2024 Fall Conference

(Hybrid – 5 hours of in-person learning at the CASS pre-conference, followed by 2 online sessions (2 ½ hours each) for a total of 10 hours.)

• In-person – Wednesday, November 6, 2024 (10:00 am – 4:00 pm)
• Online – Wednesday, November 13 (8:00 – 10:30 am)
• Online – Wednesday, November 20 (8:00 – 10:30 am)

This course will provide opportunities for participants to reflect on their personal leadership values ​​and beliefs and how these align with their role as a system education leader. Participants will conduct an environmental scan of potential leaders within their systems and develop plans to build leadership capacity and enhance stakeholder engagement throughout their school authority. Participants will be challenged to consider what their ripple effect as a system education leader will be.

As a result of attending this course, participants will:

• assess and apply the skills and attitudes that demonstrate an openness to feedback and shared leadership.
• interpret current, relevant theory and research on leadership, change and system coherence, shared leadership, and system thinking.
• describe the various layers of the school authority where leadership capacity can be developed with differentiated strategies, structures, and processes to build leadership capacity.
• plan purposeful and practical ways to engage stakeholders (including consideration for under-represented stakeholder groups).
• exemplify reflective practice, transparency, and effective communication skills.

This course will be facilitated by:

Danica Martin has over 20+ years of experience in educational leadership roles at the school and system level. Most recently, Danica was an Assistant Superintendent of Education Services with a central Alberta school authority. She has led a variety of complex teams and worked strategically with them to build leadership capacity and cohesion. Danica holds a Master of Education degree in Educational Leadership as well as a Bachelor of Education degree. Additionally, she is a certified Working Genius facilitator and a certified Professional and Business Coach. Danica believes strongly in the impact of leadership and the ripple effect that leaders can have throughout their organizations. Danica is the founder and principal coach of Danica Designs Coaching and Consulting.

Sonja Dykslag currently serves as the Assistant Superintendent of People Services with Wolf Creek School Division, bringing over 30 years of experience as an educator and school-based leader. Throughout her career, Sonja has been deeply committed to fostering environments that respect and support all stakeholders. Her belief in serving with dignity aligns with her philosophy that education is about the empowerment of individuals and communities. As a skilled facilitator, Sonja is trained in Crucial Accountability, the Influencer, and the Pacific Institute’s 21 Keys to Excellence. These frameworks, coupled with her emotionally intelligent leadership, enable her to navigate complex challenges and lead teams toward successful outcomes. Her leadership style is rooted in empathy, communication, and building strong relationships. Sonja has also been an active member in local and provincial ATA committees, including the ATA Provincial Women in Leadership Committee and the Professional Conduct Committee.

Host: Irene Donaldson

(Hybrid – 5 hours of in-person learning at the CASS pre-conference, followed by 2 online sessions (2 ½ hours each) for a total of 10 hours.)

• In-person – Wednesday, November 6, 2024 (10:00 am – 4:00 pm)
• Online – Thursday, November 14 (3:00 – 5:30 pm)
• Online – Thursday, November 21 (3:00 – 5:30 pm)

This course will take participants on a journey that focuses on the competency of Leading Learning within the  Superintendent Leadership Quality Standard  (SLQS). Participants will examine how a superintendent establishes and sustains a learning culture in the school community that promotes ongoing critical reflection on practice, shared responsibility for student success, and continuous improvement.

As a result of attending this course, participants will:

• understand that system and school-based leaders have the capacity to provide instructional leadership through support, professional learning, supervision and evaluation practices.
• understand the qualities of high-quality teaching and optimal learning.
• know how to use data to inform actions, measure, and report successes.
• know how to model lifelong learning and reflective practice.

PLEASE NOTE:  This course requires participants to purchase the following book and read Chapter 4 prior to the course commencement. Lanoue, PD, & Zepeda, SJ (2018).  The emerging work of today’s superintendent: Leading schools and communities to educate all children . Rowman & Littlefield Publishers.

This course will be facilitated by:

Shan Jorgenson-Adam  has been an educator for over 30 years working in a variety of educational roles (teacher, school administrator, division principal, director, assistant and deputy superintendent) in both British Columbia and Alberta. Shan has co-authored numerous articles on leadership. As a key lead in a leadership development research project, Shan has presented at several conferences, such as uLead, CASS, and Learning Forward, on school leadership. Shan has led literacy, numeracy, inclusion, school culture, community engagement, strategic planning and leadership development in several school divisions.

Dr. Rita Marler  has worked in K – 12 public education for over 30 years in central Alberta. Rita’s passion is instructional leadership and her doctoral work focused on the instructional leadership role of the assistant principal. As a superintendent for 9 years, Rita’s visionary leadership and relational approach paved the way for a collaborative culture that created connections among administrators and schools across her school division. She has co-written articles and presented at the University of Alberta, uLead, CASS, and Learning Forward on school leadership.

During this course, Shan and Rita will be joined by Dr. Kelly Harding, Assistant Superintendent from Grande Yellowhead Public School Division.  

Dr. Kelly Harding has been an educator for over 33 years working in a variety of educational roles (teacher, curriculum coordinator, adjunct professor, school administrator, research coordinator, assistant superintendent,) in both British Columbia and Alberta. Kelly has co-authored numerous articles and presented at several conferences on instructional leadership during her work with AISI. Kelly has led career development, teacher research, school culture, community engagement, strategic planning, and leadership development in her roles.

Host: Carmen Larsen

Community of Practice List

Facilitated by:

Carmen Larsen is the Director of Learning for Holy Spirit Catholic Schools. Over her twenty years with Holy Spirit, Carmen has served in various capacities, including classroom teacher, school administrator, and member of the central office team. Carmen values collaboration and finds the role-alike sessions at both CASS Zone 6 meetings and the provincial gatherings to be often the most valuable learning.

Host: Karyn Barber

Community of Practice List

Facilitated by:

Debbie McKibbin is the Deputy Superintendent for Canadian Rockies Public Schools. She attended the University of Manitoba where she completed a Bachelor of Science degree and a Bachelor of Education degree.  Debbie has a Master of Education degree from the University of Calgary. She is currently working towards her Doctorate in Education. Debbie is a firm believer in the synergistic effect of collaboration when teachers and teacher-leaders collectively focus on shared goals, continuously develop their collective knowledge, and employ an unrelenting focus on student learning. She is excited that ski season is around the corner!

Host: Jodi Smith

Community of Practice List

Facilitated by:

Irene Donaldson is Director of Education Services, Diverse Learning Supports, with Wolf Creek Public Schools. Her career began with teaching in various unique settings, including a fly-in reserve in northern Alberta and private schools in Venezuela and Paraguay. After teaching junior high in Blackfalds, Alberta for 18 years, her passion for student success and increasing staff capacity shifted Irene to district-based positions focused on supporting inclusion across the division.

Host: Krystal Abrahamowicz

Community of Practice List

Facilitated by:

Dr. Clint Moroziuk has worked in education for over 27 years as a teacher, assistant principal, principal, director, assistant superintendent, and has served as the Chief Superintendent of Greater St. Albert Catholic Schools since 2020. He holds a Bachelor of Education from the University of Alberta, a Master of Arts in Education from the University of Phoenix, a Master of Religious Education from Newman Theological College, and a Doctor of Education from the University of Calgary. He recently collaborated on designing a course for the Master of Education program at St. Mary’s University in Calgary and is currently a sessional instructor in the Master of Religious Education Program at Newman Theological College. Clint serves as the CASS President for 2024-2025 and presently holds the position of President-elect with the Canadian Association of School System Administrators (CASSA).

Host: Shawna Warren

Session Description: 

Edmonton Public Schools (EPSB) had a vision relative to the recruitment and retention of educational assistants (EAs) in the province. They approached the Government of Alberta (based on the mandate letter to the Minister of Education, section pertaining to EAs) and pitched an EA internship prototype for consideration. The EA Internship is designed to accommodate the needs of school authorities throughout Alberta. The program entails on-the-job EA training and coaching. Interns learn through online modules, interactions with an experienced EA coach, and by shadowing existing educational teams in inclusive or complex needs classrooms. The design of the EA Internship Pilot provides ample opportunities for school authorities to tailor specific portions of the program to meet their unique context.

Through the prototype (first year involving Edmonton School Division, Fort Vermillion School Division, and Fort McMurray Catholic Schools) and the pilot (year 2 involving 16 school authorities across the province), this school authority will emphasize the importance of leading a community of practice for EAs and the impact of professional learning (both online modules and in-school experience) has had on building the capacity of educational assistants.

As a result of participating in this session, participants will have the opportunity to:

• learn more about the educational assistant internship.
• hear about recruitment and retention rates.
• determine if this program is a good fit for their school authority.
• gain a shared understanding about how to get involved and next steps.

Facilitated by:

For 27 years, Darrel Robertson, Superintendent of Edmonton Public Schools, has focused his career on supporting the success of students at Edmonton Public Schools. Whatever his role in the district, his belief in the power of education and in social capital has allowed him to collaborate with teams to foster transformation and continuous improvement.

Sunita Sas, Managing Director, Instructional Supports, Sunita has been with Edmonton Public Schools for 29 years as teacher, consultant, assistant principal and principal. She has supported the development of the Educational Assistant online modules.

Kelli Oselies, EAI Lead Coach, Educational Assistant Internship, has been with Edmonton Public Schools 15 years as an Educational Assistant. For the past two years, she has worked on the implementation of the EAI prototype and pilot to support school divisions in the province.

Maureen Crawford, is Researcher/Consultant, Educational Assistant Internship with the Edmonton Public Schools’ Strategic Division Supports. With a background in online, hybrid learning, and initiating new programs, Maureen assisted in implementing and documenting both the prototype and pilot of the EA Internship.

Host: Madeleine Lemire

Session Description:

Over the past decade, off-campus education has evolved. Students can now explore career pathways through experiential internships with local industry partners, offering a more focused and in-depth experience than traditional work experience programs. In Central Alberta, these opportunities have flourished, allowing students to engage in focused, guided experiences where schools and industry partners emphasize mentorship, skill development (both hard and soft), and intentional career planning. This SHIFT has impacted transition rates, graduation rates, drop-out rates, and has supported positive mental health as students move through the schools to “high school and beyond.”

As a result of participating in this session, participants will have the opportunity to:

• explore and discuss the evolution of potential off-campus opportunities can look like.
• gain insights about off-campus education and the power of partnerships.
• develop an understanding of the crucial role CAREERS plays in connecting industry with internship opportunities.
• understand a systematic and centralized approach that links academic education and practical mentorship to maximize student success.

Sean Lougheed is a Director of Education Services, Curriculum and Instruction, with Wolf Creek Public Schools. He taught in Fort McMurray for 2 years and has spent the last 24 years in Wolf Creek as a teacher, administrator and as a Director for the last 13 of those years. He is a passionate educator with a focus on developing excellent learning environments and creating new opportunities for students to flourish.

Holly Bilton’s journey with CAREERS began in 2002 as a Program Coordinator. Over the years, she progressed through various positions on her way to her current role as Provincial Manager of School Engagement. Since 2013, Holly has also served as a trustee with Chinook’s Edge School Division, offering valuable insights as she works to enhance educational pathways for students. Driven by her passion for community service and a belief in the transformative power of quality education, Holly is dedicated to supporting young individuals in exploring career development opportunities.

Tracey Millar is the Career Pathways Coordinator for Red Deer Catholic Regional School Division. Tracey oversees CTF and CTS programs, as well as off-campus, dual credit, collegiate, and community partnerships. With her extensive background in trades education and program implementation, Tracey brings a distinctive approach to creating meaningful work-integrated learning opportunities. She is deeply passionate about driving student growth and development through the essential connections built with industry partnerships.

Host: Diana White

Session Description:

In this session, we will explore the comprehensive communication tools and strategies utilized by the Calgary Catholic School District (CCSD) to ensure effective messaging. Key highlights include our customizable letter bank for principals, daily media clippings newsletter, weekly digital update from our Chief to parents/guardians, regular Chief’s vlogs for district-wide updates and more. Join us to learn how these resources can enhance your communication efforts, engage your community and support advocacy work. Specifically we will focus on SLQS #1: superintendent establishes a welcoming, caring, respectful and safe learning environment by building positive and productive relationships with members of the school community and the local community. And SLQS #2: A superintendent engages with the school community in implementing a vision of a preferred future for student success, based on common values and beliefs.

As a result of participating in this session, participants will have the opportunity to improve and enhance their school authority’s communications.

Facilitated by:

Dr. Bryan Szumlas is the Chief Superintendent of the Calgary Catholic School District. He has been with CCSD for 34 years. Bryan graduated with his doctoral degree from the University of Calgary in 2000.

Felicia Zuniga is the Director of Communications and Community Relations for CCSD, where she leads a team of communication specialists and graphic designers dedicated to advancing the district’s vision and mission. With a master’s degree in journalism and previous roles in media, Felicia brings skills in strategic communications, community engagement and storytelling to her role, ensuring effective outreach and meaningful connections with the CCSD community.

Host: Scot Leys

Session Description:

When system education leaders actively support principals with developing strong instructional leadership practices, they create the conditions for shared responsibility and increased collaboration, leading to improved student achievement outcomes. Learn how one rural school division is building a culture of learning through collective inquiry – engaging educators in data-driven discussions and fostering communities of practice, within and across schools.

As a result of participating in this session, participants will have the opportunity to:

• learn about an observational framework that principals and system leaders can use to facilitate generative dialogue with individual teachers and across grades.
• understand how to use data to shift school leaders and teachers from engagement to empowerment.
• evaluate the benefits, tensions, and resolutions to the practices shared from their own division’s context.

Facilitated by:

Raime Drake has been with Pembina Hills School Division for twenty five years, serving as a teacher, associate principal, division literacy lead, principal, and director. She has a Master of Education degree in Educational Studies in Leadership from the University of Alberta. She is currently the Deputy Superintendent of Education Services, with responsibilities in curriculum, assessment and instruction, professional development, and system assurance.

Darcie Eamor has been a teacher, AISI literacy coach, associate principal, and principal in Pembina Hills School Division for over 30 years. After a few years of being a high school principal, Darcie has chosen to return to her roots to serve as the division’s literacy coordinator, supporting K-6 teachers with new curriculum implementation, assessment, and instruction.

Host: Terri-Lynn Duncan

This session is planned and hosted by The Consortium.

Session Description:

This session provides education system leaders with a foundational understanding of artificial intelligence (AI) and its implications for the future of education. Designed for those with little to no technical background, AI 101 for Education System Leaders offers a clear and practical overview of AI concepts, terminology, and real-world applications in educational contexts. The session will also address critical issues such as AI ethics, privacy, and equitable access to AI technologies.

As a result of participating in this session, participants will have the opportunity to access digital learning kits, as well as professional development opportunities for school leaders and educators with one of Canada’s leading AI institutes. System education leaders will also have increased their own AI literacy by attending this session, which will help them make more informed decisions regarding AI in their school authority.

Facilitated by:

Jillian Kowalchuk is the Manager of AI Literacy with the Training team at the Alberta Machine Intelligence Institute (Amii). Jillian previously worked as a junior high and high school humanities teacher before transitioning out of the classroom. She has also worked as an educational consultant and educational researcher.

Jillian earned a Bachelor of Education at the University of Alberta, as well as a graduate diploma in Interdisciplinary Education from the University of Calgary. She also holds a Master of Education from the University of Toronto in Social Justice Education, specializing in Critical Digital Literacy. Jillian is currently working on her PhD in Curriculum and Pedagogy at the University of Alberta in the Department of Secondary Education, where her research focuses on teachers’ moral agency in the age of Generative AI.

Host: Todd Robinson

Learning Lab – Utilizing Provincial Assessment Results in System Education Leader Professional Practice

Session Description:

The purpose of this Learning Lab is to inform and strengthen excellence in system education leaders’ professional practice as it relates to utilizing the Provincial Assessment Results in their school authority. Participants will explore system education leadership strategies and professional practice as it relates to utilizing the results from the Provincial Achievement Tests and Diploma Exams to foster student success, continuous improvement, and ultimately lead to optimum learning for all students. The guiding questions that were at the forefront when developing this learning lab were:

• How do system leaders utilize Provincial Assessment Results (PATs and Diploma Exams) to inform and enhance system education leadership practices?
• What are the perceived successes and challenges faced by system education leaders in implementing strategies based on Provincial Assessment Results, and how can these be leveraged to achieve optimum learning for all students?

A learning lab is designed to facilitate active learning, collaboration, and practical application of knowledge as it relates to system education leadership. Participants will receive a print copy of the learning lab which includes research, case studies, reflective questions, and references.

As a result of participating in this session, participants will have the opportunity to:

• analyze how provincial assessment results can inform professional practice.
• interpret current research about large-scale assessments in relation to professional practice.
• reflect upon learning lab content within their local context.

Facilitated by:

Karyn Barber is an Associate Superintendent, System Services in Chinook’s Edge School Division. Karyn is responsible for overseeing Indigenous Learning, Safe and Caring Schools, high school collaboration, the international student program, and facilitating planning and reporting for the school authority.

Pat MacDonald has spent her career in education, holding roles of teacher, learning support, administration and associate superintendent. She holds a B.Ed. from the University of Alberta and a Master in Leadership and Administration degree from Gonzaga University. Pat works at Christ the Redeemer Catholic Division as Associate Superintendent of Learning, and she currently serves as the CCSSA President.

Dr. Andrea Holowka is the Superintendent of Schools for Christ The Redeemer Catholic Schools. With 29 years of experience in education, she has served as a teacher, principal, and system leader. Andrea holds a Doctorate in Education and has led numerous provincial initiatives, including as President of CASS and CCSSA.

Dr. Gloria Antifaiff is the Principal Leadership Consultant for CASS and will serve as the host for the session.

Session Description:

This session is designed to provide system education leaders with critical insights and strategies for fostering a truly inclusive school system that supports the diverse needs of 2SLGBTQIA+ students, staff, and families. Participants will explore how division-level policies, partnerships with community and provincial agencies, and leadership decisions can create an educational climate that prioritizes equity and social justice. Drawing on successful examples from the St. Albert Public School Division, as well as contemporary theoretical frameworks, this session will help leaders examine the role they play in shaping division-wide initiatives that address the complex, intersectional needs of all learners. Emphasis will be placed on developing system-wide strategies that move beyond individual classroom practices, ensuring that inclusion is embedded in division policies, professional development, and long-term planning. Participants will leave with tools to evaluate and enhance their current policies, fostering a system that is responsive, reflective, and resilient in supporting 2SLGBTQIA+ communities.

As a result of participating in this session, participants will have the opportunity to:

• examine division-level frameworks and strategies that foster 2SLGBTQIA+ inclusion and equity throughout the school system.
• evaluate the current state of their school authority’s policies, professional development, and systemic initiatives using a social justice lens.
• develop actionable plans for creating inclusive environments at the district level by aligning partnerships, resources, and leadership practices with the diverse needs of 2SLGBTQIA+ students and staff.
• enhance their capacity to lead systemic changes that create safe, supportive, and affirming spaces for all learners.

Facilitated by:

Les Kirchner (he/him) is the Director of Leadership, Human Resources at St. Albert Public School Division. Les believes equity is at the core of what a school should provide for every student and staff member. Embracing diverse cultures, different ways of knowing and doing, identities, and educational pedagogies to ensure that everyone feels safe and respected are critical to teaching and learning. His actions around equity have been far reaching in a variety of areas. His leadership in the areas of SOGI (Sexual Orientation and Gender Identity) and anti racism are reflected in his commitment to this work.

Alexandra Marshall (she/her) is a volunteer for the Fyrefly Institute for gender and sexual diversity at the University of Alberta. She supports the Fyrefly in Schools program, offering teacher professional development on supporting 2SLGBTQ+ youth and creating a safer, more welcoming school for all students.

Janelle Hobbs is the Division Coordinator of Inclusive Education for St. Albert Public Schools. She is the school authority SOGI co-lead and works closely with school counselors, mental health therapists and social workers to ensure the social and emotional well being of students.

Host: Jacealyn Hempel

Session Description:

Edmonton Catholic Schools’ Equity, Diversity, Inclusion and Anti-Racism Strategic Plan includes the priority of addressing discrimination and building accountability. This priority includes the key strategy to “ensure discrimination reporting systems and enforcement of policies are responsive, safe, accessible, transparent, and equitable for students, staff, parents, guardians and families.” Through the 2022-2023 school year, the Division implemented a robust engagement plan to gather the voices of students, staff and families to inform the creation of a new Administrative Procedure, “Reporting of and Responding to Discrimination and Racism.” In this session, participants will hear the steps that ECSD took from engagement to policy writing to implementation. As part of this session, they will share proactive work happening through new curriculum implementation, staff wellness, recruitment and retention, and their commitment to Truth and Reconciliation. Learn from their challenges and successes.

As a result of participating in this session, participants will have the opportunity to reflect on their school authority anti-racism and discrimination policy and procedures, ask questions, and share ideas.

Facilitated by:

Christine Kennerd serves as Superintendent of Human Resource Services at Edmonton Catholic Schools, with 28 years of experience as a teacher, school administrator, and HR manager. Committed to fostering a culture of dignity and respect, Christine works collaboratively with her team to support equity, diversity, and inclusion across the division through initiatives such as Respect in the Workplace, Integrated Well-Being Framework, and reducing barriers in staffing processes.

From Whitefish Lake Band in Treaty Six Territory, Pam Sparklingeyes is a dedicated educator with a deep passion for empowering Indigenous students through culturally responsive education. Pam has spent over 25 years fostering educational environments that honour and integrate Indigenous ways of knowing, being and doing. As the manager of Edmonton Catholic School’s Indigenous Learning Services, Pam leads a dynamic team implementing school and system-wide policies and practices for Indigenous Education.

Trish Roffey is the Manager of Elementary Curriculum for Edmonton Catholic Schools. She is an urban hippy with backyard chickens and bees, loves to build computers, and uses way too many exclamation points in emails!

Gina Daus leads the implementation of the Edmonton Catholic Schools Equity, Diversity, Inclusion and Anti-Racism (EDIAR) Strategic Plan through collaboration with all schools and departments. As an educator and educational leader with over 20 years of experience, Gina has always practiced from an inclusive lens and feels strongly that equity and inclusion work are never done in isolation. She holds a Bachelor of Education with a minor in Special Education, a Graduate Diploma in Religious Education and a Master of Education in Educational Leadership. She is the Mother of one biracial daughter who Gina says is her greatest teacher. Gina is always learning and aspires to uplift the voices of those who may not otherwise be heard.

Host: John Waterhouse

Session Description:

Addressing the inequitable educational outcomes of Indigenous students in K-12 education in Alberta is a moral imperative, a mandate of the provincial government, and a response to Call to Action #10 of the Truth and Reconciliation Commission. This session will critically examine the historical and systemic barriers that Indigenous students face in Alberta’s education system. The presenters will delve into how mental models and leadership practices may unintentionally contribute to these outcomes and explore strategies for change. Participants will engage in interactive discussions, case studies, and collaborative activities to unpack these systemic issues. The presenters will also critically assess why current efforts by their school authority, though well-intentioned, may fall short without a deeper systemic change.

As a result of participating in this session, participants will have the opportunity to gain a nuanced understanding of the systemic barriers impacting Indigenous students. Develop critical consciousness and work towards creating actionable strategies to address and dismantle inequitable practices within their school authorities, ultimately fostering a more inclusive and supportive educational environment for Indigenous student success.

Dr. Peter Barron enters his third year as superintendent of St. Paul Education, bringing with him a wealth of experience from over 40 years in education. Having previously led school divisions in Wetaskiwin and Clearview as superintendent, Dr. Barron has a proven track record of fostering inclusive and innovative learning environments. His leadership is informed by a recently completed doctorate from the University of Western Ontario, where he focused on dismantling colonial praxis in education. A passionate advocate for equity, Dr. Barron is dedicated to ensuring that all students, especially those historically marginalized, receive the support and opportunities they deserve.

Keith Gamblin serves as the Associate Superintendent of Learning Services with St. Paul School Division, where he has been a dedicated educational leader for over 21 years. Throughout his career, Keith has championed equitable learning environments, particularly for Indigenous and other equity-deserving students. His commitment to fostering inclusivity is deeply rooted in his work, from implementing division-wide strategies to leveraging partnerships with community organizations. Keith holds a Master’s degree in elementary education, where his research focused on utilizing community resources and technology to enhance literacy outcomes for Indigenous students.

Host: Collette Sylvestre

Learning Lab – Supporting Student Success Through Skilled Trades, Apprenticeships, and Vocational Education

Session Description:

This Learning Lab will continues the TAVE (Trades, Apprenticeships, and Vocational Education) Committee’s provincial efforts to boldly EXPLORE diverse themes, actively ENGAGE in meaningful exchanges of innovative practices, and provide enriching EXPERIENCES that support students’ pursuit of careers in trades and technologies. Alberta system education leaders are designing comprehensive career pathways that expand choices and connect education with future career success in these fields. Leaders will examine the practices of three Alberta school authorities—Prairie Rose, Fort Vermilion, and Chinook’s Edge—who are aligning educational opportunities with high-demand career fields.

Building on recommendations from the 2021 CASS report, Supporting Student Choice, the Lab focuses on the practical application of key actions to increase student interest and achievement in trades and technologies. Critical themes, including the importance of collaborative approaches with industry, communities, and post-secondary institutions, along with multi-year programming, will be explored through interactive discussions. Together, we can equip Alberta students with the skills and knowledge to succeed in school and the workforce. Join this Learning Lab as we move forward with purpose, creating pathways for student success that will benefit the broader community and lay the foundation for a stronger, more prosperous Alberta.

As a result of participating in this session, participants will have the opportunity to:

• Investigate and apply insights from research and case studies, including analyzing the calls to action from the 2021 CASS report Supporting Student Choice (CASS, 2021).
• Identify and leverage resources to lead initiatives that inspire students to pursue careers in trades and technologies, evaluating their effectiveness within respective contexts.
• Analyze research and stories of practice, exploring opportunities for replication, adaptation, or establishment of partnerships based on the successful models presented.
• Actively participate and contribute to the Learning Lab, using it as a platform to develop strategies for professional capacity building within the context of skilled trades and vocational education.

Facilitated by:

Kurt Sacher has served as Superintendent of Schools in Chinook’s Edge School Division for the past fourteen years. Before that, he served for 8 years as an Assistant Superintendent in charge of Human Resources for Wolf Creek Public Schools. He has 37 years of teaching and administrative experience, including 11 years as a school-based administrator.

Jackie Taylor is presently the Director of the Community Learning Campus for Chinook’s Edge School Division/Olds College and the Central Alberta Collegiate Institute of the Central Alberta Collegiate Institute (CACI).

Michael McMann has over 25 years in the Alberta education system and grew up in rural Alberta. He has a passion for research and moving the dial on every kid in their learning. Mike is the superintendent of Fort Vermilion School Division plus a Dare to Lead facilitator.

Dr. Reagan Weeks has been the superintendent of Prairie Rose School Division for the past two years. She works alongside an exceptional team that is focused on forging futures. As a result of these efforts, parent support, and student engagement measured through the assurance model have improved significantly and enrolment has increased.

Colleen Symyrozum-Watt is a CASS Leadership Consultant and will serve as the host for the session.

This session is planned and hosted by The Consortium.

Session Description:

This session will provide an overview the the national C21/Dell K-12 AI Use Case Project where system and school leaders developed use cases for the implementation of AI in their school authorities. The following represents the impetus towards the creation of this project: “This initiative aims to showcase how cutting-edge AI technologies can leverage educational practice through experience-based inquiry that leaders, educators, and students face in their daily problems of practice. Coaches well-versed in AI will be available to build capacity and leverage engagement along the way.”

As a result of participating in this session, participants will have the opportunity to understand how school authorities across Canada are engaging with and implementing AI through a series of unique use-case designs.

Facilitated by:

Katina Papulkas is an Education Strategist at Dell Technologies and is committed to serving students from K-12 across Canada. Katina is an experienced educator with a background in teaching, online learning, educational leadership, assessment, and educational technology. In her two-decade tenure in education she has been an elementary teacher and a central instructional leader where she designed and implemented system-wide initiatives around the effective integration of technology into the curriculum. Additionally, Katina served as an administrator of a middle school at the Toronto District School Board. Most recently, she was the Director of Educational Partnerships at Television Ontario (TVO) where she focused on the design and development of digital learning resources in a cross functional and agile environment. Katina holds a Master’s Degree in Education and Technology from the University of Ontario Institute of Technology.

Host: Todd Robinson

Session Description:

The recently released Education Workforce Study – Teacher and Leader Recruitment and Retention in Alberta presents updated findings for system education leaders across the province. This session highlights key findings of the research study, and presents actions and strategies school authorities currently use to attract and retain teachers. Successes and challenges will be addressed. The session will also address operational aspects of recruiting and retaining teachers and teacher leaders.

As a result of participating in this session, participants will have the opportunity to:

• see and reflect on the results of the Education Workforce Study.
• consider how recruitment and retention practices in their school authority may be strengthened.

Facilitated by:

Dr. Edgar Schmidt is an Independent Leadership Consultant with CASS. He has a long career history in public education in Alberta. He has been a teacher, principal, supervisor, and superintendent. He is a retired associate professor, researcher, and dean of the Faculty of Education at Concordia University of Edmonton. Most recently he is interested in supporting educational leadership development, mentorship, and applied educational research.

Corrine Thorsteinson is the Associate Superintendent-People Services with Red Deer Public Schools. She feels fortunate to work in Human Resources Leadership, for over ten years, where she has had opportunities to facilitate mentorship, empower others to navigate tricky personnel issues, and oversee the implementation of vital HR processes and employment conditions.

Trevor Mitchell is an education leader with nearly 30 years of experience, including eight years as Deputy Superintendent at Living Waters Catholic Schools. Passionate about building systems and empowering individuals, Trevor has successfully implemented initiatives leading to significant changes in the Division. Known for his collaborative leadership style and ability to inspire teams, Trevor is dedicated to creating a learning environment where staff and students can thrive and reach their full potential. Driven by a commitment to excellence, equity, and lifelong learning, Trevor believes there is no better place to be than in education.

Kim Carson is honored to represent Aspen View Public Schools as the Associate Superintendent of Human Resources and Student Services. Over the last several years, Kim has witnessed a change in the recruitment and retention landscape of teachers in rural Alberta. Exploring various strategies to entice teachers to consider teaching rural, brings successes and challenges. Kim enjoys the rural lifestyle and is delighted her grandkids attend an Aspen View School.

Host: Robbie Charlebois

Session Description:

This session explores the transformative potential of Generative Artificial Intelligence (GenAI) in education, moving beyond general applications to focus on empowering school authorities to develop their own custom GenAI tools. Drawing on the successful experience of Connect Charter School, participants will explore a practical example of how a school authority, in collaboration with its teachers, can design and implement an GenAI-powered unit planner and report card assistant aligned with its unique educational philosophy and/or charter. Participants are encouraged to bring a laptop to this session.

A Vision for Teacher-Led GenAI Development:
We will explore a vision where school authorities actively engage teachers in the development of GenAI-powered tools tailored to their specific needs and expertise. This approach not only fosters AI literacy and professionalism within the school community but also creates a powerful sense of ownership and innovation. By harnessing the collective intelligence of their educators, schools can develop GenAI solutions that directly address their unique challenges and enhance the learning experience for all students.

Sharing Expertise: A Vision for Provincial Collaboration:
Beyond individual school benefits, this session will explore a broader vision for sharing custom-developed GenAI tools across the province of Alberta. By fostering a collaborative ecosystem, we can ensure that the expertise and innovation generated in one school authority can benefit others, particularly those in rural areas with limited resources.

Imagine a future where a network of Alberta schools actively develops and shares AI tools tailored to specific subject areas, grade levels, or pedagogical approaches. This shared repository of resources could empower educators across the province to:

• Access high-quality, adaptable AI tools: Rural schools could benefit from the expertise and resources of larger urban districts, gaining access to innovative educational technology.
• Customize and refine existing tools: Shared GenAI tools could serve as a starting point for further development, allowing individual schools to adapt them to their unique contexts and needs.
• Foster collaboration and knowledge sharing: This collaborative approach would promote a culture of shared learning and innovation, where educators across Alberta can contribute to and benefit from a growing pool of GenAI resources.

This vision of a province-wide GenAI resource network represents a compelling reason for school authorities to invest in developing their own GenAI tools. Not only will they enhance their own teaching and learning environments, but they will also contribute to a broader movement towards equitable access to innovative educational technology across Alberta.

As a result of participating in this session, participants will have the opportunity to:

1. Develop a practical understanding of how school authorities can empower teachers to co-create custom GenAI tools aligned with their unique needs and vision.
2. Develop insights into fostering a culture of innovation and collaboration around GenAI development within the school authority community.
3. Explore ways to inspire, envision and advocate for a province-wide network for sharing GenAI resources and expertise, promoting equitable access to educational technology.

Facilitated by:

Chris Gilmour is the Superintendent of Connect Charter School, where he has led initiatives focused on technology integration and student-centered learning, earning the school recognition as Alberta’s only Apple Distinguished School. Previously, he was Superintendent of Schools for the Beaufort Delta region in the Northwest Territories, where he pioneered a distance learning program to provide equitable education for remote communities, significantly improving outcomes for Indigenous students. He holds Master’s degrees in Critical Theory and Information Technology. Gilmour is dedicated to educational equity and innovation and lives in southwest Calgary with his wife and three daughters.

As Principal of Connect Charter School, Shannon Bennett brings experience from roles as a teacher, Inclusive Practices Lead, and leader at the Calgary Girls School, coupled with international teaching in China. Passionate about fostering professional learning and teacher engagement, Shannon focuses on creating collaborative environments where educators thrive. Key interests include promoting systemic wellness, ensuring holistic support for both students and staff, and advocating for healthy and inspired learning environments. Committed to cultivating a school culture that embraces inclusivity and innovation, Shannon strives to inspire continuous growth within the school community while supporting meaningful student learning experiences.

Dr. Soroush Sabbaghan is an educator and researcher specializing in generative AI literacy in academic contexts. As Director of Equity, Diversity, and Inclusion at the Werklund School of Education, he develops AI-powered tools like SMARTIE to support inclusive education. His research focuses on the ethical implications of generative AI in academia, exploring areas such as academic integrity, student and teacher support, and language learning. Currently, Soroush’s work emphasizes reducing cognitive load for educators and enhancing learning experiences. He frequently speaks on the future of AI in education, connecting emerging technologies with pedagogical theory.

Host: Wilma Jamieson

Session Description:

Elk Island Catholic Schools has been on a collective journey working to support the well-being of students, staff, and families. This school authority has teamed up with Steven Csorba to bring the PEPY framework for well-being into classrooms, staff rooms, and boardrooms in hopes of boosting the resiliency of all who live, work, and play in the community.

PEPY is designed to support the development of the whole person. It is a proactive, strength-based system for supporting our overall well-being, and it simplifies the research in the world of well-being into 3 simple dots. Using PEPY, we can answer the question, “How are you doing?” more genuinely and discover practical strategies that build on our strengths and enhance both individual and collective well-being. When we invest in keeping our social health, spiritual health, and physical health in dynamic balance, we proactively support and protect our mental health. PEPY has offered clarity and hope with a direction forward through exceptionally challenging times. This approach is universal in its application and offers a way to support staff verging on burnout, students dealing with stress and mental health challenges, and parents and families who need the strength of community.

As a result of participating in this session, participants will have the opportunity to develop and implement a systemic wellness plan with a universal approach, teaching wellness as a lifeskill, embedding it into culture, through the vehicle of public education.

Facilitated by:

Steven Csorba, an Edmonton-born artist and cancer survivor, is a dedicated community builder and wellness advocate. He created PEPY, a pioneering wellness framework that promotes self-improvement and resilience in K-12 schools, inspiring both students and educators to embrace wellness as a vital life skill and strengthen community connections.

Jody Seymour, Director of Student and Staff Formation at Elk Island Catholic Schools, is a passionate servant leader with 25 years in education. Jody is a dedicated wife and hockey mom of three teenage boys. She holds multiple degrees, including a Master’s in Leadership, and is driven by her faith to serve staff, students, and families.

Host: Sandra Ciurysek

Session Description:

Grasslands Public Schools is a small, rural school division with a culturally diverse student population. In this interactive session, participants will learn about the three year Collaborative Response journey they have undertaken to redesign and better support the complex and diverse needs of its students. Key takeaways for success, and lessons learned will be shared.

As a result of participating in this session, participants will have the opportunity to learn about a Collaborative Response model that was used to redesign a system-wide approach to supporting complex student needs.

Facilitated by:

Sean Beaton is the Assistant Superintendent of Support Services with Grasslands Public Schools. With over 25 years of experience in K-12 education, Sean has served as a teacher, school-based administrator, Division Coordinator and Assistant Superintendent. Sean’s leadership is grounded in fostering a student focused, inclusive learning environment that embraces diversity and ensures all students can find success.

Nicole Short is the Director of Student Services for Grasslands Public Schools. With over 20 years in the Division, Nicole has been involved in supporting students in many roles, including teacher, LST, Admin and system leader. As a parent of an individual with a disability, Nicole walks the talk to ensure students and their support teams have the resources necessary to meet their needs.

Lorna Hewson is an award-winning educator with leadership experience at the classroom, school, district and provincial levels. Lorna’s professional background has included coaching and mentoring teachers and leaders, effective assessment, curriculum implementation, and inclusive practices at the classroom, school and district level. She is the co-founder of Jigsaw Learning, a co-author of the text Collaborative Response: Three Foundational Components That Transform How We Respond to the Needs of Learners (Corwin, 2022), and currently works with districts and schools nationally and internationally establishing Collaborative Response frameworks to instill the understanding that every child deserves a team.

Host: Brent Thomas

Session Description:

Join Doug Duff and Erin Hurkett as they explore the powerful role of instructional leadership in driving system-wide improvement. This session focuses on key competencies, including instructional leadership, leadership capacity development, and resource management, through the lens of mathematics education. They will dive into critical questions such as:

• How can mathematics serve as a catalyst for system improvement? Discover strategies for using math as a foundational element in broader improvement efforts.
• What key impact markers enhance student achievement? Learn how to identify measurable indicators of student success, supported by evidence that shows real understanding and progress.
• What shared understanding is needed to strengthen instructional and assessment practices across the district? Gain insights into creating a collaborative environment where instructional and assessment practices align, fostering a unified approach to teaching and learning.

As a result of participating in this session, participants will have the opportunity to gain a comprehensive experience from theory to real-world school examples, move from leadership strategies to practical school-level implementation, and receive tailored suggestions to meet the specific needs of their school communities.

Facilitated by:

Doug Duff is a Principal Instructional Leadership Coach, working nationally and internationally with school districts on school improvement. Recently, he was a Principal Coach with the Thames Valley District School Board in London, Ontario, Canada. During his 20 years as a principal and in various supervisory roles, he has been particularly interested in math education and school and district improvement. He has worked with a major Canadian publisher as a Senior Consultant, K–9 textbook author and an international presenter for Mathematics Leadership and Professional Learning.

Currently, Erin Hurkett is Director of Learning at Lethbridge School Division. Hurkett began her career in Horizon School Division teaching elementary, middle school and providing learning support for students in K to 12. She later served Horizon School Division as a Vice Principal, Principal and Associate Superintendent of Curriculum and Instruction. In 2015, Hurkett joined Lethbridge School Division as Principal of Mike Mountain Horse Elementary School. In 2021 she was appointed Principal at Dr. Robert Plaxton Elementary School. Hurkett holds a Bachelor of Arts/Bachelor of Education degree at the University of Lethbridge. She completed a Master of Education in Leadership in 2011, also from the U of L.

Host: Corinne Kruse

Session Description:

This interactive session will provide a platform for collaboration and knowledge sharing, aimed at advancing collegiate education in Alberta. A diverse group of presenters will offer insights, lessons learned, and practical strategies for implementing collegiate school programming. This session aims to equip school authorities with the guidance and expertise needed to successfully integrate collegiate pathways into their educational frameworks. Join this session to explore the impact of collegiate education and contribute to shaping new opportunities for students across Alberta.

As a result of participating in this session, participants will have the opportunity to:

• examine the Alberta Collegiate School Programming context.
• explore Alberta Stories of Practice to identify models for replication, adaptation, or partnership based on successful models.
• engage with system leaders and stakeholders to gain insights into the needs and operations of approved collegiate schools.
• experience the Alberta collegiate community to build connections to strengthen collegiate education.

Non-CASS members can attend this session by paying a registration fee. This allows individuals outside of CASS to participate and benefit from the content provided. Please email claudine.cortes@cass.ab.ca for registration information.

Facilitated by:

Jason Kupery Jason Kupery has 24 years of experience in education, progressing from teaching to the role of principal, and currently serves as Director of Learning for the Palliser School Division. His focus is on student success, emphasizing career exploration, leadership development, and wellness. Jason has also chaired the Trades, Apprenticeships, and Vocational Education Committee for three years, promoting growth in these critical areas.

Jackie Taylor is presently the Director of the Community Learning Campus for Chinook’s Edge School Division/Olds College and the Central Alberta Collegiate Institute of the Central Alberta Collegiate Institute (CACI). In her 32 years of K-12 service, she has served as the Director of the Community Learning Campus (CLC) for Olds College of Agriculture & Technology and CESD specifically serving their career pathway programming for high school students, as well as multiple Principalships in Elementary, Middle school, and Divisional level.

Colleen Symyrozum-Watt is a CASS Leadership Consultant and will serve as host for the session.

Session Description:

This session introduces the Mental Health Implementation and Evaluation Framework (Friesen et al., 2024), an adaptable guide designed to support the development, implementation, and evaluation of K-12 mental health supports and services across Alberta schools. Drawing from a multi-year research project, including a review of the 60 proposals submitted to the Mental Health in Schools Pilot, a scoping review and environmental scan, and community engagement with key informants throughout the province, this framework can equip education leaders with practical, research-informed guidance. Attendees will learn actionable strategies for leveraging school and community resources to enhance mental health supports and services, addressing common barriers, and fostering sustainable change in their school authorities.

As a result of participating in this session, participants will have the opportunity to familiarize themselves with the current research and framework development in progress at the University of Calgary, and consider the application of this research in their local context.

Facilitated by: 

Dr. Stephen MacGregor is an Assistant Professor of Educational Leadership, Policy, and Governance at the University of Calgary’s Werklund School of Education. Previous to this role, he was a postdoctoral fellow at the University of Toronto and an adjunct professor at Queen’s University. Before starting his doctoral degree, he was also a secondary school science and mathematics teacher in Ontario, Canada. His research centers on knowledge mobilization as a mechanism to promote school improvement and systems change, with an emphasis on leadership practices for increasingly complex educational environments.

Dr. Jennifer Turner is a Superintendent of School Improvement with the Calgary Board of Education. Previous to this role, she was the Director of the Centre for Wellbeing in Education at the Werklund School of Education. She has worked as a senior leader (Superintendent and Assistant Superintendent) and Registered Psychologist in Alberta and British Columbia K-12 school systems for over 15 years. She has over 30 years of experience in developing and leading integrated mental health teams in collaboration with community partners.

(non-presenting author) Dr. Sharon Friesen is a professor in Werklund School of Education at the University of Calgary. Her research focuses on the ways in which K-12 educational structures, leadership, teaching, and learning need to be reinvented for a knowledge/learning society. She previously served as the Vice Dean of the Werklund School of Education for eight years.

Host: Danica Martin