1500 Royal Street, Regina, Saskatchewan, S4T 5A5, Canada
275 Rudar Road, Mississauga, Ontario, L5A 1S2, Canada
Indirect Support:
1500 Royal Street, Regina, Saskatchewan, S4T 5A5, Canada
275 Rudar Road, Mississauga, Ontario, L5A 1S2, Canada
1913
1981
410
200
9 to 12
1 to 12
Coed
Coed
Day, Boarding
Day
English
English
Academic
Academic
Liberal Arts, International Baccalaureate
Traditional
23
8 to 12
Learning, Developmental, Behavioral
$9,960
$19,055 to $22,000
$15,980 to $42,910
Yes
No
10%
0%
9 to 12
None
$2,500
$0
103
17
20%
0%
90%
100%
9, 10, 11, 12
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Mar 01, 2021
Rolling
Mar 01, 2021
Not available
No
Yes
No
No
information not available
information not available
Luther College High School was established in 1913 as a boys’ boarding school, and with just 32 students that inaugural year. Girls were first admitted in 1920, and over the years there have been other changes, too. Today the population is predominantly day students, though there is still a sizable boarding program. The High School campus completed a $18.3 million dollar expansion in 2014 which includes a new performance stage, three new classrooms (two of which are dedicated to fine arts), a gymnasium and student fitness training centre, a student commons, and upgrades to existing structures. The school also has fully renovated science laboratories and extensively upgraded on-campus dormitories. The motto “Quality Education in a Christian context” reflects an emphasis on the whole person—intellectually, emotionally, spiritually and physically—within a progressive Christian context. The values that provide a foundation for the program are rightly a draw. The ideal student is one who can thrive in an active, diverse school community, and who is intending to proceed to post-secondary studies after graduation.
Mentor College and the TEAM schools (Tutorial and Educational Assistance in Mississauga) are closely associated. They are overseen by a single administrative body, and they share some facilities, services, and extracurricular programs. The most obvious difference between them is focus: where Mentor College provides a program for students proceeding within the academic stream, and the TEAM providing a program for those proceeding within the applied stream. That said, it's the other differences—including style of instruction, class size, and individual attention—that ultimately distinguish the schools. Many students arrive at TEAM after struggling to meet their true academic potential within a more traditional academic setting. The ideal student is one who will benefit from the added support and attention, with particular attention to numeracy, literacy, and the development of sound learning skills. Due in part to the association with Mentor College and TSS, the facilities are modern and robust, as are student services and transportation.
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"Our children have been very happy at Luther"
Terelyne Vadeboncoeur - Parent (Feb 23, 2018)
Our children have valued the sense of community, the friendships, and the range of opportunities ava...
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"Luther is wonderful"
Mayson Sonntag - Student (Mar 12, 2018)
The student experience at Luther is wonderful. The staff is very supportive, and the teacher to stud...
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"While at Team my son developed a strong work ethic and sense of self."
Carmen Mcleod - Parent (Oct 06, 2020)
My son came to Team from a French Immersion school in the TDSB. He was falling far behind. He starte...
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"Luther College High School is an independent boarding and day school with over 110 years of history in the beautiful prairie city of Regina. Our students can graduate with an IB diploma and a high school diploma that exceeds the provincial criteria. Our small classes, academic focus, and school spirit creates graduates who've attended prestigious universities such as Harvard, Oxford, Yale, U of T and UBC."
"Located in the Dundas/Hurontario area of Mississauga, TEAM School provides an academic program for both elementary and secondary students. Students from ages 6 to 14 benefit from small class sizes (8 students) and an individualized academic programme to provide an educational upgrading. As their skills improve, TEAM students realize that they really do have the ability to do well in school. The potential that parents had always seen in their children surfaces and they are ready for the next step in the learning process. Classroom learning is enhanced by more than 35 school clubs and sports teams, as well as by the school-wide musical. Students aged 10 and up enjoy a week at the school's Outdoor Education Centre in Muskoka. TEAM Secondary School (TSS) offers a full curriculum for students at the applied (college-bound) level with a maximum class size of 12 students. Students in Grades 9-12 are provided with a premium laptop for the school year."
"Our mission is to prepare students to be compassionate, creative, critical thinkers, through academic excellence and a community of care that is rooted in our call to love and serve our neighbours."
"TEAM School addresses the needs of a variety of students: students who require academic upgrading, students who benefit from small class sizes and extra teacher support, and students who have had an educational assessment indicating a learning challenge.
Co-curricular trips to the school's Outdoor Education Centre in Muskoka enhance in-class learning in the upper grades. Extracurricular activities abound, and include learning opportunities in sports, music, drama and special-interest clubs."
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"Parents tell us they choose Luther College for academic preparedness, close community and safety."
"TEAM School boasts superior facilities, some of which are shared with Mentor College. Our transportation system, also shared with Mentor College, covers all areas of Mississauga, Brampton, Oakville, and Etobicoke."
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"We believe that the TEAM extracurricular program offers a club or team for just about every interest. There are clubs, teams, and special events at TEAM that have been running for decades. Many of these groups were initiated by a student or staff member's passion and knowledge in a specific area. Most clubs, teams, and events are grade/division-specific and schoolwide events like the Culture Show and the charity Fashion Show bring together students of all ages."
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"Families are pleased when they discover how long TEAM School has been in existence. For over 40 years, TEAM has prepared students for success by providing a solid academic foundation. Parents are also reassured by the fact that all of the members of our leadership team - from director Mr. Macdonald to the principals - were at one time teachers in a TEAM classroom."
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Thank you for taking the time to visit the TEAM School page at Our Kids! Since 1982, TEAM School has offered a safe and positive learning environment where Grades 1 to 8 students can benefit from an 8:1 student-teacher ratio and an individualized learning programme. Our High School programme is an ideal setting for students studying at the applied level who intend to pursue post-secondary education at the college level. I invite you to enjoy the various resources available here and to visit our website for the latest news. If you would like to visit TEAM School, please check the "Events" section for our upcoming open house dates and times. I look forward to meeting you! Thank you for your interest in TEAM School!
Traditional
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Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
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The academic program emphasizes traditional core subjects while incorporating innovative approaches and modern programs. Luther College High School exceeds the curriculum established by the Government of Saskatchewan. In addition to the required courses, Luther students must take more math in Grade 9, a second English class in Grade 11 and a course in Christian Ethics for each year of enrollment. The Luther school year is made up of two semesters. Students are allowed to take a maximum of six courses per semester. At every grade level, there are certain compulsory courses students must pass. Students may also choose optional courses to fulfill the requirements for their Saskatchewan Grade 12 diploma. A dedicated teaching staff challenges students to excel and discover their gifts. Our well educated faculty only teaches in their major or minor disciplines, and most possess qualifications that far exceed standard requirements.
Our high school programme is based upon clearly defined goals within a structured environment. Emphasis is placed on the compulsory core credits at the applied level, in preparation for admission to post-secondary college programmes. We stress the personal and academic growth of students in an environment that offers personal attention and small class sizes. All courses are offered in a full-year, non-semestered format to allow for continual learning throughout the entire academic session. In the elementary division, each student has an individualized programme (8:1 student-teacher ratio) for all subject areas. This small and supportive setting allows the student to accomplish work at his or her current level of success and to move on to challenging work. Small group instruction in core subject areas is given to upgrade the student’s skills. Within the classroom there are 2 teachers and 16 students, which offers a typical classroom social setting. Grade level science and social studies instruction is provided. Students gain skills and strategies as they upgrade their skills to best prepare for continued academic success.
Traditional Math
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
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Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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No
Systematic approach
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
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Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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We have two (elementary and high school) Mac labs as well as a mobile technology lab with class sets of iPads employing technology to enhance student learning where appropriate.
Web design
Robotics
Computer science
Luther offers team & individual game skills,gymnastics personal fitness, weight training aerobics recreational games. The program enhances student understanding of how to lead a healthy lifestyle fitness,nutrition, movement patterns and anatomy.
First and foremost, TEAM School's approach to physical education is to encourage our students to develop a healthy lifestyle. The school adheres to the Ontario curriculum while accommodating individual student needs.
Student-paced
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
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Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
9 - 12
10%
0%
$2,500
$0
90%
100%
9, 10, 11, 12
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Mar 01, 2021
Rolling
Mar 01, 2021
Not available
No
Yes
No
No
No
No
No
Yes
Yes
No
No
No
Luther College High School provides an intellectual, challenging and supportive environment where students gain a solid foundation for further education, life-long learning, and service to the community and world. Through the development of the “whole person” – social, emotional, intellectual, physical and spiritual - students are well-prepared to become leaders as caring, ethical, critically engaged citizens. Students will also be well prepared for post-secondary education. Luther College High School welcomes students from the local community, across the country, and around the world.
If you are interested in admission to TEAM School, we encourage you to visit us at our next open house. If the dates are inconvenient for you, we would be happy to meet you on a more suitable day. Please contact the school office for more information. This is the admissions process to TEAM School:
