School Leadership

They shared an overview of the vision, values, and guiding principles that shape both their leadership and the student experience at Crestwood Preparatory College.

Mr. Dave Hecock, Principal, Upper School

“Crestwood’s most important mandate is to provide an environment where students can walk into school every morning and know that they will be respected for who they are and what they bring to the school as individuals. With this mindset, success on all fronts is virtually limitless. The entire Crestwood community is proud to be part of this philosophy. We constantly strive to uphold this promise and give our students the best possible education. ”
Dave Hecock,
Head of School,
Crestwood Preparatory College

 

We asked them about their approach to education, the mission of their school, and the vision guiding their decisions.

Dave Hecock, Head of School at Crestwood Preparatory College, talked with us about creating and maintaining the school community, integrating technology responsibly, enhancing academics and extracurriculars, supporting diverse learners, building strong teacher-student relationships, and preparing students for university and future challenges.

• Highlights from the interview

  • I kept finding myself drawn to working with children, whether that was in before- and after-school enrichment programs or working with underprivileged families and giving those students some extra tutoring or spending time coaching students. I found that when I was picking up jobs or extra exposure with other students, I naturally gravitated toward this work.

  • A common thread for me has been relationships. I remember having difficult classes and teachers that were able to reach me. And I also remember having difficult classes and having teachers not be able to reach me. Part of my thought was, as I move into education, that I wanted to be one of those people who was able to build a relationship and draw students through, not just when they can achieve excellence, but when they're really struggling, and you can take somebody to the other side of that aha moment in learning.

  • When I actually went to school, I studied how to integrate technology into schools. As other schools were going to implement full laptops in the classroom, I felt that the laptop needed to be there as a tool for the students. But I also felt that a complete integration would create physical boundaries between the teacher and the student by having those screens in front of them constantly. At this point, we are there, but we really go back to the idea of managing the integration of technology. It is a wonderful tool, but it can't replace the actual physical interactions.

  • I was actually given the opportunity to join Crestwood Preparatory College the second year that it opened. Crestwood Preparatory College is the extension of Crestwood School, which had opened 25 years prior to Crestwood Prep. It's been interesting to watch the school grow, not only as a teacher when I began teaching science and computers, but as I moved into administration and had more input on the direction of the school. Regardless of whether the school had 120 students or 600 students, we've never lost our identity of being a community.

  • We've never lost our identity of being a community. When students come, they feel they belong. We have a culture of students raising their hands and saying yes when asked if they'd like to try something. We've continued that philosophy from the Lower School to where we are now, where 90% or 95% of our students join because they believe in the community we've created. Crestwood students are joiners who are willing to take the next step.

  • Every year has its threshold time where we've raised the academic expectations, the social expectations, and the relationships with their teachers. I used to feel as if students were ready for the next grade level because they understood the expectations. But later, I realized it was because they had met the expectations of their current grade and were prepared to move forward.

  • First and foremost, when students and families are looking at private schools, they need to understand what is the right fit for them. I really appreciate that our families take the time to find the right school for their child and their child-specific learning style.

  • Our family population, partly because these are older students, doesn't necessarily want their families around. 'It's okay, Mom and Dad, we'll see you later.' They have great faith in us to meet the needs of their children. The fact that we don't see a lot of parents here is a vote of confidence and support. Knowing that if something isn't quite working as expected, we're going to be there for them gives them trust in our ability to make the right decisions for their children during the time we have them.

  • Once students participate in more than just the prescribed classes, there's more buy-in to the program. Joining clubs, teams, and activities translates into better relationships with peers, groups, and teachers. Teachers who are present outside the classroom, whether at 7:00 AM on a bus or in the gym at 5:30 PM, develop deeper connections with students, creating a more comfortable academic environment for the entire community.

  • We've made distinct efforts to add depth to our academic programs. An example is the addition of a Delft program for French. The community is becoming engaged and hungry for greater interactions beyond the Ministry curriculum. They are participating in and wanting more than just baseline education.

  • Over the past eight years, Crestwood has leaned into the idea of being a community center through its sports programs. High school becomes like the YMCA—a community hub. Students participate in clubs, teams, and sports from as early as 6:00 AM until 7:00 PM. By the time they leave, they've completed academics, extracurriculars, and social time, going home fairly complete.

  • We have to be nimble enough to adapt to changes in technology and education. Part of our role is to prepare students for university and the next steps by integrating new skills into academics. AI is a clear focus, and we're looking at how to bring it into the academic setting, ensuring its ethical use while leveraging its time-saving advantages for both teachers and students.

  • One class we added to our program is Technology and Media, which teaches students how to use tools correctly for presentations in French, English, and history. These baseline skills help students better share information and knowledge with peers and staff. Clearly, visual media is a focus for us.

  • We've added depth to various subject areas. For example, the Delft program supports advanced French development, while the Harvard X certificate program exposes computer students to university-level material. In history, we've introduced an oral history project where students learn firsthand from Holocaust survivors, World War II veterans, Aboriginal leaders, and cultural icons, making textbook content tangible.

  • The parent community is an important aspect of our school. Through the Parents Association, awards nights, music nights, and other events, we involve families and gather their feedback. Parents often share valid concerns about the world, and it's our job to synthesize that input to support the diverse community as a whole.

  • We have a peer mentoring system where older students meet with younger ones every few weeks. Sometimes we plant topics to get them talking, often about social media. They share lessons like, 'I remember when I made this mistake; I shouldn’t have said this,' helping each other navigate challenges and learn from past experiences.