Teaching Beyond the Textbook

Daniel Oster is a senior biology teacher with the Toronto District School Board, but his role extends far beyond the science lab. He’s also a swim coach, glassblower, cycling commuter, cross fitter, and father of two daughters. Since 2005, he’s been an Award Leader with Award Canada, using the program to support Youth At Risk and redefine what learning and growth can look like for students.

In recognition of his long-standing commitment to youth development and community engagement, Daniel was awarded the King’s Coronation Medal, a national honour celebrating Canadians who have made significant contributions to their communities and to Canada as a whole.

“I started at an alternative school, West End Alternative, where many of the students had been displaced or kicked out of their home schools,” Daniel says. “We used the Award as a leadership course. The students worked through all the pillars; goal setting, service, physical activity, skill development, and the Adventurous Journey as part of the curriculum.”

A Tool for Engagement and Reflection

From the very beginning, Daniel saw the Award as more than just an extracurricular; it was a structure that challenged and nourished students at the same time.

“We used reflection and goal-setting as a kind of scaffold,” he explains. “It helped me meet my goals as a new teacher, to get kids out of the city, to see things differently, to push themselves. A lot of them hadn’t even left the 416 in Toronto. So getting that new perspective really mattered.”

Making Space for Everyone

Daniel’s classrooms have always been diverse, and he’s intentional about making the Award meaningful for every student.

“Inclusivity is baked into how I run the Award. I’ve always been at schools with students from all kinds of backgrounds,” he says. “Indigenous feminism is at the heart of my teaching. I question the narratives we’re told to pass on, and try to replace them with ones that reflect the kids I work with.”

He works to make the Award something every student can connect to. “That means questioning whose names we’re glorifying in the curriculum, and finding ones that are relevant. It also means making sure students can see themselves in the Award.”

When Small Moments Become Big Shifts

The impact of the Award isn’t always immediate, but Daniel has seen what it can do over time.

“There was one person at West End who went through the program. He came on all the field trips. Now he’s a teacher in Thailand. I like to think the Award played a part.”

Another moment that’s stuck with him came during a canoe trip to the Toronto Islands. “We were doing an urban overnight. You could literally see the CN Tower. But for one student, it was still completely outside her comfort zone. She was overwhelmed, but in the end, she stayed and came back to the group. I hope the fact that she was still accepted, even though she was scared, helped her grow.”

Mentorship at the Core

Daniel’s own journey with the Award was shaped by mentors who helped him translate his outdoor education background into an Award program that worked for his students.

“The Award is all about mentorship,” he says. “Watching how others used the Award to engage youth showed me how to give students something to be proud of.”

He’s carried that approach forward, mentoring both students and their assessors. “I send out emails now with pointers on how to guide students through SMART goals. It’s that kind of gentle, supportive mentorship I try to model.”

Breaking Down Barriers

“We find ways to run the program affordably. I’m certified to lead trips myself, so we don’t need third parties. We’ve done Bronze trips for $20, just hiking through the Rouge Valley.”

Daniel continued.  “Some students are busy. They don’t want to do extra reporting and reflecting. But if we make it part of their writing portfolio or connect it to something they already care about, it becomes more meaningful.”

Parenting, Reversed

When asked if being a father influenced how he guides students through the Award, Daniel offers a surprising take.

“It’s actually the other way around,” he says. “I’d never even heard of SMART goals before getting involved with the Award. Now I use that same framework with my daughters, Zoe and Kaia, helping them take big ideas and break them into small, realistic steps.”

His work with the Award hasn’t just shaped his teaching, it’s shaped his parenting. “We all get a little lofty sometimes, and when we fall short a few times in a row, it can be hard to try again. I want them to feel like they can always start with a small step toward something bigger.”

Why He’s Still Here

After nearly two decades, Daniel’s still leading the program at Sir Wilfrid Laurier Collegiate Institute in Scarborough. For Daniel, the Award is about the spark that happens when a student finally believes they can do something hard.

And that’s more than worth it.

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