Shannon Hill
2024 Board of Governors Nominee
![Shannon Hill](/sites/default/files/styles/original/public/images/2024-06/Shannon%20Hill%20website.jpg?itok=l1gVqFxW)
About
Originally from Regina, Saskatchewan, Shannon enjoyed being among the first girls in boarding at SMUS and served as Head Girl. Shannon has a very strong affinity to the school and currently serves on the Governance Committee, the Head Evaluation Committee and the Head of School Search Committee.
She and her husband, Greg Southgate ’84, moved back to Victoria in 2015 for their three daughters to attend SMUS. Shannon and her husband have 15 family and extended family members who have attended SMUS, most as boarding students.
Shannon earned a Bachelor of Arts in Economics from Georgetown University and a Bachelor of Law from UBC. She articled with Lang Michener Lawrence & Shaw in Vancouver and practiced corporate and securities law before joining the in-house counsel team at Placer Dome Inc. After seven years of legal practice, Shannon returned to UBC to pursue her passion for medicine and obtained her MD. She now enjoys working as a family physician in Victoria.
What is your connection to SMUS?
I am an alumna of the school and had the privilege of being in one of the first years of girls in boarding. It was exciting to be so closely involved in the early years of the transformation of this historically boys’ school which has grown into the diverse student community it is today. I have maintained a meaningful connection to the school over the years through my relationships with alumni and the teaching community, and I have been so grateful to the school for fostering and continuing to promote these lifelong connections. I am now a past parent, with all three of my children graduating from SMUS recently. Volunteering on graduation committees, at sporting and outdoor events, pizza lunches and teacher appreciation days were highlights of my SMUS parent years. It has also been an honour to serve on the Board of Governors for the past six years, participating in the Facilities Committee (previously), the Governance Committee, Head Evaluation Committee and Head of School Search Committee. My involvement with SMUS in this rewarding and ambitious volunteer endeavour has really deepened my connection to and admiration for this wonderful school.
Why do you want to be on the Board of Governors for SMUS?
Being a student in boarding at SMUS was an experience that shaped my life. I have a deep sense of gratitude and appreciation for what the school gave to me and to my children, and I feel passionate about giving back. Serving on the Board of Governors gives me the opportunity to contribute to the school and maintain the connection that I value.
Since I joined the Board in 2018, we have participated in the onboarding of our current Head of School, the creation of the Floreat Strategic Plan and Campus Master Plan, the construction of the Junior School Annex, the creation of an Equity, Diversity and Inclusion strategy, the appointment of an Indigenous Scholar, the development of a Sustainability program, and most recently, the hiring of the next Head of School. I believe my contribution is even more valuable now, with the experience I have gained through all of these events and initiatives. I would be excited to have the opportunity to continue to participate in the strategic direction of this dynamic school.
What personal, professional, and Board-related experiences would you bring to the Board?
As an alumna, boarder, past parent and supporter of the school, I have a personal understanding of the history and culture of the school and how it has evolved over the years.
My previous career in law has given me the ability to think critically, problem solve, communicate effectively and work well on a team. My legal background is also an asset in serving on the Governance Committee. As a medical professional, I bring to the Board the qualities of strong interpersonal skills, compassion, humanism, and a desire to serve.
My years on the Facilities Committee provided me with a solid understanding of the facilities, finances and future needs of the school, and enabled me to appreciate the Campus Master Plan in a broader context. I think that my knowledge of the history leading to the development of this plan is an asset to the Board. Similarly, my years on the Governance Committee and my role in executing the annual Board Evaluation surveys helps to inform my contributions to Board discussions and decisions. My involvement in the annual Head of School Evaluation process has provided me with insight into the Head’s goals and achievements, as well as the relationship between the Board and the Head. Most recently, I had the privilege of serving on the Head Search Committee, a very involved several month process of consultation with the school community, interviewing of several candidates from around the world, and working intensely with our committee to choose the successful candidate whom we are all excited to welcome as our new Head of School in 2025. Through the consultation process with the SMUS community, we learned about the community’s values, priorities and vision for the school and its leadership. I think this understanding puts me in a favourable position to assist with the new Head of School’s transition into his role next year, and I hope to be helpful in that process.
Do you understand and agree to the principles of good governance as outlined on the Society webpage?
Working with the SMUS Governance Committee for the past six years, I have developed a strong understanding of and support for the principles of governance of the SMUS Board. I believe that good governance, founded on the key principles of responsibility, accountability, transparency, and fairness, is at the heart of any successful organization. As elected representatives of the SMUS Society, the SMUS Board of Governors must act with the utmost integrity, always guided by the school’s Mission, Vision and Values. More than just a set of guidelines to follow, these values have been integral in both my personal and professional life, and therefore are a natural expression of what is important to me.
I understand the importance of governors maintaining a strategic role in leading, and not getting involved in operational matters or issues relating to individual students. I also take very seriously the legal and financial fiduciary duties of governors to act honestly and in good faith, and with a view to the best interests of the school. Further to these duties is the responsibility to communicate with full disclosure to Society members.
During my time serving as a Board member, I have been responsible for creating, executing and analyzing Board and Governor Evaluations, an important process in ensuring individual and collective accountability, and facilitating improvements in Board effectiveness. I have been impressed with this Board’s commitment to the values of service, professional development and continuous improvement of Board structure and function.
Do you understand and support the Strategic Plan, Floreat, for SMUS?
Floreat’s well thought out strategic priorities: Foundation, Preparation for Life, Sustainability, and Community, have set the course for the future of the school, anchored in the central goal of student success. Floreat provides the Board with a clear vision by which to govern and guide the school. While serving my first term on the Board, I had the fortunate opportunity of participating in the creation of Floreat. I am wholeheartedly committed to this transformational plan, and I am grateful to have been part of its successful execution to date.
As an alumna of almost 40 years (!), I have a deep connection to the rich history of the school. As a school parent in this generation, I also have an appreciation for the physical, educational and cultural improvements that have occurred over the years. One of the many things I admire about SMUS is its commitment to honouring its roots and maintaining its core values, while also embracing advancement and positive change. It is this important balance between history and evolution, as embodied in Floreat, that helps make SMUS the outstanding educational experience that it is.
Do you understand and support the need for a culture of philanthropy at SMUS, both among the Society Members and the Board itself?
In my years of service on the Board, I have gained a clear appreciation of the role of philanthropy in the sustainability of the school. Philanthropy means generosity in all its forms, people giving in meaningful ways for the benefit of others. The generous spirit of participation that SMUS fosters helps create the cohesive community that makes this school so special. Contributions of volunteer time, money and expertise all help the school to provide the unique educational, athletic, musical, artistic, cultural and experiential student opportunities that set SMUS apart. And it is the kindness of financial donors, generation after generation, that allows SMUS to offer significant financial aid to deserving students, which in turn enriches the student community. The many heartfelt stories of how financial aid has impacted individuals’ lives are profound.
The Floreat Strategic Plan provides the vision of a campus that celebrates the school’s rich heritage and academic excellence, with facilities where students are inspired to learn, apply educational, leadership and practical skills that prepare them for life, forge lasting relationships, and participate in a sense of school spirit that will continue to engage them in the SMUS community for years to come. The fulfillment of Floreat and the sustainability of our school depend on maintaining and enhancing our programs and facilities to meet an evolving student population and educational landscape. Like the recently completed Junior School Annex renovation, the Middle School upgrade and STEAM project are initiatives that highlight the importance of philanthropic contributions to the sustainability of the school.
As stewards of the strategic direction of the school, I think it is incumbent on the Board of Governors to lead by example in supporting and promoting a culture of philanthropy, in all its forms, in the school.