Vitrine

Profil du projet

Titre du projet :
Boys 2 Men: University Sports Leadership Training
Initiative :
La valeur de la lutte contre la pauvreté
Nom de l’école :
Lawrence Heights Middle School
Conseil scolaire / Administration scolaire des premières nations :
Toronto District School Board (TDSB)
Thèmes du projet :
  • Se lier [relations]
  • S’engager [citoyenneté active et participative]
  • Diriger [leadership]
  • Compatir [pauvreté]
Années d’études :
6, 7
Matières :
Orientation et formation au cheminement de carrière, Éducation technologique
Ville :
Toronto
Province / territoire :
Ontario
Partenaires communautaires :
Ryerson University and their "Rams in Training Program".

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Boys 2 Men: University Sports Leadership Training

In order to promote post secondary school education at our school, I have partnered up with Ryerson University . The 'Rams in Training Program" will teach students valuable leadership via sports, more importantly, it will introduce students to university life and culture along with different programs being offered. Students will have a mentor from the university who will teach them leadership skills and their journey in sports at the post secondary education level.

I have develop a partnership with Ryerson University as part of their "Rams in Training Program". Students will travel to the university with my assistance after school for eight weeks to participate in the program.

Mise à jour (6 avril 2016)

This program in partnership with Ryerson University has opened the world to my at risk students. First, they travel collectively to the university and they take care of each other. Moreover, they learn important leadership skills at this program. Finally, they develop relationships with the students and this has made students believe that they are capable of attending post secondary education. Its inspiring to see students who are provided with opportunities, make the most of them.

Mise à jour (23 novembre 2016)

The students who participated in this program were able to improve academically and to develop their leadership skills. The data indicated that students late and absences were significantly reduced between April to June of 2016. We saw students exercising leadership inside and outside of the classroom environment.