Blessed Mother Teresa Catholic
Secondary School (secondary)

40 Sewells Road, Scarborough, Ontario M1B 3G5

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Celebrating Catholic Education:
Personal reflections from staff and students at Blessed Mother Teresa Catholic Secondary School

Ginu Chacko, student--Throughout my years at Mother Teresa, whether in the pursuit of academic or artistic excellence, extra-curricular involvement or leadership development, I have been taught to remember or school’s humble yet powerful mission statement: to love and to serve. At Mother Teresa, the outstanding faculty have not only taught me historical facts and mathematical principles, but have instilled in me a fervour for learning. The dynamic gifted program has allowed me to engage in studies outside the normal curriculum, as well as participate in programs such as the Queen’s Enrichment Mini-Course Program and Destination Imagination. Through our school’s Student Administrative Council and dedicated Chaplaincy program, I have had leadership roles in the planning of annual fashion shows, fast-a-thons, food drives and more recently the journey to World Youth Days 2002. Mother Teresa boasts a diversity of students from all parts of the globe. The richness of culture contributes to an atmosphere of understanding and acceptance, which is highlighted during our annual International Night. Other clubs such as Trailblazers, the jazz and concert choirs, the debating club and the yearbook committee have also enriched my high school years. At the end of my fifth year at Mother Teresa, I know that I will come away with a well-rounded education and wealth of experiences that will aid me in all my future endeavours.

Leana Maharaj, student—Attending Mother Teresa has been one of the most valuable experiences I have had in my life. I am not the only person at Mother Teresa who has fulfilled her dreams here. Just ask the boys’ and girls’ basketball and softball champions, the student who placed in the top one per cent in Canada for writing the Waterloo math contests, or the former students of Mother Teresa who have returned here to teach. If Mother Teresa is not what dreams are made of, then dreams are what Mother Teresa is made of.

Earl D’Almeida, student—Mother Teresa is a wonderful place. The friendly people and the great teachers contribute largely to giving it the special charm that it possesses. My experiences at MT have been one of growth, learning and a great deal of fun as well. When I first began at Mother Teresa, I was a shy individual who would not participate in many extra-curricular activities. As the years progressed and I was welcomed into the MT community, I felt compelled to volunteer and take part in events and clubs at the school. Through the talented and gifted program and the special productions and assembly team, I have been able to meet many people and get to know many of the teachers on a personal level. Finally but most importantly, the multiculturalism and our strong spiritual foundation are the backbone of the school, contributing to the intellectual development of students as well as their social and emotional development.

Many former students of Mother Teresa Catholic Secondary School have chosen to return to work or volunteer at the school. Currently there are two teachers, two lunchroom supervisors, three coaches and three emergency supply teachers who are graduates of the school.

Michael Consul, teacher—After graduating from McGill University’s Faculty of Education, I received many offers to teach at various schools, however, my choice was simple—I wanted to go back to my own high school. I would not be the teacher or person I am today if it had not been for the guidance, generosity and compassion that were given to me by the teachers of Mother Teresa. My teachers made a huge difference in my life; I wanted to become one so that I could in turn inspire other students.

Sacha Pierre, teacher—Mother Teresa is the best place on earth! As one of the founding students of Mother Teresa, I have many fond memories of school masses, spirit days, walkathons and memorable lessons in the port-a-pac. MT not only represented a centre of academic learning, but a tightly knit community where all were welcome. At MT it was just as cool to be a member of the band or school choir as it was to be an athlete. After-school hours did not signal the end of a grueling day, but the beginning of new opportunities to interact with peers and learn new skills. MT’s cultural diversity was, and still is, consistently showcased in numerous assemblies, and within the curriculum. Not surprisingly, MT was the first TCDSB school to offer a course in Black History. Religious retreats were also a highlight, providing students with an opportunity to build community and understand our own faith development. MT’s environment inspired me to become a teacher. Teaching seemed a great way to help foster the great atmosphere we had at school and maintain the special relationships we had between our teachers and students. That’s why I cam back here. Of all the schools that I have visited or attended, Mother Teresa is number one, and I am forever a Titan! 

History & Tradition

The school narrowly missed being named Mary Ward, and, largely due to the influence of its then trustee, Harold Adams, came to be called Mother Teresa. The ideals and spirit of Mother Teresa give the school its motto Amare et Servire (to love and serve).

Though the history is not a long one, it is sharply divided into two parts: the first four years endearingly referred to as the “Tin Can” experience because the school resided in relocatables and a port-o-pac and the new expansionist era, which began with year five in 1989-90 when under the leadership of the founding principal, George Iantorno, a school of 650 left the port-o-pac and moved into the magnificent new structure and promptly doubled its enrolment.

In this grand new building, the centerpiece of which is a large, very attractive, naturally well-lit atrium, the school had its second beginning. It now faced the task of integrating many new staff and students into the life and traditions of the school. The intimacy and ease of communication of the port-o-pac is no longer there, but the staff and students are addressing themselves to the kind of strategies needed to create a Christian community.

Blessed Mother Teresa CSS has in its brief history shown itself to be a community school in two very fundamental ways: it embraces some 54 different ethnic minorities and it seeks to educate all who come to it from the Malvern Community taking in students representing the complete spectrum of intellectual, artistic and athletic talent.

How We Meet the Diverse Needs of Our Students

We believe that the ideal framework for recognizing and supporting diversity is the creation of a Christian community in which all individuals are valued for precisely what they are. From this philosophical/theological principle comes the resolution to provide in and outside the curriculum what all students need to grow and become commuted Christian and productive, contributing Canadians.

Our morning exercise is an excellent example of the kind of welcoming atmosphere we seek to create. When the playing of the national anthem signals the beginning of the day, the teachers are at the doors of their classrooms, the vice principals in the halls and the principal is at the main entrance. We welcome the students, stand respectfully for the national anthem and the prayer led by the chaplaincy team leader.

Our code of conduct, which conforms with the Toronto Catholic District School Board's violence prevention policy, is issued each year to all students in their student agendas as well as to the parents of grade 9 students and new students in the other grades.

We attempt to personally contact parents of students whose absences have not been supported by a phone message from parents or guardians. This is done unfailingly by one of our teachers for students 16 and under (grade 9 and 10). Sometimes it is necessary to resort to an automatic phoning system to contact senior students and/or their parents.

We boast the largest technology program in our Board (already shifted to broad-based technology). We are not content with computer literacy; we have opted for technological literacy so that students emerging from grade 10 will have been exposed not only to basic elements of computer literacy, but also to communication technology. Such a student will be able to go more deeply into computer science and communication technology, but, more importantly, all such students will be conversant with the technologies they will use or encounter in future learning from word processing to spread sheet to animation, simple programming, design, shooting, editing and producing videos etc.

In addition to the gifted program as such, we have over recent years made a concerted effort to get our brightest, most creative students involved in our Shadd Valley Program.

We have endeavoured to put this collaboration into a friendly, social context thanks to our very successful hospitality program (food service and baking).

We make it a point to give our students many opportunities for developing leadership. We have had, and still have, students on the strategic advisory council.

It should be mentioned that we have a well organized, extremely responsive special education department--one part of which is our program for developmentally delayed students--one such student successfully completed the requirements and was presented with the Duke of Edinburgh Award by the Mayor of Scarborough.

For students who wish to earn credits in connection with real life work experiences, we have a well organized, thriving co-operative education program.

It is impossible to do justice to the more than 100 co-curricular activities which our teachers generously provide--from student government to field hockey, from arts to sports to journalism, to hiking to service clubs. Of course our reputation in basketball and soccer is widely known.

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