Author: Carmen Reis

Ontario’s New Student Privacy and Cybersecurity Expectations and What it Means for Hiring Third Party Vendors
Student safety has always been a top priority for Ontario schools. Traditionally, those conversations focused on physical safety, mental health, and student well-being. Increasingly, however, student safety also includes cybersecurity, digital privacy, and the responsible use of educational technology.
As Ontario moves toward new requirements under the Enhancing Digital Security and Trust Act (EDSTA), school boards are being asked to strengthen their approach to cybersecurity governance, incident reporting, and transparency regarding student information shared with third-party technology providers.
While many of these requirements apply directly to school boards, the impact will be felt by educators, SHSM Leads, Cooperative Education Teachers, Pathways Coordinators, and any organization working with students.
The question is no longer simply, “Is this program valuable for students?”
Schools are increasingly asking:
“How does this provider protect student information?”
What Changes Are Coming?
Beginning in 2026, Ontario school boards will be expected to take a more structured approach to cybersecurity and digital risk management.
Key areas of focus include:
- Enhanced cybersecurity oversight and governance
- Formal cybersecurity assessments
- Incident reporting requirements
- Increased transparency regarding educational technology vendors
- Clear communication regarding student information shared with third-party platforms
For educators, this means greater scrutiny of the digital tools, software platforms, online training programs, and external service providers used in schools.
What Does This Mean for Teachers and Program Leads?
Most teachers are not privacy experts, nor should they be expected to become cybersecurity professionals.
However, educators increasingly play a role in selecting and recommending programs, certifications, workshops, and digital resources.
When considering a third-party provider, schools should be prepared to ask questions about:
- What student information is collected?
- Why is it collected?
- Where is it stored?
- Who has access to it?
- How long is it retained?
- Is it shared with other organizations?
- Is Artificial Intelligence involved?
- What happens if there is a security incident?
These questions are quickly becoming part of standard due diligence.
Why Third-Party Providers Matter
Many educational experiences now involve some form of digital interaction.
Examples include:
- Online certifications
- Learning management systems
- Virtual workshops
- Registration platforms
- Assessment tools
- Student engagement software
Each of these services may collect or process student information.
As transparency expectations increase, schools will need confidence that their partners are following responsible privacy and cybersecurity practices.
How Schools Can Prepare
The good news is that preparation does not require major changes at the classroom level.
Instead, schools can focus on a few practical steps:
1. Review Existing Vendors
Consider which organizations currently receive student information and what information is shared.
2. Ask More Questions
Don’t assume every provider handles information the same way.
Request information about privacy, data storage, retention practices, and security controls.
3. Work With Board Privacy and IT Teams
Many boards are developing updated review processes for educational technology and third-party providers.
Engaging privacy and IT teams early can help avoid surprises later.
4. Look for Transparency
The strongest providers are typically willing to discuss:
- Data collection practices
- Hosting locations
- Security safeguards
- Privacy policies
- Data retention practices
Transparency is often one of the best indicators of a mature privacy program.
A New Part of Student Safety
The education sector has spent years building strong cultures around physical safety, workplace safety, and student well-being.
Digital safety is becoming the next important conversation.
As schools continue to adopt innovative technologies and partner with external organizations, privacy and cybersecurity will become increasingly important considerations alongside educational quality and student engagement.
The goal is not to create barriers to innovation.
The goal is to ensure that students can benefit from new learning opportunities while schools maintain confidence in how student information is protected.
Organizations that are prepared for these conversations will be better positioned to support schools in this evolving environment.
This year, many of you noted that our online courses moved to a new password protected environment, with emails etc. This was part of our security efforts to protect student privacy.
Below, you can find Flashpoint’s Privacy and Cybersecurity Information Sheet.
Flashpoint Privacy & Cybersecurity Information Sheet Download
Free Resource
To support educators, Flashpoint Training has developed a free Checklist for Teachers to Assess Vendor Privacy & Cybersecurity with one of our sector partners Maple Open Tech that teachers can use when evaluating third-party training providers, certification organizations, and digital learning partners.
Maple Open Tech are a partner who often speak at our events and provide career inspiration for individuals in business or ICT.
Ontario Edsta Readiness Checklist (1)Download
June 17, 2026
Could AI Roadblocks Be Preventing Your Youth from Getting Hired?
For decades, getting a job was relatively straightforward. A student graduated, submitted a résumé, interviewed with a hiring manager, and—if they were qualified—had a fair shot at landing the role.
Today, there may be several layers of artificial intelligence standing between a student and their first interview.
The uncomfortable truth is that many graduates may be losing opportunities not because they lack skills, but because they don’t understand how to navigate an AI-driven hiring process.
The New Hiring Funnel Is Powered by AI
Before a recruiter ever sees a résumé, it often passes through multiple automated screening systems.
A typical hiring process may now include:
- AI-powered Applicant Tracking Systems (ATS)
- Automated résumé ranking tools
- AI keyword matching
- Candidate scoring algorithms
- Video interview analysis software
- AI-driven skills assessments
- Automated reference and background screening
Students are no longer applying directly to employers. They’re applying to algorithms first.
The ATS Problem
Most students have heard of Applicant Tracking Systems (ATS), but few understand how much influence they have over hiring decisions.
An ATS scans résumés for:
- Keywords
- Job titles
- Certifications
- Technical skills
- Experience descriptions
- Industry terminology
A highly qualified candidate can be filtered out simply because their résumé isn’t optimized for the system.
Many students spend years developing skills but only a few hours learning how to present those skills in a way that modern hiring software can understand.
AI SEO for Your Career
Think of your résumé as a website.
Just as websites must be optimized for Google, résumés increasingly need to be optimized for hiring algorithms.
This doesn’t mean gaming the system. It means communicating qualifications in a language both humans and machines can interpret.
Students need to understand:
- How job descriptions influence ATS rankings
- Why keyword alignment matters
- How formatting can affect parsing
- Why generic résumés often perform poorly
- How to tailor applications strategically
Career readiness now includes résumé SEO.
The Rise of AI Interviewers
Many employers are introducing AI-assisted interview platforms.
Candidates may be asked to:
- Record video responses
- Complete automated assessments
- Participate in asynchronous interviews
- Answer questions evaluated by AI systems
For students, this creates a new challenge.
Traditional interview coaching focused on building rapport with a person. Today’s candidates may first need to communicate effectively with software.
Understanding pacing, clarity, structure, and confidence has become even more important.
AI Can Create an Uneven Playing Field
Students with access to career coaching, AI tools, and modern job-search training often gain an advantage.
Meanwhile, equally qualified graduates may struggle because they:
- Use outdated résumé formats
- Fail ATS screening
- Don’t optimize applications
- Misunderstand AI interview platforms
- Lack familiarity with modern hiring technology
The result is a growing gap between being qualified and being discoverable.
Are Schools Teaching the Wrong Job Search Skills?
Many institutions continue to prepare students for a hiring process that no longer exists.
Traditional career workshops often focus on:
- Cover letters
- Networking basics
- Interview etiquette
- Generic résumé writing
While these skills still matter, students also need training on:
- ATS optimization
- AI-assisted job searching
- LinkedIn profile optimization
- Digital personal branding
- AI interview preparation
- Using AI responsibly during job searches
Without these skills, graduates may never make it past the first screening stage.
Preparing Students for an AI-Driven Hiring Market
Employability today requires more than technical knowledge and soft skills.
Students must understand how modern hiring systems work and how to position themselves effectively within those systems.
The most successful graduates will not necessarily be the most qualified.
They will be the ones who can clearly communicate their value to both people and machines.
The Real Question
Educational institutions spend enormous resources preparing students for careers.
But if graduates are being filtered out by AI before a human ever reviews their application, are we truly preparing them for today’s job market?
The future of career readiness isn’t just teaching students how to do the job. It’s teaching them how to get past the algorithms standing between them and the opportunity. How do we do that?
How to Help Students Beat the Bots
The good news is that AI hiring systems aren’t unbeatable. They’re simply another part of the modern hiring process that students need to understand.
Just as previous generations learned how to write professional résumés, prepare for interviews, and network effectively, today’s graduates need to learn how to navigate ATS platforms, AI screening tools, and automated interview systems.
With the right guidance, students can learn how to:
- Optimize their résumés for Applicant Tracking Systems (ATS)
- Improve their LinkedIn profiles for recruiter searches
- Understand how AI screening tools rank candidates
- Prepare for AI-assisted and video interviews
- Use AI responsibly to strengthen applications
- Avoid common mistakes that cause qualified candidates to be filtered out
Many students are surprised to discover that small changes to a résumé or interview approach can dramatically improve their chances of moving forward in the hiring process.
Give Your Students a Competitive Advantage
If your institution would like additional support, we offer workshops and information sessions designed specifically for students, graduates, and job seekers navigating today’s AI-driven hiring landscape.
These sessions provide practical, real-world strategies to help students understand how modern recruitment technology works—and how to position themselves for success.
We’ll show them how to meet the bots, beat the bots, and ensure their skills get in front of the people making hiring decisions.
Because in today’s job market, getting hired isn’t just about being qualified. It’s about being found.
We will be adding this course along with Interview Prep to our roster of 2026/7 courses. So be sure to email us at hello@flashpointtraining.com to schedule your session.
Meet the Bots, Beat the Bots
How to Navigate ATS Systems, AI Interviews, and Modern Recruitment Technology; and
Interview Success in the Age of AI
How to Prepare for Video, Group, Virtual, and In-Person Interviews
Keep cool and have an amazing week!
By Carmen Reis, CPA, MA
Carmen is the CEO of Flashpoint Training, Inc and Flashpoint Ignite. Feel free to reach out with your questions, comments and concerns!
June 11, 2026
Why We Redesigned Our Courses this Year — And What It Means for Students and Educators
This past September marked an important milestone for us at Flashpoint. After months of reflection, feedback, and redesign, we relaunched all of certifications to better align with SHSM (Specialist High Skills Major) requirements—and restructured each one to be more Experiential Learning and activity based–less talking by our Facilitators and more interaction for students.
At first glance, that might sound like a simple operational update. In reality, it represents a deeper shift in how we think about learning, accessibility, and student success.
So why did we do it?
Let’s start with a question:
What should the focus of training be?
Flashpoint’s in-school activities are intentionally designed to be hands-on and activity-based, rooted in the principles of experiential learning that are central to SHSM programming. We believe students learn best by doing—by engaging directly with real-world scenarios, problem-solving in teams, and applying skills in meaningful contexts rather than passively receiving information. These interactive experiences not only deepen understanding, but also help students build confidence, develop critical thinking skills, and see clear connections between what they’re learning and future career pathways. By creating opportunities for active participation, we ensure that every student can engage in a way that is practical, inclusive, and impactful.We believe that training needs to be hands on. It needs to create
Aligning with SHSM—But Going Beyond It
SHSM programs are designed to give students focused, real-world experience in specific sectors while they’re still in high school. They’re practical, career-connected, and increasingly important in helping students make informed decisions about their futures.
Aligning our certifications with SHSM requirements was a natural step—but we didn’t want to stop at simply “checking the boxes.”
We asked ourselves:
- Are these certifications meaningful for all learners?
- Do they reflect diverse pathways and experiences?
- Are we making it easier—or harder—for students to succeed?
That lens led us to redesign not just the structure, but also the content itself.
The Focus Shift Away from Facilitators to Student Led Learning
We focused on:
- Delivering essential, high-impact knowledge
- Removing unnecessary repetition
- Creating clearer learning outcomes
- Building in moments for reflection and interaction
What does that look like in practice?
- Shorter, more engaging modules
- Real-world scenarios instead of abstract theory
- Interactive elements that invite students to think, respond, and apply
- Flexible pacing to support different learning styles
Making Students Uncomfortable…
At a session last week, one of the teachers present, chuckled and said, “you guys sure make them uncomfortable” and it is true. We do. We believe, where possible, students need to get out of their routines and comfort zones. We believe growth is only possible, when students are uncomfortable. We ask them to participate. We ask them to think critically. We ask them to present–often in a time constrained and competitive manner.
Why?
First of all, who does not like a little friendly competition?
Second, in world, where these students spend a large part of their day online, interacting with other students, whom they may not know well, is guaranteed to be uncomfortable, but enriching if done properly.
Third, we took steps to ensure that all along the way, there are “wins”. First small, then bigger. These students are able to feel like they accomplished something. They worked in groups together. They achieved a goal. They got to know someone better. Those are all “wins” in our book.
Supporting in School Learning
This shift wasn’t just about students—it was also about supporting the work educators are already doing.
The themes we teach are not new. Teachers teach these day in and day out, but sometimes hearing them from someone “new” helps the message to absorb. In the same way, our own children may not always listen to everything we tell them, but if they hear the same message from someone else, it may “land” more effectively, we believe, that if we support in school learning with activities and lessons that mirror key takeaways, we are working toward the same goals as our educators.
Looking Ahead
This redesign is not the end—it’s the beginning of an ongoing process. We plan to add another 10-15 courses in the coming year.
We’re continuing to listen, learn, and evolve based on feedback from educators, students, and partners. Education is not static, and neither are we.
So we’ll leave you with one final question:
What should modern learning feel like?
At Flashpoint, we believe it should be:
- Purposeful
- Inclusive
- Engaging
And most importantly—something students feel empowered to do.
If you’re an educator, SHSM coordinator, or partner interested in bringing these updated certifications into your program, we’d love to connect and hear how we can support your students.
By Carmen Reis, CPA, MA
Carmen is the CEO of Flashpoint Training, Inc. and looks forward to your feedback, comments and questions. She can be reached at hello@flashpointtraining.com or salut@flashpointtraining.com
April 24, 2026
From Experiential Learning to Real-World Readiness: What Actually Works for Students ( in our opinion)
I was at one of our events this past week, and a teacher expressed some concern about how “honest” our facilitators were being with the students. In this instance, a facilitator was talking about how competitive the labour market is becoming—especially for young people—and how important it is to stand out, go the extra mile, and care about their futures.
I chuckled. In this particular group, most of the students were in Grade 12. Within months, they will be graduating and entering the labour market or post-secondary education. In some parts of Ontario, youth unemployment is well over 20%—in some areas, it’s closer to 30%. Let that sink in. This means that 1 in 5 (or even 1 in 3) young people looking for work will not find it.
If our facilitator was being tough, how do you think students will feel when they enter the labour market and can’t get a job?
Over the last year, we’ve redesigned all of our certifications and workshops to be hands-on, experiential, and rooted in real-life situations.
We have a philosophy at Flashpoint: certifications and experiences should be engaging, but they also need to provide lessons students can use beyond a single afternoon.
In SHSM and co-op, it’s often assumed that if a student is “out of the classroom,” then meaningful learning is happening. A placement is secured, a workshop is delivered, a certification is completed—and the experience is considered successful.
But it’s not that simple.
Some experiences stay with students long after they’re over. Others—even well-organized ones—seem to pass without much impact at all. The difference isn’t always obvious on paper, but it’s clear in how students respond.
They might have fun for an afternoon—but will it actually help them as they transition into life after high school?
These days, students are afraid of being “cringe” (did I get that right?). Our goal is to help them see past that and realize that caring about their future, being engaged, making connections, and creating opportunities for growth are some of the best things they can do for themselves.
Students need to be doing more than just participating. They need to be thinking, noticing, questioning, and connecting what they’re experiencing to something beyond the moment.
Without that, even the most “authentic” experience can become surface-level.
Engagement is the real metric.
Students engage more deeply when they understand why they are there.
Too often, experiential learning is presented as an opportunity without context. Students are told where to go and what to do, but not what they should be paying attention to. We often have students come to us with no clear understanding of why they’re there or what the session is about.
When that happens, they default to simply completing tasks.
But when we take the time to frame the experience—to make the purpose visible—students approach it differently.
They begin to ask:
- What am I supposed to learn here?
- What should I be noticing?
- How does this connect to what I’ve been doing in class?
That shift turns the experience from something they attend into something they actively process.
The Role of Discomfort
One of our favourite things to do at Flashpoint is to put students into unfamiliar situations.
Some of the most impactful experiences include moments where students feel unsure—where they don’t immediately know what to do, what to say, or how to respond.
These moments are often where the most growth happens. They do something for the first time, like talk to a student they don’t know or present in front of a crowd. They may take on a leadership role, when they previously shrank from taking charge.
In our Experiential Learning Field Trips we create opportunities for students to grow, force them into new situations and push them out of their comfort zone.
We are happiest when students who walked in shy into an experience, come up to us afterwards and say “Wow! I never did that before” or “I never thought of myself as good at public speaking”. Those are the days we pat ourselves on the back.
When It Doesn’t Work — and Why That Still Matters
Some experiences resonate with certain students but not others. That’s why we offer a range of opportunities—from visiting an aircraft hangar to engaging with senior staff at major companies, to hands-on builds, tech experiences, and creative sessions.
We have groups that are kinestethic learners. We have others that are more plan-oriented or academic in their approaches to problem solving. We bridge these gaps by introducing Lego and other tools into our challenges and solutions,.
The goal is not to ensure every experience is perfect. It’s to ensure every experience is meaningful in some way to each student.
Final Thought
Experiential learning is often described as “learning by doing,” but that definition is incomplete.
Students are always doing something. The question is whether they are learning from it.
A strong experiential learning experience is not defined by where it takes place or what activity is involved. It’s defined by how students engage, how they are supported, and how they make sense of it afterward.
When those elements are in place, even simple experiences can have a lasting impact. And when they’re not, even the most impressive opportunities can pass without leaving much behind.
That’s the difference worth paying attention to.
By Carmen Reis, CPA, MA
Carmen is the CEO of Flashpoint Training , Inc and Flashpoint Ignite.You can reach Carmen at Carmen@flashpointtraining.com.
April 11, 2026
What Kind of SHSM Teacher Are You?
You may be wondering, what the heck we are getting at, but as partners who work alongside educators in creating SHSM program content, we wanted to make this blog, a bit more fun. So here is our question to you:
What kind of SHSM teacher are you?
Not in terms of qualifications or years of experience, but in how you actually operate in the role. Because anyone who has worked in SHSM knows this quickly becomes more than a teaching assignment. It’s coordination, problem-solving, relationship management, mentorship, and compliance — often all at once.
And since there’s no single way to do the job, most teachers develop a way of working that reflects their strengths. Over time, that approach becomes instinctive. It’s how you run your program, how you respond to challenges, and how others come to rely on you.
The issue is not that these approaches are wrong. The issue is that they tend to become fixed — even as the demands of the program change.
The Four Different Kinds of SHSM Teachers-Which Are You?
Most SHSM teachers can recognize themselves in one of a few common patterns. Here are the ones our team identified:
The Connector
You have a person for everything.
Need a last-minute placement? You’re texting someone before the email is even drafted.
Guest speaker cancels? You already have two backups lined up.
Student needs a niche opportunity? Somehow, you know someone who knows someone.
Your phone contacts list could run a small economy.
You don’t just “run a program” — you run a network.
Your strength: Opportunities. Your students get experiences others don’t.
Your risk: The program quietly starts depending entirely on you.
Take a vacation and suddenly everyone realizes… they don’t actually know how anything works without you.
The Compliance Queen (or King )
Your paperwork? Impeccable.
Your tracking? Flawless.
Your audit readiness? Immediate.
You know exactly where every form is, what’s missing, and who needs to submit what — probably before they even realize it themselves.
If SHSM had a control centre, you’d be running it.
Your strength: Stability. Nothing falls through the cracks.
Your risk: When everything becomes about completion, the experience can start to feel… transactional.
Students finish. But do they grow?
The Mentor
You know your students.
Not just their marks — their personalities, their anxieties, their strengths, the things they don’t say out loud.
You’re the one having the real conversations:
- “This placement isn’t working, let’s talk about why.”
- “You’re better at this than you think.”
- “Let’s figure out what actually fits you.”
Students trust you. A lot.
Your strength: Impact. You change how students see themselves.
Your risk: You carry more than your share.
Because when you care this much, it’s hard to switch it off.
The Firefighter
Every day is… dynamic.
A placement falls through. A student doesn’t show up. An employer calls. A schedule changes. Something is always happening — and you are always responding.
You solve problems quickly. You keep things moving. You make it work.
Somehow, the program survives. Often because of you.
Your strength: Resilience. You can handle anything.
Your risk: You never get ahead of anything.
Everything is urgent. Nothing is intentional. And you’re tired.
The Innovator
You’re always thinking:
- “We could do this differently.”
- “Why are we still doing it this way?”
- “What if we tried…?”
You bring in new ideas, new partnerships, new ways of thinking about SHSM.
Your program doesn’t just run — it evolves.
Your strength: Energy. Your program feels current and engaging.
Your risk: Not everything sticks. And not everyone loves change as much as you do.
So… Which One Are You?
Here’s the twist:
You’re probably not just one.
Most SHSM teachers are a mix:
- a little Connector
- a bit of Compliance
- some Mentor energy
- occasional Firefighter mode
And depending on the week? That mix can shift fast.
In reality, most teachers are not just one of these. They move between them depending on the moment. But over time, one approach tends to dominate.
The Risk of Staying in One Mode
When teachers stay in the same role while the program evolves, a gap can form.
It might look like:
- a program that runs efficiently but feels disconnected from student experience
- strong relationships but inconsistent structure
- deep student support but limited capacity to manage growth
- constant problem-solving with little long-term improvement
These are not failures. They are signals.
They suggest that the role needs to adjust — not completely change, but expand.
Moving From Running to Designing
There’s an important shift that happens in strong SHSM programs. Teachers move from simply running the program to actively designing it.
Running the program is necessary. It’s the day-to-day work — placements, paperwork, communication, troubleshooting.
Designing the program is different. It requires stepping back and asking:
- What is actually working for students right now?
- Where are we relying too heavily on one approach?
- What would happen if I wasn’t here tomorrow — would this still function?
- What needs to change, even if it’s uncomfortable?
This shift doesn’t happen all at once. It starts with awareness.
A Question Worth Revisiting
There isn’t a single “right” way to be an SHSM teacher. The role is too complex for that.
But there is value in asking, from time to time:
What kind of SHSM teacher have I become — and does that still match what my program needs?
For some, the answer will feel affirming. For others, it may highlight areas that have quietly drifted.
The goal isn’t to replace what works. It’s to recognize when what works needs to evolve.
Final Thought
SHSM is one of the few areas in a school where teaching extends beyond the classroom in a visible and immediate way. That makes the role both impactful and demanding.
The programs that sustain themselves over time are not just well-organized or well-connected. They are led by teachers who are willing to reflect on their role and adjust as the program changes around them.
Because in the end, SHSM doesn’t just shape student pathways.
It also shapes the teachers who lead it — whether they realize it or not.
By Carmen Reis, CPA, MA
Carmen is the CEO of Flashpoint Training and you can reach her at carmen@flashpointtraining.com
April 6, 2026
Preparing SHSM Students for Co-op
A student can be doing everything right in the classroom—engaged, capable, meeting expectations—and still feel completely unsure when they step into their co-op placement. It’s not because they lack ability. It’s because the environment has changed.
School is structured. Expectations are clear. There’s always a next step.
Workplaces don’t work that way.
At the same time, employers are forming impressions almost immediately. They’re noticing things that don’t show up on report cards. A student might come across as polite, but quiet. Capable, but hesitant. Willing, but waiting.
This disconnect shows up again and again, and it’s easy to misinterpret. It’s not that students aren’t prepared. It’s that they haven’t been shown what preparation actually looks like in a workplace.
What Employers Are Really Assessing
When students think about co-op, they tend to focus on the obvious things—technical skills, certifications, completing hours. Those things matter, but they’re not what employers are paying attention to first.
What employers are really trying to figure out is simple: can this student function in a workplace?
That question gets answered quickly, and usually through small, everyday behaviour. Not through what a student knows, but how they act when they don’t know something. Whether they speak up. Whether they stay engaged when no one is directing them. Whether they follow through on simple tasks.
These are not complex skills, but they’re also not obvious. Especially for students who are used to being told exactly what to do and when to do it.
Why Strong Students Sometimes Struggle
This is why strong students sometimes struggle the most in co-op. In school, success comes from following clear expectations. In a workplace, expectations are often implied.
A supervisor might say, “Let me know if you need anything,” expecting the student to check in regularly. The student hears that as a signal to stay quiet unless there’s a problem. Nothing goes wrong, but nothing really happens either.
From the employer’s perspective, that silence can look like disengagement. From the student’s perspective, they’re doing exactly what they think is expected.
This gap isn’t about effort. It’s about interpretation.
Making Workplace Expectations Visible
One of the most important things teachers can do is make these unspoken expectations visible. Students need to understand how their behaviour is read in a workplace. That waiting can look like a lack of initiative. That not asking questions can be seen as a lack of interest. That staying quiet doesn’t come across as respectful—it can come across as disconnected.
Even small shifts make a difference. Showing students how to check in with a supervisor, how to ask for clarification, how to signal that they’re ready for more—these are simple things, but they change how a student is perceived almost immediately.
Building Communication Confidence
A big part of this comes down to communication. Not because students can’t communicate, but because they’re unsure what “professional” communication actually sounds like.
When they have language they can rely on—how to ask a question, how to explain what they’re working on, how to say they don’t understand something—their confidence changes quickly. They don’t hesitate as much, and that changes everything.
What Initiative Actually Looks Like
The same is true with initiative. It’s one of the most common pieces of feedback students receive, and one of the least clear. For many students, it sounds like something big or risky. In reality, it’s much smaller than that.
It’s finishing a task and checking in. It’s asking what else needs to be done. It’s paying attention and stepping in when it makes sense.
When initiative is framed this way, it becomes something students can actually do, not something abstract they’re trying to guess at.
Helping Students Recognize Their Own Skills
Another challenge is that students often don’t recognize the skills they already have. They don’t see that group work is teamwork, or that presentations are communication, or that meeting deadlines is accountability.
Without those connections, they walk into placements feeling like they’re starting from zero.
Once they begin to see that they already have a foundation, their approach shifts. They participate more. They take more risks. They don’t hold back in the same way.
Preparing Students for Uncertainty
One of the biggest adjustments in co-op is learning to deal with uncertainty. In school, uncertainty is usually resolved quickly. In a workplace, it’s part of the experience.
Students need to understand that not knowing is normal, that asking is expected, and that mistakes are part of how they learn.
When that mindset shifts, students stop waiting for clarity and start engaging to find it.
What Changes When This Is Done Well
The impact of all of this is noticeable. Students ask more questions. They stay more engaged. They communicate more clearly. They start taking small steps on their own.
Employers respond to that. They offer more opportunities, more feedback, and more trust.
The placement becomes something more than observation. It becomes real learning.
Final Thought
Preparing students for co-op isn’t just about getting them placed or making sure they have the right technical background. It’s about helping them understand how to operate in an environment where expectations aren’t always stated out loud.
Those skills aren’t complicated, but they are easy to miss if no one names them.
When they are named, modeled, and practiced, students don’t just perform better. They start to see themselves differently. Not as students trying to get through a placement, but as people who belong there.
By Carmen Reis, CPA, MA
Carmen Reis is the CEO of Flashpoint Training.
March 28, 2026
Supporting SHSM Students Who Aren’t “Career-Ready”: Practical Ways to Keep Learning Meaningful
We like to think SHSM students are “career-focused” — that they’ve chosen a sector, have a direction, and are ready to move toward it with confidence. But if you’ve taught in the program for any length of time, you know that’s not always true.
Some students sign up because it sounded interesting. Others were encouraged by a teacher or guidance counsellor. Many are still figuring things out — not just what they want to do, but who they are.
And that raises a real question for educators:
What does SHSM look like when students aren’t actually career-ready yet?
The answer isn’t to push them toward certainty. It’s to recognize that SHSM, at its best, is not about confirming decisions — it’s about helping students build the confidence and awareness to make them.
The Problem with “Career Readiness” as a Starting Point
The phrase “career-ready” suggests a level of clarity most teenagers simply don’t have. It implies direction, commitment, and confidence — all things that are still developing.
When we assume students already have that clarity, two things tend to happen. Some students disengage because they feel out of place. Others go through the motions, trying to meet expectations without really connecting to the experience.
But if we step back, there’s a more useful way to think about SHSM.
Instead of asking, “Is this student ready for a career?”, the better question is:
“How can this program help this student become more ready than they were before?”
Reframing What Success Looks Like
Not every SHSM student will pursue their sector after graduation — and that’s not a failure of the program.
In fact, some of the most valuable outcomes happen when students:
- realize a pathway isn’t right for them
- discover strengths they didn’t know they had
- gain confidence in professional settings
- learn how to communicate, collaborate, and take responsibility
Those are not secondary outcomes. They are the foundation of any future success.
When we define success too narrowly — as direct alignment between SHSM sector and postsecondary pathway — we miss the broader impact the program is having.
Where the Real Work Happens: In Skills, Not Decisions
For students who are unsure of their future, the most meaningful part of SHSM is rarely the technical content. It’s the development of skills they can carry anywhere.
Students who begin to see themselves as someone who can:
- speak clearly in a professional setting
- handle responsibility
- contribute to a team
- solve problems independently
…are students who are becoming ready — regardless of the sector they ultimately choose.
The role of the teacher, then, is not just to deliver sector-specific content, but to help students recognize and build these transferable capabilities.
Using Co-op as a Space for Discovery
Co-op is often treated as the culmination of SHSM — the moment where everything comes together. But for students who are still figuring things out, it’s something else entirely.
It’s a testing ground.
Students learn as much from what doesn’t fit as from what does. A placement that feels repetitive, overwhelming, or misaligned can still be incredibly valuable — if students are guided to reflect on it.
The conversations that matter most are not:
- “Did you do a good job?”
But rather:
- “What did you notice?”
- “What surprised you?”
- “What would you want more or less of in the future?”
This is where co-op becomes more than experience — it becomes insight.
Normalizing Uncertainty (Without Lowering Expectations)
Students are often more anxious about the future than they let on. They feel pressure to “figure it out,” and SHSM can sometimes intensify that pressure if it’s framed as a commitment rather than an exploration.
One of the most powerful things a teacher can say is:
“You don’t need to have your future figured out to benefit from this program.”
That doesn’t lower expectations — it opens the door for engagement.
Students who feel safe not knowing are more willing to try, speak up, and take risks. And those are the conditions where real growth happens.
What Teachers Start to Notice Over Time
When SHSM is approached this way, something shifts.
Students who began unsure often:
- participate more actively
- become more confident in professional situations
- start articulating their strengths more clearly
- engage more deeply with co-op and experiential learning
They may not leave with a perfectly defined pathway — but they leave with something more important: a stronger sense of capability.
Final Thought
SHSM is often described as a pathway program, but for many students, it’s not a straight path — it’s a starting point.
When teachers focus less on where students are going and more on who they are becoming, the program becomes more accessible, more meaningful, and ultimately more effective.
Students don’t need certainty to benefit from SHSM.
They need space to explore, support to reflect, and opportunities to grow.
That’s where the real impact is.
March 24, 2026
How SHSM Supports Student Success
SHSM Helps Students See the “Why” In Career Preparation…
From a teacher’s perspective, SHSM is one of the most effective tools we have for increasing student engagement. Not because it makes school easier—but because it makes school feel meaningful.
A lot of students struggle with motivation in high school for a simple reason: they don’t see the point. They show up, complete assignments, earn credits, and move on, but they don’t understand how any of it connects to the real world. For some students, school starts to feel like something they have to survive rather than something that’s helping them build a future.
SHSM changes that.
When students join a Specialist High Skills Major program, they’re no longer just earning credits—they’re building a pathway. They’re gaining certifications, participating in hands-on experiences, meeting professionals, and learning about real careers. That shift helps students connect learning to real outcomes, and once that connection is made, the change in student mindset can be dramatic.
SHSM gives students a reason to care. And when students care, everything improves.
SHSM Improves Attendance Because Students Want to Be There
One of the first changes many teachers notice in SHSM students is improved attendance.
It’s not that SHSM magically fixes every barrier students face. But it does something powerful: it creates days students don’t want to miss.
When a student knows they have a workshop, a sector event, a trip, or a guest speaker coming up, school stops feeling repetitive. It becomes something they’re actively participating in. It is a day away from the ordinary. For students who have struggled with consistency, that matters.
Even students who aren’t “school people” often show up for SHSM experiences because they feel different. They feel real. They feel like opportunities.
Over time, those moments of engagement can strengthen routines and improve overall attendance—not just on event days, but in regular classes too.
SHSM Builds Motivation Through Real-World Purpose
Motivation isn’t something we can force. Students don’t become motivated because we tell them to. They become motivated when they feel a connection to a speaker, a career panelist or a campus visit.
SHSM builds that value by connecting learning to careers and future goals.
Instead of asking students to complete work “because it’s on the test,” SHSM allows teachers to frame learning in a more meaningful way:
“This is the kind of skill employers expect.”
“This is what people in this field actually do.”
“This certification can help you get hired.”
“This experience can help you choose the right program after graduation.”
When students understand that what they’re doing matters, they’re more willing to try. They ask better questions. They participate more. They care about the quality of their work because they see it as practice for their future—not just schoolwork for marks.
That’s one of the biggest reasons SHSM supports student success: it turns learning into something students can use.
SHSM Strengthens Communication Skills
SHSM naturally builds communication skills because students are placed into situations where communication is required.
When students attend a workplace tour, participate in a workshop, or listen to a guest speaker, they have to practice skills that many students struggle with at first, such as:
- introducing themselves professionally
- making eye contact and listening actively
- asking thoughtful questions
- speaking respectfully to adults they don’t know
- working with peers in a structured environment
- reflecting on what they learned
These are employability skills, but they’re also life skills.
In many classrooms, students can stay quiet and still “get through” the course. In SHSM experiences, students are gently pushed to show up differently. They’re not just passive learners—they’re participants.
And what’s interesting is that students often become more confident communicators in SHSM before they become more confident academically. Once they can speak up in a real-world setting, it becomes easier for them to speak up in class too.
SHSM Helps Students Create Clearer Post-Secondary Plans
A major challenge for many students is that they don’t know what comes next after high school.
Some students feel pressure to choose a pathway too early. Others avoid thinking about it because it feels overwhelming. Some students think they only have one option, when in reality they have many.
SHSM helps students plan because it provides structured exposure to pathways like:
- apprenticeship
- college
- university
- workplace
Through reach-ahead experiences, sector exploration, and discussions with professionals, students start to understand what different pathways look like and what they require.
Instead of making decisions based on guesses or social media opinions, students begin making decisions based on real information.
They learn things like:
- what prerequisites they need
- what programs exist beyond the ones they’ve heard of
- what training paths are available in their sector
- what the daily reality of certain careers looks like
This is one of the most valuable outcomes of SHSM. Even if students change their minds later, they are making decisions with more clarity and less anxiety.
SHSM Builds Confidence Through Small Wins and Real Experiences
Confidence is one of the most important predictors of student success—and SHSM builds it in a way that many students genuinely need.
Some students have spent years feeling like they’re “not good at school.” They may have struggled with grades, focus, behaviour, or motivation. Over time, they can start to believe they aren’t capable of success.
SHSM gives students a different way to succeed.
When students earn certifications, complete hands-on tasks, or participate in sector experiences, they start collecting proof that they can do hard things. They see themselves learning skills that adults value. They experience success outside of tests and essays.
For many students, SHSM provides their first real “I can do this” moment in high school.
And once students believe they can succeed, they begin acting like it. They take more risks. They try harder. They set goals. They take themselves seriously.
That’s what SHSM does best—it helps students see themselves differently.
SHSM Supports Success for Different Types of Learners
One of the reasons SHSM works so well is that it supports students who learn in different ways.
Some students thrive in academic settings. Others thrive when learning is hands-on, interactive, and connected to real outcomes. SHSM creates space for students who may not shine in traditional classrooms to show their strengths.
It also supports students who need structure and clarity. SHSM has clear components and completion goals, which can help students stay focused.
For many learners, SHSM is where school finally starts to make sense.
Final Thoughts: SHSM Doesn’t Just Support Student Success — It Changes Student Direction
SHSM is not just a program. It’s a turning point for many students.
From a teacher’s perspective, SHSM supports student success because it makes learning real. It improves attendance because students want to be there. It increases motivation because students understand the purpose. It strengthens communication skills because students practice them in authentic settings. It supports clearer post-secondary plans because students gain real exposure. And it builds confidence because students collect real evidence of growth.
Most importantly, SHSM helps students feel like they have a future they can step into.
And when students believe that, they start showing up differently—not just in SHSM, but in school and in life.
By Carmen Reis, CPA
CEO, Flashpoint Training, Inc.
Reach out to Carmen with your comments, questions or feedback by email at Carmen@flashpointtraining.com
March 11, 2026
SHSM Tracking Made Simple — 5 Systems That Reduce Teacher Workload (Ontario)
SHSM Documentation Doesn’t Have to Drain Teachers
If SHSM documentation feels like a second job, you’re not alone. Most SHSM teachers don’t just teach — they track. And that tracking can quietly become one of the most stressful parts of running the program.
The good news is that SHSM tracking can become manageable, and it doesn’t require fancy tools, complicated spreadsheets, or extra meetings. What it requires is a system that is simple enough to use consistently and easy enough for multiple staff members to follow.
The goal is not to build a perfect tracker that no one touches after September. The goal is to build a tracking routine that makes SHSM easier as the year goes on, especially during the busiest times of the school year. Here are five strategies that work in real schools and reduce the pressure on SHSM leads.
1) Create One Master SHSM Tracker
This is the number one fix for SHSM tracking stress because it eliminates confusion immediately. A “single source of truth” means one place where SHSM completion is tracked. One tracker. One official record. One version.
It could be:
- one shared Google Sheet
- one spreadsheet stored in a shared drive
- one LMS-based tracker
- one board-approved tracking tool
The format matters less than the consistency. What matters is that every staff member involved in SHSM knows: this is the official tracker.
When you establish one master tracker, you reduce the risk of missing students, duplicating records, or scrambling at the end of the year to figure out who has done what. It also makes it easier to support students who are behind, because you can see gaps early instead of discovering them in June.
A master tracker also protects your SHSM program long-term. If a staff member changes roles, goes on leave, or transfers, the program doesn’t lose its structure because the system is shared and visible.
2) Track in Real Time (Not at the End)
SHSM tracking becomes overwhelming when it is delayed. Most of the “tracking panic” teachers feel comes from having to reconstruct what happened months ago.
When teachers try to document everything at the end of the semester, it turns into:
- guessing who attended what
- searching for proof
- chasing students for reflections
- rebuilding records from memory
Instead, strong SHSM programs update tracking immediately after each event. This doesn’t need to be a big task. Even five minutes after an experience can prevent hours of work later.
Real-time tracking also helps you catch problems early. If a student missed something, you can plan a make-up option right away while there is still time. You can also communicate sooner with students who are falling behind, rather than waiting until it becomes a crisis.
A helpful habit is to build tracking into the event routine. For example, the day after a trip or guest speaker, the SHSM lead updates attendance and uploads any evidence. When you do this consistently, tracking becomes routine instead of stressful.
3) Make Evidence Collection Automatic
One of the best ways to reduce teacher workload is to stop treating evidence like something you collect later. If evidence collection depends on memory, it becomes inconsistent and frustrating.
Instead, build evidence into the experience itself so proof is created automatically while students are still engaged.
Here are simple methods that work well:
QR Code Sign-Ins
Students scan a QR code when they arrive. Attendance is instantly recorded and stored digitally, which is faster and more reliable than paper sheets that can go missing.
Simple Exit Tickets
A one-question exit ticket can be enough:
“What did you learn today that connects to your SHSM sector?”
It’s quick, it’s easy, and it creates documentation immediately.
Photo Proof (Where Allowed)
If your board or school policy allows it, photos can provide evidence. Even photos of student work, equipment, or learning stations (without faces) can support documentation and show the learning that took place.
Digital Reflections
Google Forms or Microsoft Forms make reflection evidence easy because they:
- collect responses automatically
- timestamp submissions
- store everything in one place
- reduce missing paperwork
When evidence is automatic, tracking becomes simpler and less stressful. It also makes the learning more meaningful because reflection becomes part of the experience, not something tacked on later.
4) Build Student Responsibility Into the System
SHSM works best when students understand that completion is a shared responsibility. Teachers should not be the only ones tracking progress, especially when students are capable of managing simple checklists and expectations.
Students should not find out in June that they’re missing requirements. They should know where they stand throughout the year, and they should be able to see what they still need to complete.
A simple solution is giving students a visible checklist or progress tracker. It can be:
- a one-page checklist
- a shared digital tracker
- a monthly “completion check-in” form
When students can see their progress, they become more accountable. They also become more motivated because completion feels real and achievable instead of vague.
Student responsibility reduces teacher workload because it decreases follow-up. When students understand what they need, they are more likely to submit reflections on time and show up prepared for experiences.
5) Schedule SHSM Completion Checkpoints
Many programs treat tracking as something you do at the end. That’s what creates the June panic. When tracking is delayed, missing requirements pile up and teachers are forced into last-minute problem solving.
Instead, schedule checkpoints throughout the year so you can solve small issues early. For example:
- November check-in
- February check-in
- April check-in
- May final audit
Checkpoints make tracking manageable because you’re reviewing progress in smaller pieces rather than trying to fix everything at once. They also improve student success because students who fall behind can be supported while there’s still time to catch up.
These checkpoints don’t need to be long meetings. They can be quick tracker reviews, short student check-ins, or simple reminders sent to students who need make-up opportunities. The key is consistency.
Final Thoughts: SHSM Tracking Can Be Simple, Consistent, and Sustainable
SHSM documentation can feel exhausting, but it doesn’t have to stay that way. Most tracking stress comes from systems that are unclear, inconsistent, or delayed until the end of the year.
When SHSM teams commit to one tracker, real-time updates, automatic evidence collection, student accountability, and scheduled checkpoints, the workload becomes lighter and the program becomes smoother.
And the biggest win is this: when tracking is organized, teachers get to focus on what SHSM is actually meant to be — meaningful experiences that help students build confidence, explore careers, and feel excited about their future.
March 4, 2026
What Counts As Reach-Ahead Experiences in SHSM?
Why Reach-Ahead Experiences Matter…
Reach-ahead experiences are one of the five required components of Ontario’s Specialist High Skills Major (SHSM) program. Together with certifications, experiential learning, sector-partnered experiences (SPEs), and co-op (if applicable), reach-ahead activities help students connect high school learning to future pathways—whether that’s apprenticeship, college, university, or direct entry to the workplace.¹
In a strong SHSM program, reach-ahead experiences are not just “another checkbox.” They help students:
- clarify their post-secondary goals
- build confidence for life after high school
- compare options before they commit
- make informed decisions about apprenticeship, college, university, and careers
But the term “reach-ahead experience” is often misunderstood. People may struggle to distinguish it from experiential learning or Sector-Partnered Experiences (SPEs). So, what qualifies as a reach-ahead experience, and how can you plan them in ways that are easy to implement and document?
What Is a Reach-Ahead Experience in SHSM?
According to the Ontario SHSM policy, a reach-ahead experience is a learning opportunity that helps students prepare for their next step after high school—whether that’s apprenticeship, college, university, or the workplace. It’s designed to give students information, exposure, and confidence about pathways they might pursue. The experience should be connected to the student’s own post-secondary goals, not just their SHSM sector.¹
Reach-ahead experiences differ from general classroom instruction because they push students to explore beyond the school environment and think critically about future transition points in their careers and education.
How Reach-Aheads Are Different From Other SHSM Components
To plan reach-ahead experiences effectively, it helps to understand what they are not:
Reach-Ahead vs Experiential Learning
Experiential learning focuses on connecting students with careers and workplaces in their SHSM sector (e.g., tours, job shadowing, guest speakers).[^^2] These are about sector exposure.
Reach-ahead experiences focus on future pathways — what comes next after high school. They help students explore post-secondary options and develop real clarity on their direction.
For example:
- A tour of a hospital (experiential learning) helps students understand the sector.
- A visit to a university health sciences program (reach ahead) helps students understand post-secondary education requirements and options.
Reach-Ahead vs Sector-Partnered Experiences (SPEs)
SPEs are structured learning events co-designed with industry partners that build sector skills through innovation, coding, or math literacy and have a practice/skills focus.²Reach-ahead experiences are about pathways planning and post-secondary exploration, not necessarily skills application.
What Qualifies as a Reach-Ahead Experience
The SHSM policy guide describes reach-ahead experiences as activities that help students explore and prepare for their next steps after secondary school, such as post-secondary education or workplace entry.¹ The policy emphasizes that these experiences should assist with confidence, skill refinement, and informed decision-making about future plans.
Here are common, valid examples of reach-ahead experiences:
Reach-Ahead Experience Examples That Count
1) College and University Visits
Visiting a college or university program is a classic reach-ahead experience because it exposes students to real post-secondary expectations, facilities, course structure, and requirements. Students can ask questions about:
- admissions criteria
- program content
- campus resources
- pathways and prerequisites
A visit to a technology drafting lab or health sciences wing can provide clarity about what students want — or don’t want — to pursue.
2) Apprenticeship Pathway Exploration
Apprenticeship reach-aheads might include:
- visiting an apprenticeship training centre
- meeting with a journeyperson or trades representative
- attending a municipal apprenticeship information session
These experiences help students understand how apprenticeship works (levels, on-the-job hours, in-class training) and decide if it matches their goals.
3) Workplace Pathway Preview Activities
Some students plan to go directly into the workforce after graduation. But for other students, seeing a. “job in action” can give them insight into whether that career might be for them”. A reach-ahead experience might include:
- work readiness workshops
- resume/interview skill sessions
- employer panels focused on hiring expectations for entry-level roles
This type of reach-ahead helps students who aren’t planning post-secondary studies prepare for real jobs and careers.
4) Postsecondary Presentations or Panels
Events such as:
- university/college fairs
- apprenticeship info nights
- employer-hosted pathway presentations
can qualify. The key is that students understand what comes next — not just what a job is, but how to get into training for that job.
.
Planning Your Reach-Ahead Experiences So They Count
Ontario’s SHSM policy doesn’t require a specific number of reach-aheads, but it does expect that students have opportunities to explore future pathways in meaningful ways. The quality matters more than quantity.
Here’s how to plan reach-aheads effectively:
1) Connect It to Each Student’s Future Plans
Student interest should guide the choice of reach-ahead. A one-size-fits-all trip isn’t as effective as targeted experiences that address students’ ambitions.
Example: Students applying to college health programs visit a college health sciences open house.
2) Prepare Students Before the Experience
Reach-ahead experiences are more impactful when students arrive with context:
- Know what questions to ask
- Understand the purpose of the experience
- Have a clear goal for the visit
Preparation helps students focus on what matters most for them.
3) Follow Up With Reflection
Reflection is not optional. If students can’t articulate what they learned, the experience loses value.
Effective reflections include questions like:
- What did I learn about this pathway?
- What skills or training are required?
- How did this experience change my thinking about my future?
Reflections should be documented in student portfolios.
A Quick Teacher Checklist: Does This Count as a Reach-Ahead?
Use this simple checklist to confirm that an activity counts as a reach-ahead experience:
- ✔ Does it help students explore post-secondary pathways?
- ✔ Does it go beyond general sector knowledge to focus on future plans?
- ✔ Did students prepare before and reflect after?
- ✔ Is it connected to students’ intended career or education goals?
- ✔ Can you document it for SHSM tracking (attendance + reflection)?
If you can answer yes to all of these, you are aligned with SHSM policy expectations.
Final Thoughts: Reach-Aheads Bridge Today and Tomorrow
Reach-ahead experiences are one of the most impactful parts of SHSM because they help students connect what they are doing now with where they are going next.
Whether a student is planning apprenticeship, college, university, or workforce entry, well-designed reach-ahead experiences give them clarity, confidence, and a sense of direction. They also support stronger pathway decisions — so students are less likely to change programs after graduation because they didn’t fully understand their options.
For SHSM teachers, reach-ahead experiences can feel like another planning piece — but when done well, they provide some of the richest student learning and outcomes in the whole program.
References (Works Cited)
1. Ontario Ministry of Education. Specialist High Skills Major (SHSM) Policy and Implementation Guide — Reach-Ahead Experiences. Government of Ontario. https://www.ontario.ca/document/specialist-high-skills-major-shsm-policy-and-implementation-guide/reach-ahead-experiences?utm_source=chatgpt.com ↩ ↩² ↩³
2. Ontario Ministry of Education. Specialist High Skills Major (SHSM) Policy and Implementation Guide — Sector-Partnered Experiences. Government of Ontario. https://www.ontario.ca/document/specialist-high-skills-major-shsm-policy-and-implementation-guide/sector-partnered?utm_source=chatgpt.com ↩
February 25, 2026