Meet the Principal

Meet the Principal: Janice Gladstone

Principal Janice Gladstone at Linden's Annual Music Night, 2019.

I am deeply honored to lead 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 are building 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 strong academic skills within a social justice framework. Janice has been leading The Linden School since 2015, and during her time at Linden, she has strengthened many aspects of the school by establishing a clear direction for the future through Linden's Strategic Plan. With a passion for advancing a holistic approach to academic, feminist education, Janice continues to reinforce and update Linden's original mission and values. Under her leadership, teachers are constantly encouraged to deepen their connections to social justice focused, anti-oppression education, to enrich the curriculum and bring truly innovative teaching practices to the classroom.

Janice has been a long-time 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 own 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 she is thrilled to have these ideas validated by emerging research on the benefits of single-sex schools.

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. Some of the recent books she has been reading include: Untangled by Lisa Damour, Little Girls Can be Mean by Michelle Anthony and Reyna Lindert, and The Bookseller of Kabul by Åsne Seierstad.

Janice Gladstone
Principal Janice Gladstone.

Professional Background

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). Before coming to Linden, Janice served as vice-principal at Harbord Collegiate for seven years. 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 was 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 earned her an anti-homophobia award from OISE.

Particularly inspired by student voices, Janice won a reputation for being an empathetic listener who empowered her students to reach for their personal and academic potential. A signature accomplishment of her Harbord Collegiate tenure was the development of an innovative Positive School Climate Program to increase her students’ sense of belonging and safety. Carefully designed Consent Workshops helped sensitize students to negative attitudes and behaviours, and especially encouraged young women to articulate their concerns. Janice’s work in this area 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 are in evidence as she builds Linden's reputation as Toronto’s most progressive girls’ school.

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

  • Klingenstein Heads of Schools Fellowship, Columbia University, 2018
  • Teaching and Learning Walks Certificate, OISE/UT, 2016
  • 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

  • Mindfulness-Based Stress Reduction Training (MBSR)
  • 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

  • Independent and Private School Forum (IPSF) - Janice currently serves as an executive member of IPSF.
  • Restorative Practices Leadership – As one of the TDSB’s new Restorative Practices trainers, Janice initiated a working group to lead the 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 counsellors, 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 modelled 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 the 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 has 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.