Metro Prep Academy is a semestered, coeducational, university preparatory day school located off Leslie, south of the 401. Since 1982, Metro Prep has been preparing middle school (grades 7 & 8) and high school (grades 9 to 12) students to realize their highest potential. The school provides a structured environment that is geared for success at the university level. We imitate no one. We are totally original in thought and actions. Metro Prep is committed to nurturing the intellectual, physical, social and creative potential of students through a supportive yet challenging academic environment. The school places emphasis on the individual, where strengths are refined and weaknesses are overcome through academic and social supports. Metro Prep fosters a safe environment where students feel confident expressing their individuality, thinking critically and receiving the assistance needed to excel. Over 99 percent of graduates gain admittance to top-level Canadian and international universities.
If the potential of your child is not fully supported by his or her current school, make an appointment to talk with us. A strong foundation can make all the difference.
Strong Academics- University Prep
Comprehensive Math & Science Program
Personalized University Guidance
Extensive Athletic Programs-Bball
School of Music, Integrated Arts, Theatre and Humanities (SMITH)
Home Court for Girls and Boys Volleyball & Basketball (Victoria Village)
Home Ice @ Victoria Village Arena
D.I.Y. Club in the Art Room
Metro Production of "Of Mice and Men" in our Blackbox Theatre
Jamming in the Music Room
Young Scientists in the Lab
Studying in the Cafeteria
Insider Reviews and Perspectives
Our Take: Metropolitan Preparatory Academy
Metro Prep, in once sense at least, is very much what you might think a preparatory academy is for: the program is intended to prepare students for post-secondary education, particularly university. From there, however, all bets are off, and the school adopts none of the cliches or the stances that are hallmarks of the traditional, stereotypical prep school. The students don't wear uniforms, for one, the intention being to encourage individuality rather than conformity. Likewise, while the school intends student success, it's not defined in test scores, but by a creative engagement with the curricular content, and the world. Confidence over bravado; critical thinking over rote learning – in so many ways, this isn't your grandfathers' prep school. The ideal student is one who can thrive in a very active, engaging student environment, and intending to continue their studies at university.
Our Kids Featured Review
This 50-page review of Metropolitan Preparatory Academy, published as a book and available to read in full, here on OurKids.net, is part of our series of in-depth accounts of Canada's leading private schools. Insights were gardnered by visiting the school and interviewing students, parents, faculty, and administrators.
Central to your child's school experience is the underlying curriculum taught in the classroom. "Curriculum" refers to both what is taught and how it's taught. When considering the different curricula outlined in the next few pages, keep in mind that few schools fall neatly into one category or another. Most schools' curricula comprise a blend of best practices drawn from multiple curriculum types. Having said that, most schools do have a general overall curriculum type. These are identified for each school on OurKids.net.
Curriculum approach at Metro Prep: Traditional
Metro Prep has a Traditional approach to Curriculum (as opposed to Liberal Arts, Progressive, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Traditional?]
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.
Curriculum at schools on OurKids.net
Traditional - 43%   Liberal arts - 18%   Progressive - 27%   Montessori - 10%   Reggio Emilia - 1%   Waldorf - 1%
What Metro Prep says: Metro Prep is a semestered, co-ed, university preparatory day school for grades 7 to 12. We offer a variety of courses from all disciplines, specializing in Mathematics, Science, Business and Computers. Courses are also offered in music, visual, media, film and dramatic arts.
Metro Prep provides a structured program stressing academic excellence geared for success at the university level. Organizational skills and the development of good work and study habits are stressed. Teacher-parent communication is encouraged to facilitate the best learning environment for each student.
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.
Mathematics at schools on OurKids.net
Traditional math - 28%   Discovery math - 4%   Equal balance - 68%
What Metro Prep says: This information is not currently available.
Textbooks and supplementary materials: This information is not currently available.
Calculator policy: This information is not currently available.
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
Literature at schools on OurKids.net
Traditional - 19%   Social justice - 3%   Equal balance - 78%
What Metro Prep says: This information is not currently available.
Sex and health education approach at Metro Prep: Ontario curriculum
Metro Prep has an Ontario curriculum approach to Sex and health education (as opposed to Does not follow prrovincialcurriculum approach).
[Show: About Ontario curriculum?]
The structure, pacing, focus, and tone of the sex education curriculum reflects that of the provincial one, taught in public schools.
Sex and health education at schools on OurKids.net
Follows provincial curriculum - 55%   Does not follow prrovincial curriculum - 45%
Approach to sex and health education: Mostly value-neutral
Metro Prep has a approach Mostly value-neutral (as opposed to Fairly value-based approach).
[Show: About Mostly value-neutral?]
By and large, students are taught about sex free of any particular moral or ethical standpoint. The school doesn't impose any particular values or value systems (such as social, political, or ideological values) on students when teaching sex and related issues.
What Metro Prep says: This information is not currently available.
This refers to the rate at which students move through the curriculum (e.g., topics, textbook material, skills, etc.). Curriculum pace is often defined in comparison to provincial standards.
Curriculum Pace approach at Metro Prep: Standard-enriched
Metro Prep has a Standard-enriched approach to Curriculum Pace (as opposed to Accelerated, Student-paced approach).
[Show: About Standard-enriched?]
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.
Through the collective mindset of teachers, administrators, students, and parents, each school develops and maintains its own academic culture. This generally relates to the norms and expectations created around academic performance. Many parents look to private schools because they want a specific type of culture. Some want a rigorous environment that will elevate their child to new heights. Others want a nurturing environment that will help their child develop a passion for learning.
Academic Culture approach at Metro Prep: Rigorous
Metro Prep has a Rigorous approach to Academic Culture (as opposed to Supportive approach).
[Show: About Rigorous?]
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”.
Academic Culture at schools on OurKids.net
Rigorous - 51%   Supportive - 49%
What Metro Prep says: We praise high academic achievement while providing a very nurturing and supportive environment. Metro Prep follows the semester system, where strong academic students are able to take up to 5 courses each semester.
Schools have specific goals regarding how they want their educate and develop their students. This is part of a school's overall philosophy or vision, which is contained in its mission statement. While they tend have several developmental aims, schools tend to priortize certain aims, such as intellectual, social, spiritual, emotional, or physical development.
Primary Developmental Priority: Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Secondary Developmental Priority: Balanced
"Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."
What Metro Prep says: We believe that young men and women flourish in a safe, inviting, learning atmosphere where they feel confident expressing their individuality, asking questions, and seeking the help they need to thrive. Because of this, Metro Prep operates without uniforms and with open faculty doors. In preparation for both university and future careers students are encouraged to trust their instincts and think both critically and creatively.
Schools offer a wide range of approaches and services to support students with special needs. This may include individualized learning, one-on-one support, small classes, resource rooms, and learning aids. These supports may be provided in a number of different environments such as a dedicated special needs school or class, an integrated class, a withdrawal class, or a regular class with resource support or in-class adaptations.
Learning strategy and study counselling; habit formation
Extra support and minor accommodations for children experiencing subclinical difficulties
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.
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.
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.
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.
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).
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.
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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).
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.
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.
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.
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.
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.
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.
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 is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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.
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."
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 (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
Accommodating a wide range of physical conditions and disabilities.
Schools support students with gifted or advanced learning abilities in a several ways. Whether they offer a full-time gifted program or part-time support, they normally provide some form of accelerated learning (delivering content at a faster pace) or enrichment (covering content more broadly or deeply). Many schools also offer a wide range of in-class adaptations to support advanced learners, such as guided independent studies, project-based learning, and career exploration.
Dedicated gifted programs:
Full-time gifted program (parallel to rest of school)
Part-time gifted program (pull-out; parallel to rest of class)
Curriculum delivery: This information is not currently available.
Homework is work that's assigned to students for completion outside of regular class time. There's a long-standing debate over homework. Should homework be assigned to school-age children? If so, in what grades? And how much homework should be assigned? In selecting the right school for your child, it's important to look closely at a school's homework policy.
In grade Gr. 12, Metro Prep students perform an average of >2 hours of homework per night.
What Metro Prep says about their flipped classroom policy: This information is not currently available.
While all schools measure individual progress and achievement in students, they have different ways of doing this. For instance, many traditional schools gauge progress through report cards, which give students lettered or numbered grades. Other schools, meanwhile, measure progress in other ways, either in addition to or instead of giving grades. For instance, they may offer prose-based feedback (i.e, comments), academic achievement reporting, habits and behaviour reporting, and parent-teacher meetings. In choosing the right school for your child, take a close look at its policy for measuring the individual progress of students.
While academics remain the priority for most private schools, many also place a strong focus on a well-rounded education and encourage participation in extracurricular activities such as sports, music, arts, or clubs. Involvement in extracurriculars helps stimulate students in their studies, makes them more motivated to learn, and can make school more enjoyable and fulfilling. Extracurricular activities can also provide students with a much-needed break from the stresses of academics, while helping them to develop skills and allowing them to take part in valuable social situations.
What Metro Prep says:
Metro Prep’s Elementary Track team competed at the annual SSAF meet held at Brampton’s Terry Fox Stadium. The boys were led by Christian, earning a whopping 4 medals in 5 events. Luka also fared well claiming silver in the 400m.
SSAF Cross Country championships held at Sunnybrook Park. Over 500 athletes competed in six different categories for their chance to call themselves a champion. Metro athletes faired very well in the U20 boys division as Kieran and Kenny finished in the top 10 out of a competitive field.
Metro Prep’s U20 Boys and Girls Track team competed well at the annual SSAF meet held at York University. Cameron placed 2nd in the long jump. Daniel earned a silver medal in the 400 meter dash. The girls were just as successful earning two medals of their own. Melanie placed 3rd in the 200 meter and Randi earned gold for Metro Prep in the triple jump.
The Metro Prep Soccer team hosted the third annual Metro Cup Indoor Soccer Tournament earlier this semester. The tournament brought 12 schools together to compete at the nearby Toronto City Sports Centre Dome. Metro boasted a strong line up and prevailed through their quarter final match but fell short in the semifinals, finishing fourth overall. It was a strong showing and a great opportunity to keep working on ball handling skills in the winter.
The girls’ basketball team had one of the most successful seasons to date. With leadership from senior captain Casey Q., and junior captain Casey A., the team earned its first birth into playoffs in years. The girls were committed and persevered through various challenges during the season. The team improved with every game and is looking forward to next season. We hope this positive performance and progression in girls’ basketball will lead to future success for the Metro Prep Predators.
The hockey team once again hit the ice at the Victoria Village Arena every Tuesday throughout the year. Although the SSAF hockey tournament was cancelled this year the Metro team still was able to compete in an exhibition game against TMS. The team was led by seniors Nick and Josh, who held down the crease throughout the year.
The Senior Basketball team fell short of their goal of winning three consecutive championships by losing in the semifinals to a tough team from ARS. Although the team did not finish a perfect season, progress was made throughout the year and a solid foundation has been laid down for a successful season next year. Highlights for the year include Batu scoring 60 points in a single game, Allen L. making 8 out of 10 three-pointers in the pre-season championship game, and Kirk leaving Metro Prep to continue his basketball career at Durham College.
The Metro Prep Predators once again competed in the SSAF ball hockey championships held at the Magna Centre in Newmarket. The team was comprised of both ice hockey players and other students who learned their hockey skills in the gymnasium. The team battled hard but unfortunately lost in the semifinals. The team was led by Joshua R. who played hard and backstopped the team making over 100 stops on the day. Great job boys.
The girls’ volleyball team had a very successful season this year. After finishing the regular season in 2nd place with a 4 and 1 record, they moved onto the final tournament which boasted the top 4 SSAF schools from the North and South divisions. After a tough day of battling on the court, the girls earned a respectable 5th place overall in the SSAF.
Both the U20 and elementary students competed at the SSAF badminton championships this past spring. The elementary team unfortunately did not earn a spot in the playoff rounds but the senior team did extremely well in their qualifying tournament. Adam and Allen W. placed 2nd and 3rd in men's singles along with Terry and Pierce, who earned a 3rd place in the men's doubles competition and earned a spot in the championship tournament. Randi and Tiffany M. also qualified in women's doubles as well as Daniel D. and Melanie who qualified in mixed doubles.
The tennis team once again competed at the annual SSAF invitational tournament held at the Mayfair tennis club. Entering both singles and doubles teams, the students battled through stiff competition throughout the day. Adam, Mark and Pierce all earned silver and bronze medals respectively!
The boys’ soccer team had a very successful season. Starting way back in October the team participated in 2 indoor tournaments and finished the season in May competing in 2 outdoor tournaments. Although they came up short in the tournaments they did end the year with three 3rd place finishes against a very competitive group of teams.
The senior softball team put in a tremendous amount of work throughout the season. They practiced 3 times a week, for over a month, and many players were able to greatly improve their overall ability. The team fared well at the tournament and finished with 3 wins and 2 losses on the day, eventually losing to the championship team.
The elementary soccer team competed both in the SSAF indoor and outdoor championships this past year. The team battled hard and was able to earn a spot in the playoff rounds in both tournaments. They were led by strong goaltending by Luka and by their defensive line lead by Steven.
MOUNTAIN BIKING- After a lengthy hiatus, the Metro mountain biking club has been resurrected. We have taken advantage of Metro's close proximity to the Don Valley mountain biking trails by going on weekly rides in the fall and spring. Berms were thrashed, jumps were hit, and roots were crushed.
ARCHERY- Flinging arrows and putting holes in targets like Swiss cheese! This autumn, Metro Prep introduced the first ever Archery Club. The club practiced at the outdoor Toronto Archery Range in E.T. Seton Park, a little oasis amongst the towers of the concrete jungle we call Toronto. It was a safe and interactive environment where the club members learned how to shoot, handle and perfect their skills in archery.
BOARD GAME CLUB-
Every Monday after school, several students have been meeting in room 21 to have some friendly competition playing games. Each week, students have volunteered to bring in various board games or card games and compete against one another.
ROCK CLIMBING CLUB-
approximately 15 middle and high school students from Metro Prep attended a climbing trip to the Toronto Climbing Academy. For many of the students it was their first experience climbing. The students received professional instruction, rentals and were able to climb for three hours. A few students overcame their fear of heights and reached the top of the climbing walls.
On Saturday, November 29, Metro Prep’s Robotics Club participated in the Vex Robotics Competition – Skyrise where they placed 22nd out of 69 schools. This competition had students build a complex robot and learn how to control and alter its handling characteristics. It was our first major robotics competition and the students did very well. We will look to improve our performance next year.
Competitive sports: 18 Recreational sports: N/A
Legend: Competitive offered Recreational offered
Track & Field
Metropolitan Preparatory Academy offers 15 clubs and extracurricular programs.
This can depend on a number of factors, including the type of school, living arrangements, what’s included in tuition, school location, resources, and facilities. Many private schools in Canada have tuition that ranges between $6,000 and $12,000 a year. While some schools, such as schools which provide room and board, can be more expensive, many of these schools provide ways to defray the costs of tuition. For instance, they may offer merit-based scholarships or needs-based financial aid (often referred to as “bursaries” or “subsidies”).
Day (Domestic)Day (International)
What Metro Prep says about their tuition: This information is not currently available.
2nd child (sibling)
Need-based financial aid
Metropolitan Preparatory Academy does not offer need-based financial aid.
Private schools come in all shapes and sizes. Some larger schools have enrolment numbers in the thousands, while some smaller schools have only a few dozen students. Boarding schools tend to be on the larger side, while alternative schools, such as Montessori, Reggio Emilia, and Waldorf, are normally smaller. Besides the overall size of school, there are other important facts you’ll want to know about a school’s enrolment. For instance, here you can learn about a school’s enrolment for separate streams (if they have them), such as day and boarding, its average class size, and its average enrolment per grade.
Gr. 7 to Gr. 12
Average class size
12 to 18
% of international students (total enrolment)
Number of different nationalities within student population
Private schools in Canada have admissions policies. All schools have some required application materials, though these vary between schools. These may include letters of application, application fees, essays, and exams (such as the SSAT). Many schools also require interviews with prospective students, either with their parents, on their own, or both. Schools also have different standards and priorities when evaluating student applications, different acceptance rates (which may vary between grade levels), and target different kinds of students. To improve your child’s chances of acceptance, you should find out everything you can about a school’s admissions policies and how they assess applicants.
Where graduates of a school do their post-secondary studies can be an important factor in choosing a private school. Do you want your child to go to a Canadian university, an Ivy league school in the US, or some other institute? Regardless of your inclinations, take a look at a school’s university placement record, and the services they offer to support university applications and decisions.
Average graduating class size
Students accepted into post-secondary studies upon graduation
Percentage of students who attend post-secondary institutions outside of Canada
Students who attended a Ivy+ school
Number of students in the past 5 years that that attended one of Harvard, Yale, Princeton, University of Pennsylvania, Dartmouth, Brown, Columbia, Cornell, Stanford, University of Chicago, Oxford or Cambridge (UK)
Metropolitan Preparatory Academy Graduates’ Post-Secondary Studies:
This information is not currently available.
Aggregate of All Schools’ Post-Secondary Studies:
24% - Liberal Arts and Sciences 26% - Engineering and Applied Sciences 25% - Business/Commerce 4% - Fine and Performing Arts 13% - Applied Health Sciences 2% - Applied Professional Studies (Post-grad certificate / diploma) 6% - Other
Many private schools in Canada have numerous graduates who have gone on to great things. Learn about a school’s most influential, important, successful, and famous alumni.
A leading shoe designer for Gina Shoes (London, England), John has many credentials from London College of Fashion and completed a Master in Arts for Fashion Footwear from Cordwainers College.
Kate is Senior Addictions Counsellor at GreenStone Toronto. She graduated from McGill University and then completed her Master in Science in Social Work at Columbia University
Eden, a famous foodie and current host on the Cooking Channel, graduated from Le Cordon Bleu London with a grand diplome in both pastry and cuisine.
Accomplished writer and photojournalist, Roxy currently works as an editor in NYC. After graduating from McGill, Roxy continued to complete a Master of Science in Journalism at Columbia University.
With a Masters in Laboratory Medicine & Pathobiology, Brian works to better understand heart attacks, strokes and blood disorders and contributes to the development of therapies, clinical management and prevention.
A cordial welcome to those contemplating enrolment at Metropolitan Preparatory Academy. As we plan for the future, I ask you all to think about the challenges and opportunities that lie in the years ahead. To be successful, it’s essential to set attainable goals and develop the ambition to achieve those targets. In other words, decide where you want to go and establish how much time and energy it will take to get there. This may sound old fashioned, but little happens unless you believe in yourself and what you are doing. You don’t want to look back on your life one day and dream about what could have been. Set inspiring goals and work toward them now. When doors to opportunity open, walk through without hesitation.
Consider our program if you are looking for a structured and caring environment. At Metro Prep Academy, we highly value involvement, new ideas and enthusiasm. We are committed to fostering the intellectual, physical, social and creative potential of university-oriented students through a supportive yet challenging academic environment. We believe young men and women flourish in a safe, inviting, learning atmosphere where they feel confident expressing their individuality, asking questions, and seeking the help they need to thrive. Because of this Metro Prep operates without uniforms and with open faculty doors. In preparation for both university and future careers, students are encouraged to trust their instincts and think both critically and creatively.
I wish the best to all students in the upcoming academic year.