With nearly four decades of service in Catholic education, Principal Michael Goffredo has witnessed significant changes in teaching, learning and the needs of students and families.
The longtime educator and Principal of St. Luke Catholic Elementary School recently sat down with The Hamilton Spectator to reflect on his 38-year career with the Hamilton-Wentworth Catholic District School Board, the evolution of education, and the lessons he has learned along the way.
Read the full story below.
By Kate McCullough
Reporter
Photo credit: Cathie Coward/The Hamilton Spectator
Meet Mike Goffredo, one of Hamilton’s longest-serving educators
St. Luke Catholic Elementary School principal talks technology, EQAO, mental health and other major shifts in the last four decades.
St. Luke Catholic Elementary School principal Michael Goffredo is one of the longest serving principals in Hamilton. He is pictured here in a Grade 7 classroom on Sept. 4.
Every day, principal Mike Goffredo walks a loop of his single-storey elementary school, visiting each classroom.
He occasionally pulls a struggling student out to talk goals, and gives others a quick thumbs-up, silently asking, “Are we good?”
After nearly four decades at the Hamilton-Wentworth Catholic District School Board, he’s learned the importance of being present.
“My office is the hallway, my office is the play yard, my office is the classroom,” the 66-year-old said. “I’m rarely in here.”
The 38-year educator sat at a table in a large, bright office at St. Luke Catholic Elementary School on the Friday before school started. It’s packed, but organized; warm, not intimidating. Beside stacked boxes of jumbo freezies is a pile of brand-new pink, blue, red and grey backpacks stocked with back-to-school essentials for kids in need.
Goffredo has worked in school in east Hamilton, Waterdown, Ancaster and central Hamilton and on the Mountain, and taught grades 2, 5, 7 and 8 before becoming a vice-principal in 2000, and a principal two years later.
Three years ago, the veteran principal transferred to St. Luke, an “equal opportunity” school on Albright Road east of the Red Hill Valley Parkway, whose diverse catchment area has “pockets of needs.” He wanted his last school to be one where he could truly serve.
Here’s what one of Hamilton’s longest-serving principals has to say about education over the years:
Questions and answers have been edited for length and clarity.
How are classrooms different today from when you started your career?
When I started teaching in 1988, we had textbooks. If a child was doing research, they used encyclopedias. I thought I was in heaven when my principal gave me an overhead projector. Most of the stuff we did was pencil and paper. In the early 1990s, we got two huge computers at the back of the classroom. Now, almost every child from grades 1 to 8 has an iPad, every class has a smartboard and document camera — a gooseneck device that can be positioned over papers on a desk to instantly project — and textbooks are often digital. We still do paper and pencil, but technology has really made learning more accessible. And with it comes the added responsibility of teaching kids how to navigate volume of online information, as well as social media bullying and conflict.
Curriculum has become more centralized, compared to the previous “hodgepodge” of materials that differed across boards. This makes it easier to integrate students that transfer from other boards, while leaving enough flexibility for local projects. Generally, learning is less teacher directed, and we’re also doing more critical thinking, problem solving, real-world application and STEM (science, technology, engineering and math).
St. Luke Catholic Elementary School principal Michael Goffredo is one of the longest serving principals in Hamilton. He is pictured here in a Grade 7 classroom on Sept. 4.
Equity and inclusion is now top of mind, and there are more options for special education students. There is also an increased focus on mental health, and kids talk more openly about their stresses and anxiety, which is a huge shift.
How have educator roles evolved?
I have a greater responsibility now than I ever had. When I first started, I was responsible for my school, a building manager and instructional leader. Today, I’m responsible for achievement, school improvement, professional learning, monitoring literacy and numeracy, student well-being, equity and inclusion, co-ordinating with outside agencies, like hospitals, among others. Increased data and accountability mean if there’s an achievement gap, I’m responsible for doing something about it.
What systemic changes over the years have genuinely improved student learning?
EQAO, which was established in 1996 — that was huge. Now we have data that tells us how well we’re doing, are there gaps in learning, which students need extra resources. I think at one point there was too much stress on the results, and now we see it as one of many measurements and a snapshot of how the kids are doing.
Another big change was the introduction of full-day kindergarten about a decade ago. We know from research that if we start early, the trajectory of learning is better.
How has technology reshaped the way students learn?
It totally reshaped how we teach. When I started teaching, I was the information. A project would take weeks to research and write, while today information is gathered in seconds. That’s a good thing. So we teach students how to think critically about the massive amounts of information at their fingertips, and how to evaluate it. One of the things we teach, especially in the older grades, is what you see digitally isn’t always accurate.
Assistive technology for special education students and newcomers, among others, has made classrooms more equitable and integrated. For example, a young Colombian student with limited English was able to communicate with her homeroom teacher from the first day thanks to text-to-speech technology.
Technology has also presented a new set of challenges, like digital distractions and cyberbullying. Because of it, attention spans are noticeably shorter.
You can have all the technology in the world, but it doesn’t replace the teacher.
How have families’ non-academic needs changed over the years?
We are an equal opportunities school, there are needs. We have families who struggle socio-economically, and those needs have grown in the last decade. Housing and food insecurity are among the issues faced by families in the area, which has many newcomers and is packed with highrises. The school gave away about 70 coats last year, and has a budget for uniforms, field trips and other school activities for students in need.
The level of need depends on where in the city you are. We’ve always helped, but we’re more aware of the needs now.
What are you optimistic about when it comes to future generations? What worries you?
I’m optimistic, despite challenges. I think the overwhelming majority of our kids want to learn. I’m optimistic our Catholic schools are going to flourish.
Kids’ emotional difficulties and high absenteeism rates in the wake of the pandemic are sources of worry. More students are seeing social workers, and high rates of grade 7 and 8 students report some kind of distress. That’s a huge worry for us.
What advice would you give to new principals?
I mentor new principals and this is what I tell them: You have to love being with students because it’s the heart of what we do. You have to be present, be trustworthy, collaborate and strike a good work-life balance. Take care of yourself, take care of your family, and take care of your school.
What advice would you give to families for the first week of school?
Establish a relationship with your teacher — and vice versa, teachers should communicate regularly with parents. The more parents are involved in education, the better the kids will do.
The Spec