2025 Annual Learning 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, March 19, 2025 (10:00 am – 4:00 pm)
• Online – March 26, 2025 (3:00 – 5:30 pm)
• Online – April 2, 2025 (3:00 – 5:30 pm)

This course is designed to provide information and support to school superintendents and the system education leadership team to effectively implement a continuum of support and services model within their school authority. The participants will be involved in several interactive activities to understand their beliefs about education and educational practices. Participants will learn about the necessary attributes in the design of a continuum of supports and services, the essential elements, and the knowledge, skills, attitudes, and actions they will need to lead this work.

As a result of attending this course, participants will:

• learn how to engage with community in implementing a vision for optimal learning for all students that is supported by a continuum of supports and services.
• challenge potential bias and reflect on their own beliefs and practices to be able to implement a continuum of supports and services.
• familiarize themselves with the seven elements in the design of a continuum of supports and services and demonstrate how these elements are reflective in showing progress of the continuum of supports and services within the system.
• identify the evidence to collect that provides assurance their continuum of supports and services is responsive to their learners.

This course will be facilitated by:

Monica Mankowski is a dedicated education leader with 22 years of school division expertise in district, school and government leadership with a passion for inclusive education, collaboration and community partnerships. Monica has 38 years of experience working in Northern Alberta as classroom teacher in elementary and high school, a resource specialist, Director of Inclusive Learning, Assistant Superintendent and Deputy Superintendent Fort McMurray Catholic Board of Education (retired 2021). After the 2016 Horse River Wildfire and 2020 Flood, Monica led the mental health recovery plan for the division coordinating with local and provincial organizations to increase supports and services including Alberta Education, Canadian Red Cross, Alberta Health Services and the other support organizations. Monica completed a Master degree in educational psychology – special education from the University of Alberta. She has recently supported CASS/ Alberta Education with resource documents for PUF, CASS: Time – Out, Seclusion and Physical Restraint, and Heart of Recovery: Creating supportive school environments following a natural disaster.

Dr. Dianne McConnell began her career as a teacher with the Parkland School Division. She completed her PhD in Special Education and became a registered psychologist. Dianne has worked as a Vision Consultant (Teacher for the Visually Impaired), Director of Student Services at multiple school divisions, led the Alberta Provincial initiative for inclusion (Setting the Direction), and eight years as Associate Superintendent with Parkland School Division (retired June 2021). She is also the mother of three children, two of whom had complex health conditions, including vision loss. She has been involved in advocacy in the field of Blindness and Visual Impairment at both the provincial and national levels for over 30 years. She has been a dedicated advocate throughout her career and is passionate about making a difference for children and their families.

Pam Ranelli has been involved in K-12 education for over 40 years.  She has been a classroom teacher, itinerant teacher for children who are blind or visually impaired, a principal, Director of Inclusive Learning, Assistant Superintendent, and a Senior Manager with Alberta Education. She retired as a Superintendent of Foothills School Division in 2019 and is currently a Well at Work advisor for EdCan and a Leadership Consultant for CASS. Pam holds a B.A. and Bed from St. Francis Xavier University, a Graduate Certificate in Education Psychology from the University of Calgary and a Masters in education from Dalhousie University.  In addition, she recently completed a Change Management from Cornell University.

Host: TBD

(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, March 19, 2025 (10:00 am – 4:00 pm)
• Online – Wednesday, April 2, 2025 (8:00 – 10:30 am)
• Online – Wednesday, April 9, 2025 (8:00 – 10:30 am)

This course is designed to lead participants through readings, discussion, and reflection on their roles and responsibilities to support effective governance. Supporting effective governance is a critical competency for superintendents and those who aspire to take on that role. Concrete and applied actions will be developed using scenarios and practical activities.

As a result of attending this course, participants will:

• concretely state their role in effective governance within the school jurisdiction and identify actions in effective governance within the school jurisdiction.
• take away tactics for developing trustee understanding of governance.
• take away communication skills needed to help them achieve the learning outcomes.
• create their own “roadmap” of working productively with a Board.

This course will be 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, governance, and applied educational research.

Dr. Dwayne Zarichny, Superintendent, Medicine Hat Catholic Schools brings vast experience and studies to this topic. He completed research and writing on governance in Alberta and offers insights into leading for effective governance. He is able to provide concrete, positive ways in working with elected boards.

Host: TBD

Facilitated by: 

Billie-Jo Grant, a proud Métis woman and citizen of the Otipemisiwak Métis Government, is an award-winning educator recognized for her outstanding contributions to Indigenous education, including the 2017 Indspire National Award and the 2018 International Women’s Award. She holds a Master’s degree (2018) and currently serves as the Director of Indigenous Education for Wild Rose School Division.

Passionate about addressing systemic challenges, Billie-Jo leads with a commitment to fostering curiosity, cultural pride, and reconciliation in education. She collaborated with Elders, Knowledge Holders, and artists to lead the Métis Memories of Residential School mural art project, a powerful initiative honouring stories of resilience and healing. She also works alongside a talented Indigenous Education team and dedicated educators to create inclusive learning environments that celebrate Indigenous education every day. Grounded in the concept of Wâhkôhtowin (kinship), Billie-Jo strives to honour relationships, empower communities, and champion lifelong learning as pathways to transformative change in education.

Host: TBD

Table Groupings

Table 1 (Facilitated by Jen Quigley)

This community of practice is intended for system education leaders who share an interest in instructional leadership and commit to learning together how best to use data to inform practice and how to effectively support P/VPs in supervision for learning and leading change.

Table 2 (Facilitated by Daram Van Oers)

This community of practice is intended for system education leaders who share an interest in or concern regarding numeracy and maths instruction, assessment, and achievement and commit to learning together how best to ensure optimal learning and achievement for students K-12.

Table 3 – Evolving Together: A Commitment to Truth, Sovereignty, and Decolonization (Facilitated by Billie-Jo Grant)

The purpose of this community of practice is to empower system education leaders to center Indigenous voices in educational leadership by recognizing the inherent sovereignty of Indigenous peoples and affirming their knowledge and skills to determine what is best for their communities and learners. Leaders are called to listen actively to the needs of Indigenous learners and families, ensuring their voices are engaged and brought into decision-making and leadership. By embracing holistic and decolonizing practices, this community of practice supports a shift from head-centered to heart-centered approaches, fostering a balance of spirit, heart, body, and mind to cultivate genuine connection and understanding. We are committed to being guided and directed by Elders, Knowledge Keepers, and cultural advisors, who are leaders and mentors in restoring language rights, honouring treaties and land rights, and validating sacred knowledge and cultural competencies. This work acknowledges the unfulfilled commitments outlined by the Truth and Reconciliation Commission (TRC) and seeks to foster societal change through meaningful, measurable actions.

Our vision is to transform educational systems into inclusive, equitable, and respectful spaces that honour the strength, resilience, and leadership of Indigenous peoples. By increasing awareness of Indigenous histories, values, oral traditions, and cultures, we aim to benefit both Indigenous and non-Indigenous students and staff while fostering relationships with First Nations, Métis, and Inuit communities to drive decolonization efforts.

Table 4 (Facilitated by TBD)

This community of practice is intended for system education leaders who share an interest in assessment and commit to learning together how to best leverage technology to support effective practices in support of learning.

Table 5 (Facilitated by Jordan Robinson)

This community of practice is intended for system education leaders who share an interest in educational flexibility and commit to learning together how best to respond to evolving instructional needs of our learners.

Table 6 (Facilitated by Carla Carrier)

This community of practice is focused on the impact of instructional coaching on system improvement and teacher professional improvement.

Table 7 (Facilitated by Corey Sadlemyer)

A community of practice focused on assessment practice with a focus on how to support and implement practice k-12.

Table 8 (Facilitated by Terri Lynn Guimond)

This CoP is intended for reflection on and exploration on how systems respond to the needs of school leaders. What are the processes and structures we have and are willing to explore around instructional leadership capabilities?

Table 9 (Facilitated by Terri-Lynn Duncan)

This CoP is intended for system education leaders who share a concern for complexity of system leader portfolios and commit to learning together how best to collaborate and problem solve to leading learning.

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: TBD

Table Groupings

Table 1 (Facilitated by Jodi Smith)
This community of practice is intended for system education leaders who share an interest in Employee wellness and commit to learning together how best to engage employees in proactive strategies to enhance workplace satisfaction.

Table 2 (Facilitated by Carmen Ostafichuk)

This community of practice is intended for system education leaders who share an interest in Human Resources and commit to learning together how best to balance all the factors involved when dealing with HR issues.

Table 3 (Facilitated by Kimberly Frykas)

This community of practice is intended for system education leaders who share an interest in Human Resources and commit to learning together how best to enhance student learning with an initial focus on recruitment and retention.

Table 4 (Facilitated by Corrine Thorsteinson)

This community of practice is intended for system education leaders who share an interest in supporting and developing capacity in school leaders and commit to learning together how best to nurture a strong group of leaders to lead our organizations into the future.

Table 5 (Facilitated by Jeannine Ellis)

This community of practice is intended for system education leaders who share an interest in People Services and commit to learning together how best to build, grow and support staff to reach their potential to best meet the needs of students.

Table 6 (Facilitated by Justin Kool)

This community of practice is intended for system education leaders who share a concern for the lack of quantity and quality of teachers and support staff and commit to learning together how best to recruit and retain staff.

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: TBD

Table Groupings

Table 1 (Facilitated by Joanne Stockman)

This community of practice is intended for system education leaders who share an interest in collaborating to define and action “Authentic Being”.

Table 2 (Facilitated by Leanne Timko)

This community of practice is intended for system education leaders who share a concern for students with diverse learning needs and commit to learning together how best to provide safe, equitable, appropriate learning environments for students struggling with DL needs, those who aren’t and those who teach them.

Table 3 (Facilitated by Shawn O’Shea)

This community of practice is intended for system education leaders who share an interest in networking to ensure a quality of education for all and learning how best to navigate structures to address complexities.

Table 4 (Facilitated by TBD)

This community of practice is intended for system education leaders who share an interest in (or concern for) diverse learners and commit to learning together how best to meet those needs.

Table 5 (Facilitated by Irene Donaldson)

Behaviour – How districts can better support students with profound levels of behaviours along with involved staff. Exploration of research and supports beyond universal programs put in place by districts.

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: TBD

Table Groupings

Table 1 (Facilitated by Shawna Warren)

This community of practice is for Chief Superintendents who share an interest in building knowledge, sharing experience and participating in continual learning to foster effective governance and commit to learning how to best work with their Board and support the Board in their governance role.

Table 2 (Facilitated by TBD)

This community of practice is intended for system education leaders who share an interest in supporting the superintendent in the broad operations and divisional priorities and commit to learning together how best to improve morale throughout the system.

Table 3 (Facilitated by Sandy McDonald)

This community of practice is for Chief Superintendents who share an interest in building knowledge, supporting, and communicating effectively to empower trustees in their work.

Table 4 (Facilitated by Dr. Andrea Holowka)

This community of practice is intended for superintendents who share an interest in strengthening principal’s leadership capacity.

Table 5 (Facilitated by Murray Marran)

This community of practice is intended for system education leaders who share an interest in improving instructional leadership in school-based administrators and commit to learning together how to best maximize impact on system improvement.

Table 6 (Facilitated by Wes Oginski)

Forum for Alberta Charter School Superintendents to explore current education issues & research through the lens of a charter school.

*This session continues at 10:45 am.

This session focuses on effective change management concepts and practices. This builds upon the use of system data and how changes in school and divisional practices are led. Identifying what constitutes evidence of change is also discussed.

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

• identify how system-wide data are used to effect changes in the school authority.
• identify how evidence for effective change is linked with leading learning and building leadership capacity.

Facilitators:

Cal Johnson was appointed the new Superintendent of Schools and Chief Executive Officer (CEO) on March 15, 2024. Mr. Johnson brings 31 years of experience as an educator and administrator in three Canadian provinces. Since joining NSD in 2016, he has served as a Principal in Conklin and in Anzac, Associate Superintendent and Acting Superintendent of Schools/CEO. Cal holds a Master’s degree from the University of Calgary. He also earned a Bachelor of Physical Education and a Bachelor of Education, both with honours from the University of Manitoba.

Scott Meunier was appointed Deputy Superintendent on April 17, 2024. Mr. Meunier, who has worked in education for over 20 years, originally joined NSD as an Associate Superintendent on August 1, 2021. Mr. Meunier holds a Bachelor of Arts and a Bachelor of Education degree from the University of Regina and a Master of Education in Open, Digital, and Distance Education from Athabasca University.

Mark Owens was appointed Associate Superintendent on April 17, 2024. Mr. Owens has been with NSD since August 9, 2021. During his tenure with the school division, Mark has served as the Director of Student Engagement and Acting Associate Superintendent. Mark’s education background includes a Master of Education degree from the University of Calgary (U of C) in Education Leadership And a Bachelor of Education degree and a Bachelor of Physical Education from the U of A.

Krista Veitch joined Northland School Division as Associate Superintendent of Human Resources on August 1, 2023. Krista has served as a teacher in three provinces and as a principal in multiple schools. Krista has also served as the Indigenous coordinator and student services coordinator and brings a total of 24 years of educational experience. She holds a Bachelor of Arts degree, a Bachelor of Education degree, and a Master of Education degree also from Memorial University. Krista is currently pursuing a Doctorate of Educational Leadership at Aspen University.

Beginning his career as a teacher and administrator in Northern British Columbia, Brett Cooper moved back to his home of Alberta in 2002 and continued with his administrative career in k-12, 7-12 and distance learning.  He has been in the Division office since 2016 where he has had the opportunity to work as Assistant Superintendent of Human Resources, Deputy Superintendent and now Superintendent of Pembina Hills School Division.  He has welcomed all the amazing learning opportunities he has been able to take advantage of.

Raime Drake is the Deputy Superintendent of Education Services in Pembina Hills School Division. With over 25 years in the division, Raime has served as a teacher, literacy lead, associate principal, and principal.

Dr. Darryl Hunter is a Professor of Education Policy at the University of Alberta. Dr. Hunter’s career has straddled roles in educational and public administration over fifteen years as a consultant, (executive) director, and senior policy advisor for Ministries of Education in Saskatchewan, British Columbia and Ontario—largely in the realms of student assessment and program evaluation. Evidence-based decision-making and problem-solving are research interests

Facilitator and Host:

Dr. Edgar Schmidt is an independent Leadership Consultant with CASS.

This session will delve into the potential of artificial intelligence (AI) to enhance teaching and learning experiences. Participants will explore how AI can reduce teacher workload through automated tasks, personalize learning through differentiated instruction, and provide students with immediate feedback. The session will also address potential risks associated with AI integration and discuss effective mitigation strategies to ensure ethical and responsible use. This session will highlight how four districts are moving forward strategically and integrating AI in a balanced, human-centric approach. The panelists will share their experiences of connecting policy and practice in ways that best fit their contexts.

As a result of participating in this session, participants will have the opportunity to identify strategies for using AI to reduce teacher workload through automated tasks, personalize learning through differentiated instruction, and provide students with immediate feedback.

Facilitators:

Ron Eberts has been a member of the Senior Admin Team with Red Deer Public Schools since August of 2002. In that time he has been responsible for several portfolios, including Technology & Information Services; Learning Services; First Nations’, Métis, and Inuit Learning Services; and Strategic Planning and Reporting. Ron attended the University of Calgary for both his Bachelor of Education, as well as his Master of Education in the area of Curriculum and Instruction (Specialization: Educational Technology and Instructional Design).

Aubrey Fletcher is an Education Director for the Calgary Board of Education. She oversees 17 schools, K-12, in Calgary’s NW and is responsible for the Teaching and Learning with Technology and Global Learning system portfolios. She was a Principal for 7 years in high equity elementary schools and has a love of working with marginalized and vulnerable populations. She completed her undergraduate work in linguistics at Simon Fraser University and her MEd at the University of Lethbridge.

Terry Korte has been the Managing Director of Technology and Information Management (TIM) at Edmonton Public Schools for the past four years. He holds a Master of Education degree from the University of Alberta, as well as Bachelor of Education and Bachelor of Commerce degrees. Terry has worked for Edmonton Public Schools since 2005, holding various roles in TIM, including Supervisor of School Support and Training, Program Coordinator, and Project Manager. He also has experience as a high school teacher and sessional university instructor. His unit (TIM) is responsible for cybersecurity, privacy, student information, ed tech, and all network and end-user hardware, applications and processes.

Kirk Linton is a Supervisor of Learning Services for the Calgary Catholic School District where he supervises Educational Technology, Instructional Media, Physical Education, JH Athletics, and Wellness, and core curricular subject areas from grades 7 to 12. Previously, he supervised diverse learning supports for area schools for two years and was a school-based administrator for ten. He has been recognized provincially and nationally for leadership. He graduated with his EdD in the Learning Sciences from the University of Calgary in 2019 and received an Award of Recognition for his research from the Canadian Association of Teacher Education. He has published articles and presented nationally and internationally and is a course developer and sessional instructor at the University of Calgary and St. Mary’s University.

Dr. Charmaine Brooks brings over 25 years of expertise from diverse roles in teaching and leadership across school divisions, post-secondary institutions, and Alberta Education. She holds a PhD in technology and education policy from the University of Alberta, along with a B.Ed and M.Ed from the University of Lethbridge. Charmaine’s recent consulting work focuses on the innovative and ethical use of generative AI in school leadership, governance, and policy.

Ahmad Jawad is an established member of the Alberta education technology community; he is the CEO of DOCEO AI focusing on school districts and leveraging AI as a data informed decision-making tool to support student learning.  Ahmad holds a BSc from the U of A, an Executive MBA and completed a Certificate of Management Excellence from Harvard Business School and an Executive Certificate in Digital Business from MIT. Ahmad started his Doctor of Business Administration program at Royal Roads University.

Ahmad Jawad is a passionate community and industry steward, committing both time and resources to supporting several not-for-profit and industry organizations Ahmad is on the board of Technology Alberta, board member of the Computer Science Industry Advisory Board at the University of Alberta and Edmonton Regional Innovation Network steering committee. Ahmad is the co-founder and director of the Edmonton Research Park Business Consortium, promoting innovation and collaboration between companies in the Edmonton research park and larger innovation community.

Planned and hosted by:

Host: Brent Thomas

This session will focus on attracting and retaining top talent. By integrating advanced technology solutions, school authorities and educational institutions can streamline operations, saving time and resources. The session will align with the Visionary Leadership competency, as it demonstrates how forward-thinking approaches to recruitment practices and technology adoption can significantly improve organizational performance.

As a result of participating in this session, participants will have the opportunity to gain insights into leveraging technology to streamline operations and enhance organizational performance, and learn about innovative recruitment practices to attract top talent.

Facilitators:

Brittany Jewell is a seasoned professional specializing in talent acquisition and recruitment strategies at Indeed. With extensive experience in the staffing and recruiting industry, she has a proven track record of helping the public sector attract candidates. Brittany’s expertise includes recruitment advertising, employer branding, and leveraging technology to streamline hiring processes.

Terry Gibson is the associate superintendent of Fort Vermillion School District with over 25 years at Fort Vermilion School Division as a teacher vice principal, principal, numeracy supervisor and associate superintendent. Earned a master’s from University of Phoenix in 2011 (MAED, Admin and Supervision), he is looking at different ways to recruit teachers. Some of the strategies Mr. Gibson is currently implementing are a Bachelor of Education bursary program for local community members and graduates, and hiring foreign teachers through the Local Market Impact Assessment (LMIA). Online education fairs have also been a valuable tool to recruit and hire teachers in the past 3 years.

The constantly evolving field of education teems with new initiatives promoted by everyone from teachers to teams, to site-based administrators, to system leaders, and the Ministry. This is exacerbated by the many sources of new initiatives such as post-secondary institutions, conferences, articles, books, and educational research.  Initiative fatigue represents a serious challenge in education. System leaders must determine what their division’s priorities are, how many priorities they can reasonably manage, how long these priorities should remain as a focus, and how these priorities should be scaled from the system to the schools.  This session will focus on the connection between vision and planning to communicate and advance the priorities that will achieve the vision.

As a result of participating in this session, participants will develop strategies to communicate the vision, build organizational confidence in adherence to the vision, and create a system to scale learning from system leaders to site-based leaders and teachers.

Facilitator:

Dr. Scott Morrison is the former Superintendent of Christ the Redeemer (CTR) Catholic Schools and a former CASS President. Prior to becoming a superintendent, Scott served as a teacher and principal at both the elementary and secondary levels. Scott retired from the superintendency in 2023 and currently serves as the Executive Director of the CCSSA. He also teaches LQS and SLQS courses at St. Mary’s University and the University of Calgary. Scott’s Master’s research focus was distributed practice, and his doctoral research focus was organizational storytelling. Scott is an experienced facilitator of professional learning and has presented on various topics as far south as Lethbridge and as far north as Grande Prairie. He has also presented at CASS’s Start Right and Leading for Learning conferences for over a decade and has developed several CEP courses for CASS.

*This session continues at 10:45 am.

The purpose of this Learning Lab is to inform and strengthen excellence in system education leaders’ professional practice as it relates to addressing classroom complexity with a focus on challenging student behaviours within their school authority. Participants will explore system education leadership strategies to address challenging student behaviours and classroom complexity to foster student success, continuous improvement, and ultimately lead to optimum learning for all students. The guiding questions used in developing this Learning Lab were:

• What strategies can system education leaders implement to address classroom complexity and challenging student behaviours at the system level?
• What are the successes and challenges faced by system education leaders in addressing classroom complexity and challenging student behaviours, and how can these be leveraged to achieve optimum learning for all students?

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

• learn from stories of practice shared by system education leaders about addressing classroom complexity and challenging student behaviours in their school authorities.
• interpret current research about classroom complexity and addressing challenging student behaviour in relation to professional practice.
• reflect upon and apply learning lab content to their local context.

Facilitators:

Nicola Golby is an experienced educational leader currently serving as the Associate Superintendent of Student Services with Red Deer Public Schools, a position she has held since 2020. In this role, she oversees a variety of programs designed to meet the diverse needs of students across the district. Prior to this, Nicola served as the Associate Superintendent of Learning Services from 2015 to 2020. Her career in education also includes roles as a school principal, vice-principal, and Student Services Coordinator, where she consistently demonstrated her commitment to creating inclusive and supportive learning environments. Nicola is dedicated to ensuring the success and well-being of all students.

Dr. Rob McGarva is the Assistant Superintendent of Student Services for the Pembina Hills School Division. He has been with the district for 36 years and worked as a teacher, school counsellor, and psychologist. Rob has also taught students from grade two to the graduate level, and has been involved in research on inclusive education.

Rhonda Schachterle is in her 29th year of education with school leadership experience in elementary, junior high, and senior high. She is currently serving in her 7th year as Director of Student Services with Christ the Redeemer Catholic Schools.

Rhonda holds a master’s degree in educational leadership. She is dedicated to working collaboratively with schools and community partners to provide the support students need to thrive academically, socially, and emotionally.

Danica Martin is a leadership consultant for CASS.

*This session continues at 10:45 am.

Learn how to effectively connect with audiences in person and how to control all Q&A situations, to make sure key intended messages are relayed and to leave a positive and trustworthy impression. Includes practice with select participants with others observing. (Recommended for those with very little media relations experience or previous training).

As a result of participating in this session, participants have the opportunity to be well equipped to effectively connect with all audiences in any Q&A situation, by successfully relaying critical messaging on behalf of their school authority.

Facilitators: 

​Shawna Randolph is a highly respected and trusted communications specialist with an extensive array of experience, knowledge and invaluable skills needed to be an exceptional consultant. Shawna is well known in Alberta as a popular television news journalist. She most recently was co-host of CTV-2’s Alberta Primetime, and previously prime news anchor with CTV Edmonton. With nearly 35 years of combined experience in television journalism, media relations & public speaking training/consulting and representing organizations as a spokesperson, she knows that a business or organization’s reputation depends on how the targeted ”public” supports and understands its goals and policies. Shawna is a proud recipient of Edmonton’s Woman of the Year Award, presented by Consumers’ Choice Awards for Business Excellence.

Joanne Pitman is the Chief Superintendent of Schools for the Calgary Board of Education (CBE). Prior to that, Joanne held the role of superintend​ent, School Improvement. Joanne’s career has focused on intentional practice, developing and leading effective collaborative teams, and the use of school and system evidence to support a responsive learning environment. She is committed to building strong relationships on behalf of the CBE within the city and across the province. Joanne holds a Master of Education (Educational Leadership) from the University of Lethbridge. Before joining the CBE, Joanne held the position of Assistant Superintendent Universal Design & Learning in the Medicine Hat Public School District. She began her career with the Grande Prairie Public School District as a teacher, principal, district principal, and director.

*This session continues at 10:45 a.m.

Entering its second year of implementation, collegiate education is playing a pivotal role in shaping career pathways and preparing Alberta’s students for success in a rapidly changing world. This session examines Alberta Education’s collegiate schools programming requirements, emphasizing the creation of sustainable career pathways through school authority programming. Participants will learn strategies to establish or enhance collegiate school models, guided by leading learning, visionary leadership, and responsiveness to broader societal needs. The session also highlights how Alberta Education and the collegiate community collaborate to advance career-focused education, sharing innovative strategies and examples from Alberta school authorities. Participants will discover how these efforts foster enhanced student learning and career readiness. Join this session to explore how Alberta Education and the collegiate community are working together to shape the future of education and create meaningful opportunities for students.

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

• understand Alberta Education’s programming requirements and how they guide the development of collegiate education to prepare students for career-focused pathways into post-secondary education and the workforce.
• explore comprehensive career pathway examples from Alberta school authorities, highlighting innovative practices and partnerships that enhance student success.
• collaboratively refine Universal Data Points for Collegiate Education to ensure effective tracking and measurement of outcomes, fostering continuous improvement.

Facilitators:

Eric Tetreau, is a dedicated professional with a background in education and a passion for supporting unique education programs, including sustainable career pathways in collegiate school settings. A former educator, Eric spent several years shaping young minds in the classroom before transitioning into a role within government where he now focuses on school accreditation. With a strong belief in choice in education, Eric is committed to helping school authorities navigate education pathways that are both impactful and sustainable. Drawing from his experience in teaching and school governance, Eric aims to advocate for systems that support long-term success and career readiness for students in the K-12 education system.

Jennifer Robson, School Accreditation Lead, is a first generation Canadian and presently the School Accreditation Lead for both Collegiate Schools and Public Charter Schools across Alberta. She is a passionate educator who has championed services for both children and students with exceptional needs, to ensure they receive the support they deserve. Prior to joining Alberta Education in 2019, Jen taught for many years both in Edmonton and in the United Kingdom. Jennifer is dedicated to advancing collegiate education within the province to assist students in accessing strong pathways into post-secondary education and the workforce.

Host: Colleen Symyrozum-Watt

The sick leave support program is designed to provide early support and interventions to employees who become unable to work due to illness/injury. It also supports schools in getting timely updates on when to expect employees back to work with the necessary information to accommodate back to work. This session will explain the benefits to schools.

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

• learn more about how ASEBP can support the employees and school administration in return to work and cost reduction associated with disability.
• learn how ASEBP can assist members to gain access to health care assessment and treatment more quickly given the societal issues around delays in health care access.

Facilitators:

Shawn Vanbocquestal is the director of disability services at the Alberta School Employee Benefit Plan (ASEBP). Shawn has post-secondary degrees in psychology and business management, in addition to 25 yars of experience supporting sick and injured employees. Recently, Shawn guided ASEBP’s disability services teams through a significant internal project in preparation for delivering supportive sick leave services to members and Alberta public education employers, beginning in January 2025.

*This session is for regulated superintendents only.

Danielson (2016) describes high-quality mistakes as, “…approaches that didn’t work very well, but from which the (leaders) learned important lessons.” Our panel of Chief Superintendents will each describe one of their high-quality mistakes, and, more importantly, what they learned from the mistake that has helped them move forward and promote excellence. After the presentations, we will conduct an interactive question-and-answer session.

As a result of participating in this session, participants will have the opportunity to learn from the high-quality mistakes of other superintendents.

Facilitator:

Dr. Scott Morrison is the former Superintendent of Christ the Redeemer (CTR) Catholic Schools and a former CASS President. Prior to becoming a superintendent, Scott served as a teacher and principal at both the elementary and secondary levels. Scott retired from the superintendency in 2023 and currently serves as the Executive Director of the CCSSA. He also teaches LQS and SLQS courses at St. Mary’s University and the University of Calgary. Scott’s Master’s research focus was distributed practice, and his doctoral research focus was organizational storytelling. Scott is an experienced facilitator of professional learning and has presented on various topics as far south as Lethbridge and as far north as Grande Prairie. He has also presented at CASS’s Start Right and Leading for Learning conferences for over a decade and has developed several CEP courses for CASS.

Panelists:

Dr. Andrea Holowka is the Superintendent of Schools with Christ The Redeemer (CTR) Catholic Schools. Through her 30 years of service in education, Andrea brings leadership experience from her roles as a teacher, principal, system leader, and superintendent. Andrea served has served in superintendent roles for over ten years in various divisions, including CTR, the Calgary Board of Education, and the Calgary Catholic School District. Andrea has a Doctorate of Education, with a dissertation on supporting mental health intervention services across large school authorities. Andrea is active in leadership and cross-sector collaborations throughout Alberta and has served in provincial leadership roles including President of the Council of Catholic School Superintendents of Alberta (CCSSA) and President of the College of Alberta School Superintendents (CASS).

Sandy McDonald has been the Superintendent of Schools for the Grande Prairie Public School Division since the 2015-2016 school year and prior to that served as vice principal, principal, director, assistant superintendent and deputy superintendent in the division since 1997. In addition to the work in his division, Sandy served on the CASS Zone 1 executive in all positions and served two terms on the provincial Board as CASS Zone 1 Director. Sandy tries to approach all his experiences as an opportunity to improve; as a person, husband, father, colleague and with respect to his role and the systems and processes he is involved with. Of particular interest is how Superintendents can support the effective governance of school boards and align board governance practice and administrative operations to ensure the academic and personal success of all students in the division.

Shawna Warren has served as the Superintendent of Sturgeon Public Schools for the past three and half years. Previous to this role, she served as Associate Superintendent, Director, Principal and Vice Principal. Shawna was born and raised in southern Alberta, and since starting her teaching career in 1992, has always worked for rural school boards. She holds Arts and Education degrees from the University of Lethbridge and a Master’s Degree from the University of Alberta. Shawna is recognized as a collaborative problem solver and is committed to lifelong learning, high achievement and creating inclusive environments.

Paul Corrigan and his wife Anna live with their five children in Fort Saskatchewan, Alberta. He has served as a teacher and school administrator in three different boards, and has been with Elk Island Catholic since 2004. He has spent the previous three years as Superintendent. Paul also currently serves as the Past-President of the Council of Catholic School Superintendents. He holds Arts and Education degrees from the University of Alberta, and a Masters Degree from Newman Theological College. Paul is an avid fan of the Edmonton Elks (even in these years of darkness), loves to read, and spend time with family and friends. One of his favourite quotes is “Angels can fly because they take themselves lightly.” -G.K. Chesterton

This session will explore how artificial intelligence (AI) can empower system education leaders to enhance data analysis at the division, school, and classroom levels. Participants will learn how to leverage AI to process large data sets (e.g., Alberta Education Assurance Measures (AEAM), provincial/local assessments) efficiently, identify strengths and gaps in learning to support at-risk students, and develop targeted interventions.

As a result of participating in this session, participants will have the opportunity to identify strategies for using AI to enhance data analysis and inform decision-making.

Facilitators:

Sheldon Germain is the Superintendent of Lakeland School Division, a role he has held since Jan 1, 2024. Prior to this, he served as a teacher and administrator, bringing over two decades of experience in education to his leadership position. During his time, he served 19 years as a member of the municipal council and on multiple corporate and nonprofit boards, leaving him with a totally different perspective on governance and leadership within a school division. His educational background includes a Master’s in Educational Leadership, reflecting his commitment to lifelong learning and professional development.

Thérèse deChamplain-Good, Interim Deputy Superintendent, Lakeland Catholic School Division and former Assistant Superintendent at Elk Island Catholic Schools. Thérèse holds a Bachelor of Education in Secondary Education for French Immersion Schools and a Master of Education in Educational Studies in Leadership, both from the University of Alberta. Throughout her career, Thérèse has been responsible for system assurance, inclusive education, curriculum assessment, development and instruction, faith formation, wellness, leadership, and teacher development.

Dr. Charmaine Brooks brings over 25 years of expertise from diverse roles in teaching and leadership across school divisions, post-secondary institutions, and Alberta Education. She holds a PhD in technology and education policy from the University of Alberta, along with a B.Ed and M.Ed from the University of Lethbridge. Charmaine’s recent consulting work focuses on the innovative and ethical use of generative AI in school leadership, governance, and policy.

Ahmad Jawad is an established member of the Alberta education technology community; he is the CEO of DOCEO AI focusing on school districts and leveraging AI as a data informed decision-making tool to support student learning.  Ahmad holds a BSc from the U of A, an Executive MBA and completed a Certificate of Management Excellence from Harvard Business School and an Executive Certificate in Digital Business from MIT. Ahmad started his Doctor of Business Administration program at Royal Roads University.

Ahmad Jawad is a passionate community and industry steward, committing both time and resources to supporting several not-for-profit and industry organizations Ahmad is on the board of Technology Alberta, board member of the Computer Science Industry Advisory Board at the University of Alberta and Edmonton Regional Innovation Network steering committee. Ahmad is the co-founder and director of the Edmonton Research Park Business Consortium, promoting innovation and collaboration between companies in the Edmonton research park and larger innovation community.

Planned and hosted by:

Host: Brent Thomas

In Alberta’s ever-evolving educational landscape, ensuring students have future-focused career pathways is more critical than ever. This dynamic session, focusing on the professional practice standard competencies of visionary leadership and leading learning, will highlight how to foster supportive, student-centered environments that drive meaningful change and bolster student confidence. Recognizing that students excel when schools provide intentional, ongoing support aligned with individual goals and readiness levels, participants will learn proven methods for flexible programming, personalized coaching, and proactive interventions. Through interactive Alberta jurisdiction spotlights and collaborative dialogue, participants will gain practical strategies to boost workforce readiness, promote continuous improvement, and position learners for success beyond school. Join this session and be a catalyst for impacting student outcomes.

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

• identify key considerations for enabling career pathway success.
• explore strategies for providing ongoing student support, drawing insights from Alberta’s stories of practice.
• adapt supportive strategies to integrate into schools, classrooms, or programs.

Facilitators: 

As Coordinator of Curriculum for High Prairie School Division, Julia Drefs supports K-12 teachers in areas of curriculum implementation, assessment, instruction, technology, and second languages. She works closely with school administrators, teachers new to HPSD, Divisional teams including the Literacy and Numeracy Coordinators, Indigenous Education, Career Coaches, and Technology, with the common goal of student learning and success.

Monica Edwards is the Career Coach Lead with the High Prairie School Division and has been a part of this program since its inception 11 years ago. She holds a Bachelor of Management degree from Athabasca University and a Bilingual Business Administration diploma from NAIT. Monica is a Certified Career Development Professional (CCDP) and serves as the co-chair of Alberta’s Dual Credit Articulation Committee, representing secondary schools.

Her passion for creating opportunities for rural Alberta students to engage in meaningful career exploration has been the driving force behind her work over the past decade. Outside of her professional life, Monica enjoys outdoor activities with her husband and two children.

Sean Lougheed is the Director of Education Services, Curriculum, and Instruction with Wolf Creek Public Schools. He began his teaching career in Fort McMurray, where he worked for two years before joining Wolf Creek, where he has spent the last 24 years as a teacher, administrator, and for the past 13 years, as a Director. Sean is a dedicated educator focused on cultivating exceptional learning environments and creating innovative opportunities for students to thrive.

Jason Kupery brings 24 years of experience in education, ranging from teaching to serving as a principal, and now as the Director of Learning for the Palliser School Division. His work centers on student success through career exploration, leadership development, and wellness. Jason has also chaired the Trades, Apprenticeships, and Vocational Education Committee for the past three years, championing growth in these vital areas.

Joelle Reynolds has over 20 years of experience in education, working at the intersection of K-12, post-secondary, and continuing education in Alberta. Her recent focus has been on building diverse partnerships among industry, community organizations, secondary, and post-secondary education to develop career education pathways for K-12 students. These include exploratory opportunities, dual credit programs, and collegiate initiatives. Joelle is currently the Associate Dean of Youth Initiatives at Lethbridge College.

Colleen Symyrozum-Watt is a Leadership Consultant with the College of Alberta School Superintendents (CASS) and will serve as the host for this session.

Enhance your skills to effectively connect with audiences in person and how to control all Q&A situations, to make sure key intended messages are relayed and to leave a positive and trustworthy impression. (Recommended for those with a bit of media relations experience, but wanting to enhance their learning more).

As a result of participating in this session, participants will have the opportunity to be better equipped to effectively connect with all audiences in any Q&A situation, by successfully relaying critical messaging on behalf of their school authority.

Facilitator: 

​Shawna Randolph is a highly respected and trusted communications specialist with an extensive array of experience, knowledge and invaluable skills needed to be an exceptional consultant. Shawna is well known in Alberta as a popular television news journalist. She most recently was co-host of CTV-2’s Alberta Primetime, and previously prime news anchor with CTV Edmonton. With nearly 35 years of combined experience in television journalism, media relations & public speaking training/consulting and representing organizations as a spokesperson, she knows that a business or organization’s reputation depends on how the targeted ”public” supports and understands its goals and policies. Shawna is a proud recipient of Edmonton’s Woman of the Year Award, presented by Consumers’ Choice Awards for Business Excellence.

This session will explore how artificial intelligence (AI) can empower system education leaders to streamline business operations, improve efficiency, and enhance decision-making. Participants will learn about best practices in leveraging AI for administrative tasks to support, for example, recruitment, onboarding, and employee engagement. The session will also address potential risks and ethical considerations associated with AI implementation, offering mitigation strategies to ensure fair and transparent processes.

As a result of participating in this session, participants will have the opportunity to identify opportunities to realize efficiencies in business operations through innovative uses of AI.

Facilitators:

Sandy McDonald is the Chief Superintendent of Schools for the Grande Prairie Public School Division and a Certified Executive Coach. Sandy has served as the CASS Zone 1 executive and two terms as the Zone 1 Director on the provincial Board for the College of Alberta School Superintendents. Sandy was the recipient of the EXL award, which recognizes excellence in School System Leadership, and was a nominee for the national EXL award.

Dr. Soroush Sabbaghan is an Associate Professor and the Director of Equity, Diversity, and Inclusion at the Werklund School of Education, University of Calgary. His work focuses on the transformative potential of generative AI in education, emphasizing ethical, theoretical, and practical applications. Soroush is the author of the forthcoming book Navigating Generative AI in Higher Education: Ethical, Theoretical, and Practical Perspectives, and has published widely on the integration of AI tools in teaching and learning. He has developed several AI-powered applications, including SMARTIE, PEARL, REVIA, Ally and Harmony, aimed at enhancing educational inclusivity, reach, and efficiency. His initiatives highlight his commitment to reducing cognitive load for educators and enhance learning opportunities for students. Soroush also leads research on the implications of AI for academic writing, inquiry-based learning, and EDI-focused course design. Through his work, he inspires educators to embrace generative AI as a catalyst for innovation and equity in education.

Ahmad Jawad is an established member of the Alberta education technology community; he is the CEO of DOCEO AI focusing on school districts and leveraging AI as a data informed decision-making tool to support student learning.  Ahmad holds a BSc from the U of A, an Executive MBA and completed a Certificate of Management Excellence from Harvard Business School and an Executive Certificate in Digital Business from MIT. Ahmad started his Doctor of Business Administration program at Royal Roads University.

Ahmad Jawad is a passionate community and industry steward, committing both time and resources to supporting several not-for-profit and industry organizations Ahmad is on the board of Technology Alberta, board member of the Computer Science Industry Advisory Board at the University of Alberta and Edmonton Regional Innovation Network steering committee. Ahmad is the co-founder and director of the Edmonton Research Park Business Consortium, promoting innovation and collaboration between companies in the Edmonton research park and larger innovation community.

Planned and hosted by:

Host: Brent Thomas

Managing Board relations is a critical skill for superintendents. Moreover, senior education administrators, including school principals, can further support the school authority by developing a strong foundational understanding of educational governance. This session will provide an overview of educational governance in Alberta, share strategies for effectively informing school boards to cultivate a strong superintendent/Board relationship, and offer approaches to address common challenges. Attend this session to participate in collaborative table group discussions that explore board governance case studies and practical strategies.

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

• consider applying the provided information package for the professional development of administrators and board directors in their school authority.
• develop a foundational knowledge of the three main functions of school authorities, that being:
  • (1) Strategic – What are we doing or going to do?
  • (2) Fiduciary – How can we do it?
  • (3) Generative – Why are we doing this?
• share strategies that work in their school authority.

Facilitators:

Dr. Lynne Paradis is currently the superintendent of Suzuki Charter Public School and previously held positions as associate superintendent of learning and innovation in Red Deer Catholic Schools. She has been active in teaching graduate level at the Universities of Alberta and Calgary as well as Royal Roads University. Formerly she has served on the executive of CASS and is active in educational research and curriculum initiatives in the province.

With approximately 20% of Edmonton Catholic Schools’ (ECSD) student population identified as English as an Additional Language (EAL) learners, this group represents a dynamic and diverse community. These students come from a variety of countries, bringing with them a range of English proficiency levels and schooling experiences. Their diversity and complex needs call for an approach that not only leverages their rich linguistic and cultural knowledge but also provides targeted supports to help them develop English language proficiency and achieve their full potential. As a division, ECSD is committed to ensuring that EAL learners can simultaneously acquire English proficiency and access academic content. To this end, they employ a variety of tools, resources, and instructional strategies to meet their unique needs. This session will provide an overview of the multi-layered approach and systems ECSD have put in place to support EAL learners.

As a result of participating in this session, participants will have the opportunity to reflect on the tools, resources, instructional strategies and professional learning required to support this group of learners.

Facilitators:

Dr. Sarah Fedoration is the Manager of English as an Additional Language and Language Programs at Edmonton Catholic Schools. Dedicated to strong language programs in her school division, Sarah recognizes that creating thriving language programs requires vision and both strategic and systems thinking. Through collaboration with multiple departments and organizations, Sarah aims to have thriving language programs where all students receive strong linguistic and cultural experiences.

Nicole Lafrenière serves as Director of Curriculum & Assessment in Edmonton Catholic Schools.  She likes puppies, trashy novels, and common summative assessments.

Drawing on insights gained from the K–6 curriculum implementation, the presenters will share and reflect on effective strategies for leading system-wide learning. This interactive session will focus on approaches to supporting curriculum implementation in Divisions 3 and 4, offering participants the opportunity to develop a clear vision and actionable plan for curriculum, resources, and assessment.

As a result of participating in this session, participants will have the opportunity to collaborate, share ideas, and plan for leading system learning for the implementation of Grades 7-12 curriculum.

Facilitators:

Terri Reid is the Curriculum Manager for Black Gold School Division. Her work focuses on leadership, curriculum, instruction, and professional learning. She is well known and respected throughout the province for her leadership of curriculum. An area of particular interest is how increasing teacher clarity and consensus around optimal learning increases student success. Terri is also the Chair of the CASS Zone 2/3 Executive.

Jen Lefebvre is Director of Instruction with Wild Rose School Division. Jen works in curriculum, assessment, education technology and careers education. Jen brings 14 years at a system leadership level in leading and building powerful learning environments.

In 2022, the CASS First Nations, Métis, and Inuit Education Action Committee identified the need to build collective understanding about cultural protocol. They emphasized that doing so was rooted in establishing and sustaining respectful relationships with local Indigenous communities. The research study: Understanding, Honouring, and Learning Cultural Protocol in Relationship with Indigenous Peoples and Communities grew from these initial conversations. In the spring of 2024, provincial school authorities were invited to complete a survey: Sharing Our Learning About Cultural Protocol to Strengthen Relationships for Student Success. Forty school authorities responded to the invitation and shared: their understanding of cultural protocol; the strength of the relationships they are building with local Indigenous peoples and communities; how, what, and from whom they are learning about cultural protocol; the steps they are taking to put their learning into action respectfully; areas for growth; and, guidance and advice they would offer others. This session will highlight findings from the survey and include a panel of leaders who will share their experience, knowledge, and wisdom.

As a result of participating in this session, participants will have the opportunity to learn about how system education leader/school authorities in the province are understanding, honouring, and learning cultural protocol in relationship with Indigenous peoples and communities.

Facilitators:

Cindy Stefanato is an Anishinabek educator from Fort William First Nation, at the head of Lake Superior in Ontario. She is humbled by the opportunity to work with the Indigenous Learning team to lead and support Indigenous education at Rocky View Schools in her current role as Director of Indigenous Learning. Her experience as an educator includes the roles of classroom teacher, counselor, consultant, school-based administrator, and director. She strives to support and further Indigenous education, while keeping student success at the forefront.

Dr. Adam Browning is a Métis educator and a Director of Learning with Palliser School Division. He is enthusiastic to support professional learning towards reconciliation and indigenization. He earned a BA History and English and post professional program degree in Education from the University of Victoria.  He received his master’s degree in science specializing in Educational Leadership from the University of Oregon in 2009. He went on to complete his Doctorate in Education, Implied Linguistics at the University of Calgary. Adam worked as a school administrator for 10 years before joining the Palliser School Division. He enjoys the diversity and wide array of communities that the Division serves.  He feels passionate about literacy, language and helping kids read, working with teachers on professional learning, and advocating for the students in the Division.

Annalee Nutter  has been Superintendent of the Fort McMurray Public School Division (FMPSD) since April 2022. She has been with the Division for 22 years as a teacher, School Administrator and Division leader. Ms. Nutter goes above and beyond to promote Indigenous Education within 16 FMPSD schools, as well as inclusion and diversity. Ms. Nutter helped establish the Division’s first ever land-based learning camp in 2019, which has been exceptionally popular with students, staff, parents, and the Indigenous community since then. She was also responsible for the launch of the first Elders’ Council, the First Grade 7 Indigenous Health conference, and co-planned the First annual Dene Hand Games Tournament for the Division. She recently joined the CASS First Nations, Metis and Inuit Action Committee.

Jimmi Lou Irvine is a proud Métis woman with an ongoing quest to further enhance and develop the cultural knowledge that she does not currently carry. Jimmi Lou is the Associate Superintendent of Student Services and Indigenous Relations at Norther Lights School Division in northeastern Alberta in the heart of Lakeland region. She started as a teacher at Bonnyville Centralized High School in 2000, earning a nomination for the Alberta School Board’s Association Edwin Parr Award. She became an administrator in 2004, serving as Assistant Principal and then Principal at Glendon School and Iron River School. She co-chaired a team that developed an Inclusive Education model, served as a Student Support Coordinator, Learning Coach, and on the Division’s Site-Based Management Committee. In 2016, she became Associate Superintendent of Teaching and Learning, handling FNMI Services, Literacy and Numeracy, and Assessment and Instruction. In 2020, her title changed to her current role, focussing on Student Services, Indigenous Relations, mental health, inclusive education, preschool care, and HR. Jimmi Lou’s person life entails following her chuckwagon driving husband on his professional circuit and paying for tuition, ‘winning bids’ on various auction sites or pet expenses for her 3 children.

Dr. Dianne Roulson is a leadership consultant for CASS.

 to the following CASS regulated members whose retirement will be celebrated on Thursday, March 20, 2025. 

• *Lyne Bacon
• *Teresa Di Ninno
• *Bill Driedger
• Dave Driscoll
• Scott Johnston
• ^Helmut Kaiser
• Brigitte Kropielnicki
• Alda Lovell
• *Greg Luterbach
• Alexander (Sandy) McDonald
• Cora Ostermeier
• Ann Parker
• Heather Putio
• ^Terri Reid
• *Shawn Russell
• ^Kurt Sacher
• ^Robert (Bob) Stewart
• Elizabeth (Betty) Turpin
• ^Dr. Wilco Tymensen
• Josée Verrault
• ^Brad Volkman
• *Patrick Whittleton

^confirmed to attend
*unable to attend

Retirees on this list are the retirees that gave CASS explicit permission to be acknowledged.

Inspired by Youngstown School students’ vision for an outdoor learning space where they could also fish, Prairie Land Public School Division—together with the local village council and the Special Areas Board—are bringing this concept to life. Over the past two years, these partnerships have evolved into a multifaceted project which will feature a fishpond, dedicated land-based learning areas, an outdoor classroom, an interpretive/fitness trail, a 3D archery course, and more. Elders will lead diverse land-based learning experiences, benefitting the entire school community through enhanced recreational and educational opportunities. This initiative aims to engage students in outdoor experiences, build authentic and relevant First Nations, Métis, and Inuit learning opportunities, and encourage greater awareness of environmental stewardship. During this session, participants will explore the project’s history, the research supporting outdoor education within the Prairie Land Public School Division, the collaborative partnerships involved, and both the successes and challenges of undertaking a project of this scale. Participants will hopefully become inspired to create deeply engaging outdoor learning experiences in their own school authorities.

As a result of participating in this session, participants will have the opportunity to explore the process and benefits of establishing a dedicated outdoor learning space in a school authority.

Facilitator:

Kelly Lewis has spent the last 35 years as a teacher, administrator and coordinator for Prairie Land Public School Division. His career has centered around everything CTS, hands-on learning, his love of the outdoors and getting kids outside which has become the driving force behind his current position.

Ellen Vanderkolk was an elementary, Jr. High and High School Classroom teacher for 32 years. She has a Master of Education degree in Educational Leadership and is currently the Curriculum & Inclusive Education Coordinator at Prairie Land School Division. Ellen’s passion for learning extends to both staff and students, as she strives to facilitate the best possible learning conditions for all, providing support to a wide variety of programs including Inclusive Education, Professional Development, Curriculum Implementation, Dual Credit programs and facilitating learning about and with indigenous ways of knowing and doing.

This session will explore how system education leaders can partner with post-secondary institutions to promote the professional growth and development of teachers and school leaders. These partnerships allow system education leaders to support professional learning that aligns with the instructional priorities of their school authority. Specifically, participants will learn about co-creating a M.Ed. program and how a customized program has impacted teachers and Fort Vermillion School Division. In addition, participants will learn about the opportunities for professional learning through the Supporting Mentor Teacher Project.

As a result of participating in this session, participants will have the opportunity to explore how partnerships with post-secondary institutions can help school authorities meet their commitment to ongoing professional learning for their teachers and education leaders in ways that align with their school authority’s priorities.

Facilitators:

Mike McMann is the superintendent at Fort Vermillion School Division. Mike has been an educator for over 20 years. During his 7 years as superintendent, Mike has focused on increasing educational opportunities for students and continues to encourage teachers and school leaders to enhance their professional learning in areas such as literacy and numeracy. Mike is a strong believer in partnership with post-secondary education institutions including Northern Lakes College on dual credit programming and the University of Alberta on graduate education for division staff. Mike’s work continues to be centered on his philosophy of MAKE IT HAPPEN.

Scott Key is the Director, Professional Learning in the Faculty of Education at the University of Alberta. Scott has been an educator for over 30 years. He has been involved in teacher education for over 20 years including serving as Associate Dean at The King’s University. At the University of Alberta, Scott has focused his work on expanding access to graduate education and meeting identified needs of teachers and school leaders. This work has included the creation of the Graduate Certificate in Educational Studies and the Graduate Certificate in School Leadership along with the creation of customized MEd programming. Students remain at the center of Scott’s work.

Roberta Baril is a Team Lead, Field Experience, in the Faculty of Education at the University of Alberta. Roberta taught in secondary schools in Edmonton for over 30 years where she shared her classroom with many pre-service teachers. She currently works at the University of Alberta where she is the team lead of field experience for the Faculty of Education. Roberta believes that the gift of being a mentor to new teachers can be a source of great joy and inspiration in our life cycle as educators.

Did you know that Calgary Catholic School District is the first district to employ a full-time medical doctor? Insights from their medical doctor will provide strategies to enhance healthcare engagement in educational settings. This session delves into the intersection of healthcare and education, offering innovative solutions to address challenges that impact student achievement. Through micro case studies, participants will learn how to effectively manage health-related barriers such as new medical diagnoses, neurodiverse needs, and behavioral challenges. Real-world examples will highlight ways schools can better support students and families navigating complex health issues. Participants will explore approaches to ensure staff have access to the resources, programs, and expertise they need to meet their professional responsibilities and address the diverse learning needs of all students. Furthermore, the session will focus on facilitating the meaningful participation of school and local community members in decision-making processes, fostering a sense of shared responsibility and collective impact. Participants will leave with actionable ideas to improve student well-being and academic performance through stronger education-healthcare partnerships.

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

• learn how to effectively manage health-related barriers such as new medical diagnoses, neurodiverse needs, and behavioral challenges.
• gain insights from a medical doctor embedded within a school district to learn strategies to enhance healthcare engagement in educational settings.
• gain practical tools and strategies to foster collaboration between education and healthcare systems.
• leave with actionable ideas to improve student well-being and academic performance through stronger education-healthcare partnerships.

Facilitators:

Dr. Bryan Szumlas is the chief superintendent of the Calgary Catholic School District.

Leanne Timko is the director of learning services responsible for the diverselLearning portfolio.

Dr. Peter Rawlek is Calgary Catholic’s full time medical doctor. With over two decades of experience as an emergency room physician, Dr. Rawlek has worked as a Trauma Team Leader at the University of Alberta, and was a medical director for STARS.

Join this session for an insightful presentation on the Beacon 4+ data collection tool, a pivotal resource for Northern Gateway Public Schools (NGPS) in assessing and enhancing staff wellness within their school authority. Over the course of this session, system education leaders will gain a comprehensive understanding of the Beacon 4+ Wellness Data Collection tool and process, which was implemented by NGPS as a baseline assessment and revisited two years later to measure progress in key areas, including safety, caring, welcoming, respect, mental health, wellness, and understanding of system wellness supports, structures and processes. In this engaging session, system education leaders will learn how the Beacon 4+ tool effectively captures essential data on staff wellness, revealing growth areas and opportunities for improvement. Participants will discover how the system leadership wellness team and layers of other staff wellness teams, utilize this data for informed decision-making and strategic planning at school and system levels, driving targeted actions to enhance the work environment. Join the presenters as they share their journey toward a healthier, more engaged workforce.

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

• learn how the Beacon 4+ tool has effectively captured essential data on staff wellness, providing a clear picture of growth and areas for improvement. (Data Utilization)
• discover how the system wellness team leveraged this data to inform strategic wellness planning at both the school and system levels, driving targeted actions to enhance the work environment. (Informed Decision-Making)
• explore how system education leaders can build their own capacity to meet professional leadership standards by fostering effective relationships and demonstrating a commitment to professional learning, particularly in cultivating a positive and safe culture. (Capacity Building)
• gain insights into how data analysis and intentional planning around staff wellness can lead to authentic collaboration and involvement from all employee groups within the system. (Intentional Planning)
• understand the importance of inclusive practices in driving wellness initiatives, ensuring that every staff member feels valued and supported. (Collaborative Practices)

Facilitators:

Leslee Jodry currently holds the office of deputy superintendent with Northern Gateway Public Schools (NGPS). She is a dedicated and student focused educator who believes in the strength of the NGPS Quality Learning Environment (QLE) embracing collaborative cultures and a culture of well-being. Leslee has fulfilled many roles as an educator and leader. She has taught a variety of grade levels with a focus and passion for middle school education. Leslee’s leadership began as a school-based Alberta Initiative for School Improvement (AISI) lead teacher and soon led to the role of AISI Division Coordinator. Further experience as a leader in NGPS includes school administrator and learning services coordinator for the Division. Leslee served as Assistant Superintendent with NGPS and worked with school leadership in the development of the NGPS Quality Learning Environment.

Amber Hester is the co-founder of Blu Lantern Inc. and a highly skilled leader with extensive experience in various school leadership roles, from Principal to Assistant Superintendent. She has been engaged in significant work with system education leaders in developing foundational statements, leadership coaching, and team building. With a deep passion for wellness, inclusion, and diversity, Amber focuses on strategic planning, data analysis, and data-informed practice in her work with leaders. A lifetime member of CASS, Amber has held system leadership positions in both Saskatchewan and Alberta. Throughout her career, she has dedicated herself to the area of wellness. For the past ten years she has served as a consultant for both Public Schools and First Nation School Authorities. In this role, she assists in collecting wellness data from staff, students, and parents. Helps system education leaders create and lead collaborative teams to analyze this data, and develop comprehensive workplace wellness plans.

In 2011, Fort McMurray Catholic Schools introduced a modified school calendar that contained 15-20 full days of professional learning annually for teachers and leaders. Over the next decade, this structure would see many iterations as system leaders attempted to maximize the impact of this time on student learning. In 2021, after 10 years of myriad structures and schedules, system leaders embarked on a full redesign and reinvigoration of the division’s professional learning framework. While the full PL days remained, the slate was wiped clean, and with new curriculum implementation and Alberta Education’s revised assurance framework as catalysts, the division rebuilt how this time would be used to have a high impact on student learning while advancing the strategic priorities of the jurisdiction.

In this session, which will blend sharing a story of practice with table activities and collaborative dialogue, participants will explore the following questions: (1) How do system leaders allocate, organize, and design professional learning time to have a high impact on student learning? (2) From a strategic planning perspective, how do system leaders balance fostering jurisdiction-wide coherence with school-specific priorities? (3) When undertaking informed decision-making, how do system leaders balance stakeholder data, evidence of student learning, and research-supported practices, especially when these measures may contradict each other? and (4) How do system leaders navigate resistance when leading significant organizational change?

Informed by scholarship such as Robinson (2019), Dufour et al. (2020), Leithwood (2021), Honig (2023) and Hallinger (2018), this session will encourage participants to reflect on their own experiences in light of theory and practice.

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

• reflect on, and refine, system leadership practices related to professional learning.
• dialogue, share, and brainstorm with colleagues and team members about change leadership.
• assess ways of navigating various data sources and other evidence of impact when leading system transformation.
• refine strategies to manage resistance, foster buy-in, and reconcile competing priorities when leading significant change.
• engage with seminal and recent scholarly works related to system leadership.

Facilitators:

Natasha MacArthur-Poole is in her third year as superintendent of Fort McMurray Catholic Schools (FMCSD). She has been with FMCSD for almost 30 years in a variety of roles that have helped prepare her to be a champion of Catholic Schools and of Fort McMurray.

Mat Campbell is the director of curriculum, instruction, and assessment with Fort McMurray Catholic Schools. Previously, he has been a school administrator, learning coach, and high school science teacher. Mat is also a doctoral candidate at the University of Calgary and is conducting research focused on system leadership, equity-related policymaking, and leader positionality.

Danielle Maczko serves as the director of curriculum, instruction, and assessment for Fort McMurray Catholic Schools. Throughout her career—as a teacher, learning coach, and school administrator—she has consistently centred her work on instructional leadership, fostering excellence in teaching and learning.

Alberta’s apprenticeship education system is modernizing to keep pace with an evolving education system and a growing economy. System education leaders, as influencers in K-12 education system, play a pivotal role in providing students with opportunities to explore the full range of post-secondary pathways – including apprenticeships! Join this engaging session to discover the latest developments in Alberta’s apprenticeship system. Specifically, participants will learn how apprenticeship education is adapting to meet today’s workforce needs, learn how Advanced Education is building new pathways into and beyond apprenticeship programming to support opportunities for lifelong learning and student success, learn practical ways for educational leaders, teachers, parents, and students to get involved and become champions of apprenticeship education within school authorities.

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

• hear about how Alberta’s apprenticeship education system is ensuring students have the skills to succeed in today’s Alberta.
• learn how apprenticeship pathways are increasing options for apprenticeship students.

Facilitators:

Kathryn Andrews is the Director of Apprenticeship Education and Pathways with Alberta Advanced Education. Kathryn has worked in the Government of Alberta for more than 19 years in the fields of apprenticeship education, career development and supporting youth. She is passionate about helping Albertans pursue post-secondary education and finding a career they love.

Paul Hrynew is the Manager, Apprenticeship Education and Partnerships Alberta Advanced Education. Paul has spent seven years with the Government of Alberta working with Alberta’s skilled trades and apprenticeship education system. He previously spent 10 years in private industry – where he started his career as an apprentice himself -and is now grateful for the opportunity to expand and strengthen the same apprenticeship programming that launched his career.

Shaun Fay is a Senior Program Coordinator in Program Implementation with Alberta Advanced Education. He has worked with the apprenticeship system and skilled trades in the Government of Alberta for 10 years. Prior to joining the Government of Alberta, Shaun worked in private industry as a Journeyperson and manager, promoting the opportunities offered by apprenticeship programs to staff and colleagues. He is excited to help expand Alberta’s apprenticeship system and looks forward to developing new and exciting apprenticeship opportunities.

Rural public charter schools demonstrate how achieving consensus for a school’s vision relies on leveraging community expertise, networks, values, and capabilities. Unlike other public schools, charter schools are community-driven, embodying agency, collaboration, and commitment—qualities that reflect the Leadership Quality Standard’s “visionary leadership.” Rural school leaders especially benefit from engaging with their communities, as boundaries between school and community are often seamless. However, research (Carter, 2013; Uy et al., 2024) shows that all schools thrive when partnerships address diverse needs. This session will share qualitative findings from an intrinsic ongoing case study (Stake, 1995) of a K–9 rural public charter school, based on surveys and interviews with parents and community members. The presenters will highlight unique factors and conditions in charter schools related to board relations, illustrating how they create advantages and puzzles. Although “visionary leadership” is central, “fostering effective relationships” and “supporting effective governance” are also essential. By employing Mintzberg’s framework of strategic “seeing”—ahead, behind, above, below, beside, beyond, and through—participants will learn how vision is operationalized daily, gaining insights to apply in their own leadership contexts and practice.

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

• gain insights into the value of creating a vision that finds commitment beyond the school walls.
• learn about a strategic thinking framework that may be used in varied leadership contexts, decisions, or tasks.
• consider how empirical findings from a unique context may inform their own professional practice.
• discuss with colleagues the shared and unique challenges and opportunities that system and school leaders experience.

Facilitators:

Dr. Bonnie Stelmach is a professor in the Studies in Educational Leadership Program in the Faculty of Education at the University of Alberta. Her research is currently focused on rural school innovation, and she has conducted research on parents’ roles in school improvement in rural, urban, and northern contexts.

Doug Nicholls is the Superintendent of New Humble Community School and has been in the role since December 1, 2023.

Prior to this appointment, Doug was the Superintendent of Fort McMurray Public School District for six years and Superintendent of Prairie Rose School Division for seven.  He also had senior leadership roles in Black Gold Regional Division and the North-West School Division in Saskatchewan.  Doug brings leadership experience from private, public and public charter schools in both rural and urban settings.

One of Doug’s highlights over the years was his involvement in the Alberta Rural Conference which he co-founded and chaired for the first two years of the event.  He has always had an interest in rural education and has found his way back to that environment with his role in New Humble.

In this session, the presenters will share their journey in developing a unified vision for Human Resource Services (HRS) within their school authority. They will discuss how the HRS team created mission and vision statements and employed strategies to attract, train, develop, and retain outstanding staff. Participants will learn about crucial practices, including establishing a shared mission and vision aligned with divisional needs, recruiting and developing leadership roles (teacher-counselor, learning support facilitators, consultants, school leadership, and other positions), and providing mentorship and support for first-year teachers, teacher-counselors, and school leaders. Additionally, presenters will explore how they address retention for first- and second-year teachers, as well as all high-performing staff, by clearly defining the role that school and Division leaders play in HR functions. Throughout the session, participants will engage in collaborative discussions to examine these strategies, share experiences, and consider their own approaches to recruiting, developing, and retaining top talent. By the end, attendees will gain insights into building a cohesive HR framework that fosters excellence and advances the Division’s goals.

As a result of participating in this session, participants will have the opportunity to learn and develop strategies to support their work in attracting, training, developing and retaining outstanding staff.

Facilitators:

Joe Dumont is the assistant superintendent of Human Resource Services for Greater St. Albert Catholic Schools. Joe has been in his role for the past four years and previously served as principal in Elk Island Catholic Schools. Joe has served in Catholic education as a teacher and teacher counsellor. Currently, Joe’s most important role is as a basketball coach for each of his daughter’s basketball teams.

Ryan O’Gorman is the division principal for the Greater St. Albert Catholic Schools and is in his first year in this role. Ryan has been a school leader for the past eight years. Ryan’s expertise as a teacher was in Career and Technology Studies and inclusive education. Ryan completed his Master degree at Newman Theological College. Ryan is married with four children.

Although Alberta Education mandated literacy assessments and required school authorities to administer them, much of the foundational information about these assessments remains unclear to many superintendents. In this session, presenters will address: (a) the rationale behind the specific assessments, (b) the reasons for the chosen measurement points, (c) strategies for interpreting scores from a divisional system perspective, (d) next steps for both the assessments and related teacher training. By developing a clearer understanding of these assessments, superintendents can use the resulting data more effectively within their divisions and communicate the results to principals and teachers.

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

• learn about the mandatory provincial literacy assessments.
• ask questions about the logic behind the literacy assessment.
• explore how to use the information that is generated from the assessment results to improve instruction in their school authority

Facilitators:

Dr. George Georgiou is a professor in the Faculty of Education at the University of Alberta and responsible for the development of norms for the mandatory literacy screeners in the province.

Mike McMann is the superintendent of Fort Vermilion School Division. He has been involved in literacy and numeracy screening and has developed a protocol for the use of the data for the continuous growth of his staff.

This session will share research on the impact of Red Deer Public School’s Reading College summer literacy intervention on elementary students’ reading achievement, motivation, and long-term success. It will also highlight the critical role of visionary leadership and the importance of leading learning communities, demonstrating how system-level leaders contribute to the development and sustainability of partnership-driven programs.

As a result of participating in this session, participants will have the opportunity to learn how one school authority developed a summer reading program and engaged in research to gauge successes and areas for improvement.

Facilitators:

Dan Lower is the Deputy Superintendent of Red Deer Public Schools, where he oversees the Learning Services department and champions exceptional teaching and learning initiatives across the division. He holds a Bachelor of Education from the University of Alberta and a Master of Education in Administration from the University of Lethbridge. Before assuming his current role, Dan served as Principal of Lindsay Thurber Comprehensive High School and held leadership roles as Vice Principal at both Lindsay Thurber and Hunting Hills High Schools. Earlier in his career, Mr. Lower was a dedicated science teacher at Lindsay Thurber Comprehensive High School. His journey in education began in Sylvan Lake and Stettler, where he established himself as a passionate and committed educator.

Dr. Julia Rheaume is the Associate Dean of the Education program at Red Deer Polytechnic. With over 15 years of experience as a middle school French Immersion math and science teacher, high school vice-principal, and post-secondary administrator, she brings a wealth of expertise to teacher education. Her research interests include curriculum development, assessment, student engagement, middle level education, and educational leadership. Julia’s doctoral research explored central Alberta middle school administrators’ perspectives on effective middle level education. Passionate about teaching and learning, she enjoys guiding preservice teachers on their journey toward a fulfilling career in education.

Sherri Jansen has been an educator for over 30 years, working with students from Kindergarten to Grade 12. As the Literacy Coordinator for Red Deer Public Schools, she supports educators in building strong, research-based literacy practices. She earned her Master’s in Educational Leadership and has also taught preservice teachers at Red Deer Polytechnic. Passionate about making literacy accessible for all students, she collaborates with teachers to bring effective and inclusive strategies into classrooms.

This session examines the limitations of current education policies and traditional approaches to moral and character education in supporting value pluralism. The presenter will propose principles and practices that better prepare students to navigate increasingly complex communities. Participants will gain insights into fostering inclusive and adaptable learning environments.

As a result of participating in this session, participants will have the opportunity to consider how they approach value conflicts in their own leadership and how their school authority prepare students to do the same.

Facilitator:

Dr. Kurtis Leinweber is currently the superintendent of Foundations for the Future Charter Academy (FFCA) in Calgary. Professionally, he has been involved with character education at FFCA since it opened in 1997. Personally, he has embraced the challenge of raising two daughters who are more prepared to negotiate the ethical complexities of life than he was at their age. Kurtis has recently completed his PhD in Educational Leadership focussed on Moral Education for Pluralism in Alberta Policies.

This session presents key findings from the Interweaving Elder Knowledges research study, emphasizing their significance for education leaders in ethically enhancing Education for Reconciliation. Meaningfully enacting the Leadership Quality Standard (Competency #5 – Supporting the Application of Foundational Knowledge about First Nations, Métis and Inuit), the study examines how Elder wisdom and teachings foster belonging, wellness, healing, balance, and retention for Aboriginal Teacher Education Program (ATEP) students, while also exploring how Elders engage with non-Indigenous communities in institutional settings. Addressing a critical gap, the research underscores the importance of weaving local and broader Indigenous knowledges, value systems, and practices to revitalize Indigenous cultures and unlearn colonial legacies. Literature highlights how Elder guidance, land-based education, and Indigenous philosophies support students in honouring knowledge from their homelands and integrating Elder teachings into daily life. The study’s research findings can assist education leaders in their continued commitments to ethically work alongside Elders, deepen their understanding of culturally appropriate and safe ways to support Indigenous youth and communities locally, and cultivate approaches to Education for Reconciliation leadership and practice that bring into balance Indigenous and Western ways of knowing and being.

As a result of participating in this session, participants will have the opportunity to understand their continued commitments to ethically work alongside Elders, deepen their understanding of culturally appropriate and safe ways to support Indigenous youth and communities locally, and cultivate approaches to Education for Reconciliation leadership and practice that bring into balance Indigenous and Western ways of knowing and being.

Facilitators:

Dr. Evelyn Steinhauer is an agent for change in the advancement of Indigenous Education. Born in Alberta, Canada, and a member of the Saddle Lake Cree Nation, Dr. Steinhauer completed both her PhD and her M.Ed degrees at the University of Alberta. Her enthusiasm for education extends into her multiple roles in the Faculty of Education. Dr. Steinhauer serves as the Associate Dean, Indigenous Teacher Education and Director of the Aboriginal Teacher Education Program (ATEP). Additionally, she is actively involved in a variety of initiatives, and working groups/committees, both locally and nationally. However, it is not all work for Evelyn and she is first to admit that her most cherished roles in life are that of being a mother, grandmother and great grandmother.

Dr. Zahra Kasamali is a former assistant professor at Brandon University’s Department of Curriculum and Pedagogy. She has extensive experience working with pre-service teachers and graduate students. Zahra is also an adjunct professor at the University of Alberta’s Faculty of Education and has over several years of experience as an assistant lecturer at the faculty. Zahra is currently a researcher and instructor with the Aboriginal Teacher Education Program (ATEP)at the University of Alberta.

charis Auger is a Cree person who serves as kiskinwahamakew (academic learning facilitator), Faculty of Education, Aboriginal Teacher Education Program. charis is passionate about working alongside students, supporting their well-being, and nurturing their long-term goals and aspirations. charis tirelessly works to ensure the success of ATEP students and is currently completing a Master in Educational Studies at the University of Alberta.

Teacher mindset in early reading instruction—and how it shapes classroom practice—significantly influences student outcomes. Drawing on recent research from Alberta school authorities, this session emphasizes the importance of understanding teacher mindset and explores the key factors that nurture confidence and efficacy in teaching reading.

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

• gain a deeper understanding about the importance of teacher mindset in teaching reading.
• identify factors that support feelings of confidence and efficacy, particularly in the context of Alberta elementary schools, in teaching reading.

Facilitators:

Dr. Chris Mattatall is a teacher-educator, researcher, and scholar at the University of Lethbridge.

Dr. Adam Browning is a teacher-educator, researcher, and Director of Learning at Palliser School Division.

A considerable number of equity-deserving students do not achieve success in our schools. This session examines change and leadership theories that provide system leaders with insights into the underlying causes of this issue and presents transformative leadership practices designed to address systemic barriers.

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

• engage in dialogic practices that promote critical consciousness.
• reflect on their own implementation plans for change.
• gain a deeper understanding about how to overcome barriers to change.

Facilitator:

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.