Creating the Future, One Conversation at a Time

Ideating & Visioning: A Dream Too Big to Ignore 

Raise your hand if you’ve ever dreamed up the perfect school. Maybe the setting was a kitchen table, a campfire, a late-night walk, or a group text thread. The conversation likely started with phrases like, “What if we could design a school from scratch?” And then came a torrent of ideas—student centered learning, creativity at the core, community woven into the day-to-day learning, flexible spaces that inspire innovation and collaboration. Usually, the conversation winds down with a wistful sigh. Too big. Not yet. 

But in Chilliwack, B.C., a team of dreamers said, “Why not?” 

The story of Imagine High didn’t begin with blueprints and policies. It began with possibility. When the former University of the Fraser Valley site became available, the Chilliwack School District saw more than just a solution to overcrowding—they saw an opportunity to realize a public school built on hope, creativity, and collaboration. 

What followed was a flurry of Thai-food-fueled brainstorming sessions, late-night idea dumps over email, and a principal leaving behind her home and job for a dream too compelling to resist. What if this school wasn’t just “different”? What if it was transformative? 

Backed by the Ministry of Education and Childcare, the Board of Education, and guided by a district team willing to think differently, Imagine High was born—not as a copy of something else, but as a unique response to a very human question: In what kind of school would our students thrive?  

Co-Construction: Building a School Together, Not Just for 

From the beginning, Imagine High was not designed for students—it was designed with them. 

Before the school opened its doors in 2021, the team logged hundreds of conversations. Families. Artists. Community leaders. Students. Colleagues. Post-secondary partners. Over Zoom, over the phone, sometimes across park benches or studio spaces. And yes, those conversations often featured cats, little brothers, and the occasional parrot. It became very clear what our thought-partners and students expected from education in the current time: happy, well-rounded, resilient young people who can communicate, solve problems and apply their skills and knowledge in different settings while flourishing in community (OECD, 2024). 

These empathy interviews were far more than polite intake chats. They were the cornerstone of a design process rooted in deep listening. What did students hope for? Fear? Dream of? From these answers emerged themes of connection, passion, depth, and authenticity. Students yearned for learning that felt real—and they wanted to be seen. 

One student said, “I want to make something I’m proud of, not just something that gets marked.” That sentiment stuck–and the vision became reality–as students began creating “beautiful work” that lives in the world, not locked in folders. 

This phase was messy, raw, and unapologetically human. We dared students to tell us their truth about school; they did–and their honesty demanded that we take bold action. Our vision wasn’t a static mission statement typed on a website; it was a dynamic, evolving concept. It was—and still is—a living, breathing commitment to community, creativity, and care. 

The school’s pedagogical anchor points—its Four Pillars of Integrated Arts and Technology (Visionary Staff, Integrated Disciplines, Collaborative Culture, Authentic Learning) —came into focus through these conversations. They weren’t arbitrary buzzwords; they reflected what people told us they wanted education to be: collaborative, creative, relational, experiential and meaningful. In our conversations, we heard what students and families wanted from the education system: a shift from a focus on deficits and disabilities to a celebration of the diversity of all students (Katz & Lamoureux, 2020), and educators who hold space for all members of the learning community. 

Implementation: From Vision to Vibe 

When Imagine High opened its doors in 2021, the real work began. And it was every bit as exhilarating—and complicated—as we anticipated. 

The school started with 250 Grade 9 and 10 students. Each year brought a new grade level and new challenges. But with each cohort, the Imagine team leaned into the discomfort of growth. We didn’t just launch a new school—we ignited a mindset.  

Rather than experiencing learning as a disparate collection of discrete ideas, the integration of disciplines at Imagine reflects the BC curriculum focus on “key concepts, principles, and generalizations that are used to organize knowledge and solve problems within and across disciplines” (BC Curriculum 2024). Forget traditional timetables and subject silos. At Imagine, Grade 9 and 10 students are part of learning communities: 48 students, two core teachers, and an Inclusive Design Team educator. These interdisciplinary blocks of time enable students to delve deeply into learning, foster relationships, and create meaningful projects that span multiple subjects. 

By Grades 11 and 12, the model shifts to integrated course pairings based on student interests. Pairings like English First Peoples + Social Justice or Game Design + Woodworking bring curriculum alive in engaging, authentic, and connected ways. 

Twice a year, everything pauses for “Deep Dives”—two weeks of alternate programming where students explore passions like astrophysics, songwriting, conservation, or baking. These immersive institutes are designed from student surveys and led by staff willing to step outside their comfort zones. Imagine a school where a two-week focus on Medieval Weaponry or Outdoor Nature Journaling both count for credit—and spark joy. Pardon the pun. 

Assessment looks different, too. It’s not about marks—it’s about evidence of growth. Students build learning artifacts, participate in critiques, revise, and exhibit their work publicly. The culture of feedback isn’t just embedded—it’s celebrated. Relevance is enhanced by linking learning to real-world issues and problems, learning culminates in celebratory Exhibitions of Learning attended by an authentic audience of peers, staff, learning partners, and the public. 

One teacher described it like this: “Our walls are covered in learning goals and exit slips. Self-assessment is normal here. Kids are reflective and proud of their learning.”  

And yet, Imagine is not a utopia. It’s a working school in a public system. The team has had to wrestle with what to keep from traditional structures, what to discard, and what to amplify. There have been growing pains—adjusting the timetable, managing enrollment, and building new practices from scratch—but the work is always driven by purpose. Imagine lives in a perpetual state of iteration, working to amplify student voice through ongoing cycles of data collection. The goal is to focus on listening to those who are most affected by our decisions–our students and families– to transform how we analyze, diagnose, and assess student learning and experiences make meaning of data that lives everywhere (Safir, 2021).  

Iterating: A School That Grows With Its People 

By its fourth year, Imagine had 350 students and its first graduating class. The school now draws from across Chilliwack and beyond. It’s the designated secondary for Leary Elementary Integrated Arts & Technology (IAT) and the AD Rundle Middle IAT Cohort. Graduates from Imagine have gone on to study early childhood education, sciences, engineering, concept art, theatre, and more. 

But the most telling signs of success? The stories. 

A student who once felt invisible now leads a Deep Dive on animation. A family that never thought their child would enjoy school now attends every Exhibition of Learning with tissues and pride. A teacher who once aspired to foster meaningful, relational learning is now discovering a deep sense of fulfillment in co-creating interdisciplinary projects that make learning sing.  

Professional learning at Imagine is as intentional as the student experience. Teachers meet with Dr. Leyton Schnellert (a pedagogical thought leader in British Columbia) throughout the year to dive into instructional strategies, reflect on practice, and build capacity. Structures like the Inclusive Design Team ensure all students—regardless of needs identified in their learning profile—have access to meaningful, inclusive learning. Teachers aren’t just encouraged to take risks—they’re supported when they do. 

Community partnerships continue to grow, from collaborations with High Tech High in San Diego to ongoing work with local artists and knowledge keepers. The boundaries between school and world are blurry by design. 

Still, the team at Imagine is quick to say, ‘We’re not done.’ The work of iteration is constant–always pushing us to improve and evolve.  

We are reflecting on how to integrate senior math in more connected ways. We are grappling with an assessment that honours deep learning while satisfying reporting requirements. We ask hard questions: How do we meet the increasingly diverse needs of our students? How do we ensure that our structures stay nimble, inclusive, and reflective of student voice? 

Because at Imagine, students aren’t just “receivers” of school—they are co-authors. From course offerings to teacher hiring (based on student surveys and goals), to the very structures of learning, student voice doesn’t follow the work–it leads it.  

At Imagine High, student voice shapes almost everything we do, from the courses we offer each year to the way learning happens in the classroom. Students share their stories through empathy interviews when they join, helping us understand their interests, needs, and goals, and this input guides programming, support plans, and even hiring decisions. In class, projects are hands-on and inquiry-based, giving students choice in how they show their learning, whether that is through an art piece, a tech solution, or a presentation, with feedback coming from peers, conferences, and revision. Each spring, students help decide which electives and Deep Dives will run, and their input directly influences the timetable. Beyond the school, Imagine students also take part in district leadership groups to advance work on anti-racism, strategic planning, and community building. Altogether, Imagine is a place where students do more than attend school; they help shape the entire experience for themselves and their peers. 

A Living, Learning Community 

If Imagine High had a mantra, it might be: “We’re building this together.” 

That’s not just a warm sentiment—it’s a structural commitment. From project cards that make learning visible to student leadership councils that shape policy, Imagine is a place where people matter and learning feels alive. 

The school’s greatest strength isn’t its sleek spaces (though they are impressive). It’s the trust built between people—between students and teachers, teachers and families, school and community. 

Imagine High reminds us that schools are not fixed entities. They are living communities—flexible, creative, deeply human. 

So, if you’ve ever dreamed about starting your own school, take heart. The story of Imagine proves that with vision, collaboration, and the courage to listen, big dreams aren’t just possible—they’re already happening.  

Together, we are reimagining secondary education, one conversation at a time. 

Reflection Question: 

Imagine High offers new ways of thinking about how education can be delivered within a public system. What ideas from Imagine High can you see yourself exploring in your teaching practice this year? 

Additional Links & Information: 

• What learning at Imagine looks like: About Imagine Video 
• Imagine High Learning Framework 
• Imagining Imagine High – White Paper 
• New Publication – Realizing Imagine High 
• Dreaming Big – InspireEd Article 
• Learning at Imagine on Youtube 
• Community at Imagine on Youtube 
• CDI Spaces Feature – Imagine High 
• Aborginal Peoples Television Network (APTN) Imagine High feature 
• The Tyee Article – Voice of the Stream Project 
• Chilliwack Progress article – Opening Day 
• Chilliwack Progress article – Voice of the Stream Project 
• Chilliwack Progress Article – Deep Dives at Imagine 
• Chilliwack Progress Article – Salish Weaver at Imagine Artist Residency 
• Imagine High: Proof That Public Education Can Do This – Classmate.team 
• Imagine High: A Bold New Vision for Learning- People for Education Canada 

References: 

BC Ministry of Education. (n.d.) Curriculum Overview. Retrieved 08, 2024 from Curriculum Overview | Building Student Success – B.C. Curriculum (gov.bc.ca) 

Katz, K. & Lamoureux, K. (2020) Intersectionality, Indigeneity, and Inclusive Education: Reimagining Business as Usual. Exceptionality Education International, 30, 12–18. 

OECD. (2024). Metrics for education for flourishing: A framework (typos: OECD Human Flourishing Program project). Paris: OECD Publishing. Retrieved from OECD website: https://www.oecd.org/content/dam/oecd/en/about/projects/edu/hpst/EHF_Metrics_VanderWeele.pdf 

Safir, Shane. Street Data A Next-Generation Model for Equity, Pedagogy, and School Transformation. SAGE Publications, 2021.

Dr. Kirk Savage

Assistant Superintendent, Chilliwack School District

Kirk Savage, EdD, is an assistant superintendent with the Chilliwack School District in British Columbia, Canada, where he has worked as a senior leadership team member since 2012. Kirk has also led in the role of elementary and middle school principal and has taught at all levels, from elementary to secondary. He was a part-time secondee to the BC Ministry of Education for ten years, developing provincial numeracy and literacy assessments.

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