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What drives and guides us

Vision and Values

Our Vision

We see a quality driven university preparatory school dedicated to providing a rigorous academic curriculum intended on preparing students for success at the post-secondary school level and beyond.

We see a school that ensures students achieve the academic and personal growth that enables them to become independent, lifelong learners poised for success.

We see a school that fosters collaboration, and mentorship among students, faculty and parents.

We see learning as best occurring when it is placed in the context of a healthy, caring relationship involving all the stakeholders in the teaching-learning process.

We see ourselves as encouraging and supporting the pursuit of excellence.


Our Values

At the Toronto Prep School, we recognize the importance of a well-balanced education. It is expected that our students not only learn about academic subjects, but also gain knowledge about themselves and how to interact effectively with those around them. We view strong character and a core of values as integral components to all student and School endeavours.


Our core values are guiding principles of behaviour which every member of the Toronto Prep School aspires to and is measured by:


Respect is the most important value at the Toronto Prep School. All other values flow outwards from this core value. Respect is the acknowledgement of importance and contains both behavioural and responsive components. Helping students develop the art of respect is a school-wide goal and is modeled by all adults at the school. This code serves as the operational glue that holds our school together. All members are expected to demonstrate the following elements of respect:


Self-Respect – by their manner and in their school dress; students are to carry themselves with a sense of dignity at all times.


Respect For Peers – by showing support and encouragement; by refraining from insulting, deriding, bullying, or humiliating others; and by refraining from physically, emotionally, or sexually harassing other students; by using proper restraint over emotions and impulses, and by making rational decisions with just motivation, even under stress.


Respect For Adults – by listening and following instructions; by using appropriate tone of voice; by honouring a teacher’s responsibility to present a lesson to the entire class; by demonstrating awareness of the appropriate time and place to discuss concerns; and by accepting feedback.


Respect For Differences – by demonstrating sensitivity to physical, cultural, religious, gender, and sexual orientation differences, and by refraining from the use of stereotypes.


Respect For Property – by respecting the personal property of other students and by treating the school grounds, school contents and school surroundings with care and respect. Our school is a reflection and extension of those in it and we want to be exemplary at all times.


Respect For The School – by arriving on time, prepared, and ready for each class and for all after school activities.


Respect For The Community – by being polite and friendly to others. Through their speech, demeanour, attitude, and body language, students are expected to be welcoming and gracious to all community members.


Cooperation – by working together towards common goals we will be able to achieve more. This means not only interacting fruitfully with peers and faculty, but with all members of the community. It is expected that students seek out new relationships and opportunities for mutual learning.


Effort – by devoting their fullest energy, thought, and attention to the task at hand, students are expected to push their own limits and those of their classmates in and out of the classroom. Effort will be encouraged, expected, celebrated, appreciated and cultivated.


Service – by being an active participant and meaningful contributor to the community; by being of assistance and benefit to others.


Leadership – by asking the best of ourselves and others in directing group members towards a common goal. Providing inspiration, always striving to do the right thing and empowering others to do their best exhibits leadership.


Excellence – by consistently and constantly raising the quality of our actions at work, play and as members of the community.


Responsibility – by acting morally and fulfilling our commitments; by accepting ownership of all our actions and being accountable to each other for our actions or inactions.


Knowledge – by developing the necessary core content skills and understanding, including critical thinking, problem solving, and information processing, to prepare for life-long learning and achievement. It is a commitment to growing in wisdom and understanding.


Tolerance – by accepting or remaining open to the viewpoints and values of others. By acknowledging the dignity and worth of one another, and striving never to diminish another by our conduct or our attitudes we are practicing tolerance.


Balance – by giving proper emphasis to all areas of a person’s life. Achieving balance means having equilibrium among all the priorities in our life – this state of balance is different for every person. It is possible to enjoy a healthy social life, participate in athletics and other extracurricular activities and earn good grades. It is a matter of planning, discipline and will.


Integrity – by having a sense of honesty and truthfulness in regard to the motivations for one’s actions. Striving for uprightness of character, to have no difference between what we claim to be and how we act. By being truthful in all dealings with other members of the community, whether the matter is academic, social, or extracurricular we display integrity. It is expected that students never claim ownership of something that is not theirs, be it a personal material possession or intellectual property. Finally, it is having the courage of our convictions.

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