Experiences and opportunities that make a difference
Experiences and opportunities that make a difference
Even as an educator who’s been teaching for almost 30 years, I learned something every single time I participate in an LBD event.
At Leadership by Design (LBD), parents are recognized as vital partners in nurturing academic growth and fostering meaningful change in their children’s education. The program actively encourages families to be engaged in their child’s LBD journey, welcoming the diversity of backgrounds and viewpoints each parent brings to the community.
Karen Devonish-Mazzotta exemplifies this commitment. A devoted LBD parent and seasoned educator, Karen has spent close to three decades with the Toronto District School Board (TDSB), serving in roles such as teacher-librarian and course director at York University’s Faculty of Education. Her extensive experience affords her a unique vantage point to observe both the challenges within our educational system and the transformative impact of the LBD approach.
Having supported her son Xavier through the LBD program (Cohort 2020), Karen now attends nearly every Saturday session alongside her daughter Siena, currently part of Cohort 21. Her dual perspective as both parent and education professional allows her to witness firsthand the program’s benefits.
“Even as an educator who’s been teaching for almost 30 years, I learned something every single time I participate in an LBD event.” Karen shares that the LBD sessions have not only enriched her own understanding but also helped her stay abreast of changes in the school system.
As a leading figure in Canada’s largest school board, Karen has observed the complexities of conventional education, including issues such as streaming, evolving curricula, and course selection pathways. These topics are frequent points of discussion during LBD sessions—compelling for Karen as an educator and reassuring for her as a parent, knowing students are informed and empowered.
The influence of LBD extends beyond information sharing. Karen notes the Saturday presentations inspire students to explore non-linear paths to success. Her son’s academic journey, for instance, took a new direction after hearing stories of individuals who pursued unconventional trajectories. Xavier’s course choices at university have varied from history, economics and sociology, a decision Karen attributes to the diversity of subject matter her son has been exposed to in LBD sessions.
“I think his confidence to try out different things really has come from hearing people doing that kind of thing,” she reflects.
“LBD created a really brave space for kids … those are conversations that we don’t always have at the school level.”
With her deep involvement in both classroom and extracurricular spheres, Karen is passionate about empowering students to advocate for themselves. She emphasizes the necessity for parents and students to understand their rights, especially regarding assessment and evaluation practices.
“Often families don’t feel confident to talk about, or don’t know the policies of assessment and reporting in Ontario,” she explains.
Karen notes that some students she encounters say they have not received regular formative assessments at school, which contravenes official policy. She underscores the importance of such evaluations for student development and success, and advocates for parental and student awareness of their entitlement to these assessments.
“At LBD, they let kids and parents know that. It’s not a secret. We need those kinds of conversations in order for students and their families to advocate for ourselves.”
Karen Devonish-Mazzotta’s story illustrates the profound influence of parental involvement and educator advocacy within the LBD community. Her insights remind us that fostering open dialogue, supporting student agency, and cultivating brave spaces for learning are essential for the next generation’s success—both within and beyond the classroom.
Danielle Reid, LLI Intern, December 2023 – May 2024
Bachelor’s degree, Journalism 2020 – 2024, Toronto Metropolitan University
Story updated September 2025