I am deeply honored to be the new Principal of The Linden School, and am excited to engage the entire Linden community in envisioning a future that sustains and broadens Linden's unique mission as a feminist girls’ school. Everything about Linden is about preparing our girls to change the world — together we will build a diverse community of scholars ready to tap into the 21st century worldview as smart, curious and empowered young women who go forth fearlessly to fulfill their aspirations.
— Janice Gladstone
“Linden Girls Change the World”
Janice’s career and life are testaments to visionary leadership and the innovative use of education as a powerful tool to engage students and promote social justice.
Janice earned her bachelor’s and master’s degree in mechanical engineering from University of Waterloo and spent three years doing research in biomedical engineering at University of Toronto before pursuing her B.Ed from the Ontario Institute for Studies in Education (OISE). During the past seven years, she has been vice-principal at Harbord Collegiate. Her previous experience includes being vice-principal at the Scarborough Centre for Alternative Studies, head of science and math in the Toronto District School Board (TDSB) specializing in senior physics, and teaching Science and Math in the York Region District School Board.
A lifelong scientist and educator, Janice is widely recognized as a progressive leader within the TDSB. In an effort to increase graduation rates in her diverse student population, Janice initiated a highly successful differentiated instruction program to mentor teachers and boost student success. She also spearheaded anti-bullying initiatives and new equity-focused practices to challenge gender and sexual norms. As a result, Janice’s inspiring work recently earned her an anti-homophobia award from OISE.
Janice has long been a supporter of Linden. A strong advocate for all-girls schools, Janice volunteered at Linden during the school’s very first year before embarking on her teaching career. As a scientist, she has always believed that girl-centred programs create the best conditions for girls to thrive and pursue non-traditional fields of study and work, and is thrilled to have these ideas validated by emerging research on the benefits of single-sex schools.
Janice is particularly inspired by student voices, and has won a reputation for being an empathetic listener who excels in empowering her students to reach for their personal and academic potential. A signature accomplishment of her Harbord Collegiate tenure has been the development of an innovative Positive School Climate program to increase her students’ sense of belonging and safety. Carefully designed Consent Workshops have helped sensitize students to negative attitudes and behaviours, and especially encouraged young women to articulate their concerns. Janice’s work in this area has motivated both teachers and students to work together more closely, and fostered a strong sense of community, making Harbord Collegiate one of the most sought after schools in an era of declining public school enrollment.
Janice’s wealth of school management and teaching experience, passion for advancing science and technology in the classroom, commitment to teacher development, and dedication to promoting equity and student voices are just some of the qualities that will help her lead Linden as Toronto’s most progressive girls’ school.
Janice is married to Sheri Regier, together they have a daughter and son along with two cats. A squash player, skier, soccer player, former marathon runner; hiking and fitness are a constant in her life. Some of her passions include singing, playing piano and guitar. She is an avid reader, with a particular penchant for neuroscience-related literature.
Previous Administrative and Teaching Positions
Harbord Collegiate Institute, TDSB
Vice Principal, 2008–2015
Scarborough Centre for Alternative Studies, TDSB
Vice Principal, 2005– 2008
Stephen Leacock Collegiate Institute
Curriculum Leader of Science and Mathematics, 2002–2004
Assistant Head of Physics, 2001–2002
Physics, Mathematics, and General Science Teacher, 1999-2004
Markham District High School, YRDSB
Assistant Head of Physics, 2001–2002
Curriculum Leader of Science and Mathematics, 2002–2004
Science, Mathematics and Physics Teacher, 1996–1999
New Market High School
Science and Physics Teacher, 1995–1996
Bachelor of Applied Science (Mechanical Engineering)
University of Waterloo, 1981-1986
Master of Applied Science, Department of Mechanical Engineering
University of Waterloo, 1986-1988
Candidate for Doctor of Philosophy, Department of Biomaterials
University of Toronto, 1989-1991
Bachelor of Education
University of Toronto, Ontario Institute for Studies in Education, 1994-95
Combined Honors Specialist, Physics and Mathematics
University of Toronto, Ontario Institute for Studies in Education, 1997-98
Awards & Certificates
- Anti-Homophobia Award for providing a safe environment for teachers to take personal risks to benefit students, OISE, 2012
- Restorative Practices Trainer Certificate, 2014
- Threat Assessment Training Part 1, 2010
- Principal’s Qualification Part 2, OISE/UT, 2002
- Principal’s Qualification Part 1, OISE/UT, 2001
- Permanent Teaching Certificate Ontario, 1995
- Arthur Louden Scholarship to OISE/UT, 1994
- Alcan Scholarship for research in materials science, 1990
- Full Scholarship at College International de Cannes, 1988
Recent Personal and Professional Development
- Member of Ontario College of Teachers
- Restorative Practices Trainer Training and Restorative Practices Parts I and II
- MentorCoach Training for Educators course
- Threat Assessment Part I; Up-to-date CPR/AED training
- Study of Neuroscience and Psychology in education: This is Your Brain on Music by Daniel Leviton, 1. Musicophilia: Tales of Music and the Brain, 2. The Mind’s Eye, 3. The Man Who Mistook His Wife for a Hat by Oliver Sachs, Spark by John Ratey; The Primal Teen by Barbara Strauch; My Stroke of Insight by Jill Bolte Taylor; Biopsychology by John Pinel; Scientific American subscriber; Kathie Nunley’s newsletter subscriber since 2005
- Books: 1. Layered Curriculum, 2. A Student's Brain: The Parent/Teacher Manual, 3. Differentiating the High School Classroom by Kathie Nunley; Quiet: The Power of Introverts in a World That Can't Stop Talking by Susan Cain; Different . . . Not Less: Inspiring Stories of Achievement and Successful Employment from Adults with Autism, Asperger's, and ADHD by Temple Grandin
- Kathie Nunley workshops on Layered Curriculum and Brain-Based education
- Exploration of Apple products (iPod, iPad, MacBook and software) for educational applications
- Music study and singing in the Metropolitan Community Church of Toronto, an inclusive church whose focus is on social justice, particularly for sexual and gender minorities. Sang for Jack Layton’s funeral.
Select Team Leadership Activities
- Restorative Practices Leadership – As one of the TDSB’s new Restorative Practices trainers, Janice initiated a working group to lead implementation of restorative practices in schools, which included training numerous teachers and administrators.
- Differentiated Instruction and Student Engagement – Now in its fifth year of implementation, Janice led staff through a change process to provide new, creative lessons which resulted in engaging, equitable classes.
- Beginning Teachers Committee Chair – Janice led the committee to engage teachers in networking and classroom-oriented professional growth through experiential opportunities at ROM, FoodShare, AGO and TDSB schools.
- Assessment as Learning Staff Professional Development – Janice guided staff by incorporating Learning Goals and Success Criteria into a new evaluation policy for Harbord which helped teachers understand and use Assessment as Learning to engage their students more deeply in their learning and learning processes.
- Resource Management – Janice devised an electronic system for textbook management at a school with a collection valued at approximately $700,000.
- Electronic Reporting – Janice directed and finalized the implementation of whole-school electronic recording and reporting of marks.
- Mentorship – Janice mentored four Vice Principals and numerous teachers informally and as part of TDSB’s formal Mentoring Program.
- South East Year Round Alternative School and North East Year Round Alternative Centre Start-Up – Janice employed staff, managed program details, oversaw student discipline, mediated staff conflicts to provide many at-risk students opportunities to get back into school and move toward graduation.
- Positive School Climate – Janice developed a multi-layered strategy to improve Harbord’s school climate for students and staff by developing student focus groups to give students a voice and improve their sense of belonging.
- Student Success– Janice provided a safe environment for students to disclose financial need and obtain support for extra-curricular activities, TTC tickets and the lunch program. She created action plans for each student to implement wide-ranging supports involving classroom, special education, guidance counselors, families and community agencies.
- Credit Recovery and Rescue – Janice supported improvement and development of credit recovery and rescue programs - since its inception, students have been recovering and rescuing over 100 credits per year.
- Anti-Bullying and Conflict Management – Janice collaborated to create and implement a comprehensive anti-bullying plan involving student support teachers, student mentors, families, guest-speakers and information assemblies; resolved bullying and conflict situations and modeled methods for staff so that people involved were able to resume school feeling safe. As a result, there was a noticeable shift in the school culture whereby students are more likely to report issues.
- Emergency Protocols – Janice chaired Harbord’s safe schools committee that regularly revised all safe schools documents. Due to her tenacity and diligence, Lock-down, Fire and Emergency protocols were systematic, up-to-date and well rehearsed – Janice even saved a student’s life when he almost drowned during a swimming class.
- Equity Leadership – Janice facilitated equity workshops delivered by equity instructional leaders to move staff to embrace equity-sensitive pedagogy when dealing with student learning, behaviors and attitudes.
- Challenging Gender and Sexual Orientation Norms – Janice developed a Gay Straight Alliance that conducted weekly activities and increased visibility of issues related to sexual orientation and gender. She spearheaded the Rainbow T-shirt day that inspired conversations both inside classrooms and on the streets on topics including gender, body image and violence issues. It also increased visibility of staff and students who support those of non-mainstream sexuality and gender. As a result, over the past five years, there has been a notable increase in comfort with and visibility of LGBTQ issues and topics.
- Partnership with Raging Asian Women (RAW) – Janice facilitated an ongoing partnership with RAW that have included school-wide performance, student workshops and student performances to explore gender biases in various cultures, learning challenges and queer identities.
- Whole-School Enrichment Activities – Janice initiated the development and implementation of “Event Week” – a week of special activities to engage students; coordinated visits by local award-winning writers, filmmakers, visual artists, musicians, scientists, financial advisors, IT specialists, social workers and athletic trainers.
- Community Organizations and Police – Janice developed relationships with numerous organizations outside the school for students with personal and mental health issues to improve student-police relations, rapid access to highly trained, youth-oriented officers and collaborative problem-solving on community safety issues.
- Politician Visits – Janice negotiated and coordinated assemblies on social justice for students delivered by the Honorable Michael Ignatieff, the Late Honorable Jack Layton, and local MP Olivia Chow.
- EQAO Math – Janice monitored EQAO math scores and facilitated extra lessons, support and focused preparation with applied math students. As a result, students in applied classes who had attained level 3 or 4 went from 19% to 48% from 2009 to 2014. Academic students’ scores went up as well to 89% (above TDSB and provincial levels).
- Science Department Revitalization – Janice shaped a vision for improvement by developing collaborative solutions for issues related to equipment, shared space, assessment and evaluation and curriculum delivery; validated teachers’ concerns and provided direct support; advocated for increased funding for equipment and consumable resources; enforced use of safe practices and ministry evaluation and assessment guidelines. As a result, the department made great strides in organization, curriculum delivery and morale.
From the Search Committee
As a Linden parent, I am excited that we have recruited such an outstanding leader who is a perfect match for the qualifications required, as expressed by parents during the leadership search consultation process. As Vice Principal in the TDSB for the past 10 years, Janice has a demonstrated track record of excellence as an innovative leader who can develop and implement creative programs within a school environment. As well, she has had extraordinary successes in areas that we care so much about at The Linden School, such as leading community engagement initiatives, increasing diversity, and implementing social justice and equity-based programs. Janice has proven herself as a visionary leader who brings tremendous energy and passion to her work. She is well prepared to take up the challenge of leading The Linden School into its next phase of growth and development.
—Lisa Barnoff, PhD
Linden Parent, Director and Associate Professor, Ryerson School of Social Work, and Member of The Linden School Board of Trustees
From a teacher's perspective, I am inspired by Janice's commitment to collaboration. Though she has visionary ideas about Linden's future, she is also eager to learn from our community as she leads us there. She is a trainer in restorative justice practices, has led school teams in anti-oppression initiatives in her community at Harbord, and, as we hear from many sources, works tirelessly for the good of her students.
Linden Junior School Teacher
Students and alumnae will be thrilled to hear that Janice is known for putting students first. Her door is always open, and she actively engages students both inside and outside the classroom, encouraging them to participate in the life of their school. Everyone who knows her agrees that Janice is motivated, first and foremost, by seeing her students grow and succeed. This, combined with her dedication to social justice and anti-oppression practices, makes Janice a wonderful addition to our community.
—Emma Warnken Johnson
Linden Alumna and Member of The Linden School Board of Trustees