAS Clubs and Kinderbuddies to PYP peers, students have opportunities to both mentor and learn.

TD: Just the other day, I watched Ms. Chow at the Celebration of Learning. She went up to a few students whom she used to teach in Grade 4 and had such a genuine interest in what they were doing. That's unlikely to happen anywhere else. It builds such pride.

KB: Even when the kids don't want you to notice them, we always do!

“I still teach, only now it’s IB Coordinators, Principals, and teachers, and all at once. I draw out instead of simply passing on. That’s ingrained in me. It’s not as efficient as ‘Do this,’ but it is longer-lasting.” Terry Donaldson

At Meadowridge, you've been teachers, administrators, and now leaders. How has that trajectory shaped your approach today? 

KB: I still see myself as an educator. Only now, the classroom has changed. Having been a teacher, we're more aware. Voice is important. Our leadership team only considers a proposal after talking to the people it will or might affect. That includes students!

TD: I still teach, only now it's IB Coordinators, Principals, and teachers, and all at once. I draw out instead of simply passing on. That's ingrained in me. It's not as efficient as “Do this,” but it is longer-lasting.

KB: We started in leadership roles at the same time we brought in the IB, so Mr. Donaldson and I work well together. Those early days have moulded how we work together, as we constantly talk and collaborate.

TD: Ms. Bereza will start a sentence, and I'll finish it. I know what she is going to say.

KB: We've developed a good rapport but can also laugh at each other and have fun.

Ms. Bereza, what are your priorities as Deputy Head?

KB: Asking questions. “Why?” is how we can learn and grow. My priority is interrogating our programs and our definitions of success. By collecting data, many forms of it, we can interrogate what we are doing and how we can improve. This practice is connected with Mr. Donaldson, who will design the strategies and programs to support our findings.

Mr. Donaldson, what are your priorities as Director of Strategic Programs?

TD: Having the opportunity to focus on the things that have been on the table for a long time but need more resources or ability to do. Student support, something we've wanted to focus on for some time, is one such program. One person focusing solely on these initiatives is helpful, primarily when they've known the school and our students for so long. The strategic plan includes student support, social-emotional support, and business plans like camps.

Is there much collaboration between these two roles?

TD: Absolutely. All of the things I will work on will support academics. 

KB: There is a considerable amount of back and forth. 

What does a day in your life look like?

TD: As Principal, I spent much time in classrooms and with students and teachers. As Deputy Head, I spent much time in the same discussions but at a higher level. Now, as Director of Strategic Programs, I have more time. I do research, talk with people, and plan.

KB: I'm still learning what my day-to-day looks like. Every day still starts with—and it's something I love—morning greetings with Mr. Donaldson. We say “hi” to every student and even families as they come in or drop off. After that, it's a mixture of meetings with teachers and leaders and strategic planning. I work closely with the Principals. There's not enough time in the day…

TD: There never is!

Where do you see Meadowridge School in five years?

TD: With more refined practices and less constraints. I see more experiential opportunities in classrooms, less sitting and more practical learning. I want to ensure we've done everything we can for every child here. Society is changing, and students are dealing with more than ever. At the same time, education is changing. In five years, I hope we are better preparing students academically but also personally.

KB: I see more experiential education as well. Education is on the precipice of a massive shift—education never stops, but the pandemic gave it pause for the first time. We took that time to re-evaluate. What does preparing students mean? We want to prepare students and lead the charge. Learning is more formative, a process and not a product. 

Are there any areas of Meadowridge School that you consider hidden gems?

TD: The experiential education, critical thinking it instills, and our community of parents and alumni. It's a real gem that we have experts in every field available to support our students and schools. It's a priority for me to get these community members working and talking with our kids. 

KB: I'd say our students. I remember when we'd sit in on scholarship committees and hear about the amazing things they were doing outside of school that we weren't even aware of. With privilege comes responsibility, and our students are proof of this. They serve our community in so many ways. 

“The relationships we build are tremendous. From CAS Clubs and Kinderbuddies to PYP peers, students have opportunities to both mentor and learn.” Kristal Bereza