Maximum impact

Get off the bench and get into the game. That sports analogy summarizes Sheldon D’Souza’s mindset when he decided to volunteer to be a school representative.

The decision came after an email from a learning leader explaining a bit about the workings of the Alberta Teachers’ Association (ATA) and what it means to be involved. The message resonated with D’Souza, who is passionate about making a difference for students and teachers.

“I strongly believe that, if I want to see change, I cannot sit on the sideline; I need to get off the bench and get into the game,” D’Souza says.

As one of three school reps at Crescent Heights High School in Calgary, D’Souza acts as a conduit between teachers and the local and/or provincial Association. Part of the role is to provide information to members about ATA services and channel requests for these services to the appropriate ATA officials.

“The rewarding part of it is to communicate effectively what our local meetings are about to our teachers, making sure there’s clear communication,” D’Souza says. “The second piece is to advocate for those teachers that don’t normally get a voice.”

A photograph of a bright blue boardgame on a light blue background. In the background, a man's hand pick up playing cards that say "Local volunteer opportunity". In the foreground, a player token is at the start of the boardgame. The player is an illustration of D'Souza in his mechanic outfit, crossing his arms confidently and holding a wrench.

A third-year teacher, D’Souza comes to the profession after a 15-year career as an automotive service technician, a career that saw him rise to the top of the trade as a Toyota master technician. Now, as a mechanics teacher, D’Souza is passionate about being a voice for his Career and Technology Foundations (CTF) and Career and Technology Studies (CTS) colleagues, who sometimes feel like forgotten members of a school staff.

D’Souza’s drive to represent his colleagues led him to join his division’s health and safety committee, primarily to bring a trades perspective to advocate for proper personal protective equipment for CTS teachers. He also recently stepped into the role of vice-president of the ATA’s Career and Technology Education Council (CTEC).

It’s wild to think a new teacher such as myself can make a change.

Among the issues that are top of mind for D’Souza are safety for CTF and CTS teachers and advocating for meaningful professional development for them and early-career teachers who are burning out and leaving the profession within the first three to five years.

“It’s wild to think a new teacher such as myself can make a change,” D’Souza says.

D’Souza sees himself continuing on his current path of taking on volunteer roles as they present themselves. He says he’ll take on anything that aligns with his two main passions: making his classroom more engaging for students and advocating for teachers.

At this point, volunteering isn’t just about getting in the game, it’s about being an impact player. Overall, D’Souza’s approach to volunteering comes down to a fundamental question.

“How are you going to leave the profession,” he says, “worse or better?”