Leadership & Service
Kapapamahchakwew (Elem) -
Wandering Spirit School Reading Buddies
As part of a reading buddies initiative with Kapapamahchakwew – Wandering Spirit School, an Indigenous-focused school rooted in Anishinaabe culture, language, and traditions, I work with younger students in weekly one-on-one reading sessions. Although the program is informal, it functions as a meaningful mentorship opportunity that fosters connection and community through storytelling. Beyond reading, I also participate in craft-based activities with older students, creating another space for creativity and cultural exchange. These shared activities allow me to build relationships across age groups and deepen my understanding of the school’s values. In this role, I support early readers, contribute to hands-on learning moments, and help strengthen the sense of community between Wandering Spirit and St. Clement’s. Each week, I aim to create a welcoming environment where students feel encouraged and supported, an experience rooted in respect for the school’s cultural teachings.
SCS Open House Ambassador
As a School Ambassador, I serve as a representative of St. Clement’s, helping welcome prospective families and promote our school community. My role includes guiding campus tours, answering questions from students and parents, supporting admissions events, and helping showcase school culture to visitors. In addition to these responsibilities, I also serve as the school’s mascot, participating in open houses and events to create a positive, energetic atmosphere. Whether speaking with prospective families or engaging with current students, I work to ensure that everyone feels welcomed to our school community.
Chamber Choir Services
As a member of the Chamber Choir and Senior Choir, I perform at the school’s most significant services and ceremonies, contributing to the musical foundation of community life at St. Clement’s. Our performances include the Thanksgiving service, the annual Carol Service, Remembrance Day assemblies, the Easter service, Lent services, and the school’s Closing Ceremony.
EDI Conference
I serve as a student facilitator at the annual EDI conference hosted by St. Clement’s School for independent COSSOT schools across Ontario. Last year, I facilitated small-group discussions where students and educators analyzed real case studies involving equity challenges in school settings. My role involved guiding conversations, ensuring respectful dialogue, and helping participants deepen their equity literacy through collaborative problem-solving. I will be returning again this year as a facilitator for the 2025 conference, Grounded in Reality, which focuses on using case study analysis to explore complex, real-life scenarios in education. As a facilitator, I help create a safe and inclusive environment where participants, from students to faculty, can talk openly about representation, identity, and systemic change.
Volunteer Service Award 2024
I received a provincial-level Student Volunteer Award in recognition of my community service throughout 2024. This award honours students who demonstrate consistent dedication to volunteer work, leadership, and positive impact within their communities. My contributions included supporting St. Clement’s School initiatives, participating in service projects with the Tianjin association in Toronto, and taking on leadership roles that strengthened community engagement within research fields.
Chinese New Years SCS
At St. Clement’s annual Chinese New Year event, I was one of the student leaders behind the planning and the flow of the day. In the weeks leading up to it, I handled sign-ups for workshops, coordinated materials, and helped map out stations so the gym didn’t bottleneck when families arrived. On the morning of the event I set up calligraphy tables, laid out brushes, ink stones, red paper, and practice sheets, and checked each station so volunteers knew exactly what they were responsible for. As the crowd grew, I moved between tables answering questions, helping younger students hold the brush at the right angle, and stepping in to demo strokes when someone got stuck. When supplies ran low, I restocked without interrupting the activity. When lines backed up, I reorganized the seating and pulled in extra volunteers. Most of the day was spent leaning over students’ shoulders, guiding their calligraphy, clearing finished pieces to make room for the next group, and keeping the whole space running smoothly.
Piano Recital
Each year my piano teacher at the University of Toronto put me in charge of running the studio’s recital performances, and the job started long before anyone sat down in the audience. I drafted the full program lineup, timed every piece, and rearranged the order when younger students needed earlier slots or when longer works risked slowing the pace. I handled all communication with families, emails, reminders, arrival times, and instructions on where to wait and when to warm up. In the days leading up to each recital, I checked the hall, tested the piano, adjusted the bench height for each performer, and made sure the page-turners had the right scores and marked cues. On the day of the event I managed the backstage area, walked nervous students through their entrances, fixed music sheets that slipped out of folders, and made last-minute decisions when someone didn’t show or needed extra time. While the audience saw a smooth, steady program, I was behind the scenes solving missed cues, resetting the stage, keeping families updated, and tightening transitions so no part of the afternoon dragged.
Leading Tomorrow
I worked as a student researcher under University of Toronto professor Dr. Wang for the Linked Key study on immigrant Chinese parenting styles and adolescent mental health. Over six months, I built the survey from scratch, tested early drafts with pilot families, rewrote questions that caused hesitation, and restructured sections when the flow slowed parents down. I ran Zoom data-collection sessions with families, handling consent, guiding them through each part of the survey, adjusting wording on the spot when a term didn’t translate clearly, and recording responses in real time. After every session, I cleaned transcripts, marked unclear patterns, and updated the survey so the next round produced stronger data. Alongside my own interviews, I coordinated a team of more than sixty student researchers: running training calls, troubleshooting their early sessions, and tightening our shared procedures when their feedback showed where families were getting stuck. The final version of the survey that came out of this process became the one used across the study and supported the work that earned the project a Learning Dedicated Award.
Round square
I travelled to Bogotá, Colombia representing St. Clement’s School on a Round Square programme hosted across five local schools, working alongside hundreds of students from around the world. Our group spent long days on service sites where we cleared and dug out farm stalls, built full chicken coops and assembled chicken-shed panels for families, planted rows of young trees as part of an 800-tree reforestation effort, and relocated turtle eggs into deeper protected nests to keep them safe from predators. We washed and brushed rescue dogs to prepare them for adoption events and carried tools, lumber, and fencing materials across fields to support nearby farms. Back on campus we rotated through cultural workshops: cooking arepas, making traditional “matachines” masks, shaping bell molds, and painting sections of a ten-metre community mural. The schedule also included outdoor challenges like zip-lining, ropes courses, and mountain hikes in the Andes, plus school visits, language-exchange sessions, and time living with host families in Bogotá.
