2025 Fall Conference

Hybrid Format (10 hours) – Participants will begin with 5 hours of in-person learning at the CASS Pre-Conference, followed by two online sessions (2.5 hours each) scheduled in the weeks following the pre-conference.

• In-person – Wednesday, November 5, 2025 (10:00 am – 4:00 pm)
• Online – Tuesday, November 18 (8:00 am – 10:30 am)
• Online – Tuesday, November 25 (8:00 am – 10:30 am)

In this course, system education leaders will develop financial literacy skills and gain a comprehensive understanding of how funds are allocated to school authorities in Alberta. Participants will explore the complexities involved in managing and overseeing the finances and operations of a school authority, enhancing their capacity to support sound fiscal leadership.

CASS extends its gratitude to the Association of School Business Officials of Alberta (ASBOA) for their collaboration in the development of this course.

As a result of attending this course, participants will:

• gain a broad understanding of the flow of resources into a school authority from the province.
• identify and interpret the legal, human resource, insurance, and local requirements, processes, people and structures that guide the operations of a school authority in Alberta.
• apply strategic thinking and planning skills including the use of available data sources when determining resource allocations in a school authority and ensuring a connection with school authority priority areas.
• explain the importance of stakeholder engagement in the resource allocation process within a school authority and the opportunities this engagement provides to system education leaders.
• formulate a plan that acknowledges personal areas of strength and areas for growth in this area and identifies next steps and possible resources to support continued learning, growth, and understanding of managing operations and resources within their school authority.

Note: This course is open to CASS members and non-CASS members. Regulated members will earn 10 CEP credits upon course completion.

About the Facilitators:

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

Corrine Thorsteinson is the Associate Superintendent – People Services with Red Deer Public Schools. Corrine has close to 30 years in the field of education with over 20 of those in school and system leadership roles. She feels fortunate to work in Human Resources Leadership, where she has had opportunities to facilitate mentorship, empower others to navigate tricky personnel issues and oversee the implementation of vital HR processes and employment conditions. Corrine is a certified Working Genius Facilitator. Corrine holds a Master of Education degree in Educational Leadership, as well as two undergraduate degrees – a Bachelor of Arts and a Bachelor of Education. She believes in empowering others to lead from where they are at.

Guest Speaker: Christine Lee, Interim CEO, ASBOA

Hybrid Format (10 hours) – Participants will begin with 5 hours of in-person learning at the CASS Pre-Conference, followed by two online sessions (2.5 hours each) scheduled in the weeks following the pre-conference.

• In-person – Wednesday, November 5, 2025 (10:00 am – 4:00 pm)
• Online – Thursday, November 13 (3:30 – 6:00 pm)
• Online – Thursday, November 20 (3:30 – 6:00 pm)

Moving from being a good leader to an effective leader and from a good school authority to a dynamic one is an intentional process. Leading by modeling the effective characteristics of a learner is essential. As the lead learners, system education leaders must believe that all students will be successful. This culture of learning must be interwoven in all the interactions with stakeholders within their schools and communities. This course will take participants on a journey that focuses on the competency of Leading Learning within both the Superintendent Leadership Quality Standard (SLQS) and the Leadership Quality Standard (LQS). Participants may find the following book helpful to refer to during this course: Labour, P., & Zepeda, S. (2018). The emerging work of today’s superintendent: Leading schools and communities to educate all children. Rowman & Littlefield & The School Superintendent’s Association.

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

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

Note: This course is open to CASS members and non-CASS members. Regulated members will earn 10 CEP credits upon course completion.

About the Facilitators:

Shan Jorgenson-Adam has been an educator for over 30 years working in a variety of educational roles (teacher, school administrator, division principal, director, assistant and deputy superintendent) in both British Columbia and Alberta. Shan has co-authored numerous articles on leadership. As a key lead in a leadership development research project, Shan has presented at several conferences, such as uLead, CASS, and Learning Forward, on school leadership. Shan has led literacy, numeracy, inclusion, school culture, community engagement, strategic planning and leadership development in several school divisions.
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Dr. Rita Marler has worked in K – 12 public education for over 30 years in central Alberta. Rita’s passion is instructional leadership and her doctoral work focused on the instructional leadership role of the assistant principal. As a superintendent for 9 years, Rita’s visionary leadership and relational approach paved the way for a collaborative culture that created connections amongst administrators and schools across her school division. She has co-written articles and presented at the University of Alberta, uLead, CASS, and Learning Forward on school leadership.

Hybrid Format (10 hours) – Participants will begin with 5 hours of in-person learning at the CASS Pre-Conference, followed by two online sessions (2.5 hours each) scheduled in the weeks following the pre-conference.

• In-person – Wednesday, November 5, 2025 (10:00 am – 4:00 pm)
• Online – Wednesday, November 13 (8:00 am – 10:30 am)
• Online – Wednesday, November 20 (8:00 am – 10:30 am)

This course on leading to support effective governance is designed to take participants through readings, discussion, and reflection on their roles and responsibilities. Participants will be provided with concrete governance examples and approaches, and participants will apply their learning and experiences through structured activities. Topics include the examination of governance models and approaches, building relationships and communicating effectively with the board, as well as how to manage conflict productively. Learning modules open with a guiding question, which will focus the presentation of information and discussions.

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

• concretely state their role in effective governance within the school authority and identify actions in effective governance within the school authority.
• 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 the Board.

Note: This course is open to CASS members and non-CASS members. Regulated members will earn 10 CEP credits upon course completion.

About the Facilitators:

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.
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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.

Interactive Keynote Description:

In this interactive keynote, Dr. Alec Couros examines the promises and pitfalls of generative AI in K–12 education with a focus on what matters for system eduction leaders. Through brief demonstrations and interactive elements, Dr. Couros will demonstrate how AI can support teaching, learning, and operations while clarifying where challenges surface. The session foregrounds implications for assessment, equity, privacy, and policy, and provides language that system education leaders can use in local contexts. Participants will leave with a grounded view of where AI adds value today and what to watch as tools evolve.

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

• understand how generative AI is shaping teaching, learning, and operations, and the key challenges as it relates to K-12 education.
• gain practical insights and language to confidently lead local conversations and decisions as AI continues to evolve.

About the Presenter:

Dr. Alec Couros is a Professor of Educational Technology and Media at the University of Regina. He previously directed both the Centre for Educational Research, Collaboration and Development (CERCD) and the Centre for Teaching and Learning, advancing research collaborations and innovative teaching practices. An award-winning educator, Dr. Couros is internationally recognized for his expertise in generative AI, digital citizenship, critical media literacy, and open learning, actively shaping educational policy and practice across K–12 and higher education.

Table Groupings

Table 1 (Moderated by Terri Duncan)

This community of practice 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.

Table 2 (Moderated by Ron Eberts)

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 3 (Moderated by Terri Lynn Guimond)

This community of practice is intended for system education leaders who share an interest in reflecting on and exploring 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 4 (Moderated by Lorrie Makepeace)

This community of practice is intended for system education leaders who share an interest in assessment and reporting practices for the new curriculum in K-6.

Table 5 (Moderated 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 Groupings

Table 1 (Moderated by TBD)

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.

Table 2 (Moderated by TBD)

This community of practice convenes system leaders committed to advancing equitable, culturally sustaining education through innovation in curriculum, assessment, and technology, while centering First Nations, Métis, and Inuit knowledge systems.

Table 3 (Moderated by TBD)

This community of practice fosters collaborative innovation for system leaders in curriculum, assessment, technology and First Nations, Métis, and Inuit education with the intent to enhance understanding and implementation across the province. We achieve this by sharing effective practices, building on others success and fostering partnerships with organizations beyond our home institutions.

Table Groupings

Table 1 (Moderated 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 2 (Moderated 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 Groupings

Table 1 (Moderated by Irene Donaldson)

This community of practice is intended for system education leaders who share an interest in addressing challenging student behaviour and exploring how school authorities can better support students with profound levels of behaviours along with involved staff including exploration of research and supports beyond universal programs.

Table 2 (Moderated by Carol Rainey)

This community of practice is intended for system education leaders who share an interest in systemic planning for inclusive education.

Table 3 (Moderated by Rhonda Schachterle)

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 4 (Moderated by Joanne Stockman)

This community of practice is intended for system education leaders who share an interest in implementing a Continuum of Supports and Services with a focus connected to the theory, practices, processes, and concepts contained within it. This year we explored ‘Being’ and will continue that as long as the group wishes along with moving into ‘Knowing’ and ‘Doing’.

Table 5 (Moderated 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.

This community of practice is intended for system education leaders who share an interest in supporting continuous learning, mentorship, and skill development for emerging and experienced deputy superintendents.

Table Groupings

Table 1 (Moderated by Dr. Andrea Holowka)

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

Table 2 (Moderated by Dean Lindquist)

This community of practice is intended for system education leaders who share an interest in navigating, flourishing and celebrating diversity and choice in education.

Table 3 (Moderated 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 4 (Moderated by Wes Oginski)

This community of practice is intended as a forum for Alberta Charter School Superintendents to explore current education issues & research through the lens of a charter school.

Table 5 (Moderated 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.

Session Description:
As the professional regulatory body for Alberta’s system education leaders, CASS holds a unique and legislated responsibility. This session will clarify what it means for CASS to function as a regulatory body under the College of Alberta School Superintendents Act. Participants will gain a clear understanding of CASS’ regulatory mandate, including continuing education requirements, professional standards, and the accountability processes that guide and sustain the profession. This session will provide both clarity and context for members, ensuring a shared understanding of how regulation supports excellence and integrity in educational leadership across Alberta. Members will also learn how regulatory responsibilities are distinct from association or advocacy functions, and why this distinction matters. Practical examples will be shared to illustrate how regulation directly affects the professional lives of system education leaders. Participants will leave with greater confidence in navigating their roles and responsibilities within this regulatory framework.

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

• explore how CASS’s regulatory role strengthens professional practice and public confidence.
• understand member responsibilities within the regulatory framework.
• learn how regulatory functions connect with professional learning, accreditation, and assurance.

About the Presenter: 

David Keohane is the Chief Executive Officer of the College of Alberta School Superintendents (CASS). He leads the organization’s dual mandate as both a professional regulatory body and a professional learning association, ensuring Alberta’s system education leaders uphold the highest standards of practice while advancing professional growth. With extensive experience as a superintendent and executive leader, David has guided CASS through its transition to regulatory status, spearheading the development of bylaws, policy, and the Continuing Education Program framework. He works closely with the CASS Board of Directors, the Ministry of Education and Child Care, education partners, and CASS members to strengthen CASS’ provincial voice in system education leadership and its impact on student success. For his contributions, David has received the Canadian Superintendent of the Year award from CASSA and was twice named a Gallup Manager of the Year finalist for his leadership in the Canada/U.S. public sector.

Session Description:
Join the teams from CASA Mental Health and Sturgeon Public Schools as they share the successes, lessons learned, and impact on student mental health and well-being from their CASA classroom collaboration. This model highlights how collaborative approaches can strengthen student outcomes, demonstrate a strong return on investment, and provide valuable insights for schools and systems. Participants will also engage in reflective dialogue to explore how these approaches might be adapted to their local contexts.

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

• understand what it means for a school authority to collaborate with CASA Mental Health and host a CASA classroom.
• consider the impact of CASA Mental Health collaboration on student mental health and well-being.
• reflect on opportunities within their own context to leverage this type of partnership.

About the Presenters:

Lori Roe is a Clinical Director with CASA Mental Health and is leading the CASA Classrooms expansion. She has more than 30 years of clinical and leadership experience in mental health services, program development and system-wide collaboration, primarily focused in the area of school based mental health services and other collaborative partnerships. Lori is deeply committed to improving outcomes for children, youth and families. CASA’s dedication to the “missing middle” in mental health aligns perfectly with her passion for integrated service delivery and for ensuring accessible, high-quality care. She holds a master’s degree in clinical social work and has been a registered social worker for almost 30 years. She proudly calls Calgary home.

Shawna Warren has served as the superintendent of Sturgeon Public Schools since 2021. 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 Degree from the University of Alberta with a focus on trauma and the brain. Shawna is recognized as a collaborative problem-solver and is committed to lifelong learning, high achievement and creating inclusive environments.

Shelley Greenwood is the Director of Learning Services with Sturgeon Public Schools. In this role, she leads a diverse team that provides learning supports, counselling and wellness, and therapeutic services to ensure students and staff are supported to succeed. Shelley is a collaborative, student-centered leader who values listening, building trust, and working alongside teachers, families, and administrators to create safe, inclusive, and caring environments. She believes that when staff are supported and empowered, students flourish. Her leadership is grounded in equity, compassion, and a commitment to fostering both professional growth and student belonging.

Session Description:
Join Alberta’s established and newly approved collegiate school community for an interactive session showcasing how these innovative schools are redefining high school pathways. Collegiate schools create clear routes from high school into post-secondary and careers by offering specialized programming, dual credit opportunities, experiential learning, and strong partnerships with post-secondary institutions and industry. This two-part showcase opens with an overview of the collegiate school model as both a system strategy and a partnership framework, then moves into Alberta-based examples where division leaders, post-secondary, and industry partners share successes, challenges, and impacts on students. In part-two, after lunch, participants will engage in a Collaborative Design Lab which is an opportunity to identify opportunities, generate strategies, and consider actionable next steps to strengthen partnerships, expand programming, and address barriers such as equity and access. Join the conversation that is advancing collegiate pathways across Alberta.

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

• discover the collegiate school model as both a system strategy and a partnership framework.
• explore Alberta-based examples and engage with peers and partners to surface strategies for strengthening pathways.
• contribute to the provincial momentum by shaping next steps and broadening connections within the collegiate schools community.

About the Presenters: 

Jennifer Robson is a first-generation Canadian and the School Accreditation Lead for Collegiate School Accreditation across Alberta. She is a passionate educator who has championed services for children and students with exceptional needs for many years. Prior to joining Alberta Education in 2019, she taught both in Edmonton and in the United Kingdom. Jennifer is dedicated to advancing career education in Alberta, supporting students in accessing strong pathways into post-secondary education and the workforce.

Tammy Tkachuk is the Manager of Accreditation and Monitoring in the Program and System Support Division of Alberta Education and Childcare. In this role, she supports the accreditation of charter, collegiate, independent, and international schools. Prior to joining Alberta Education in 2022, Tammy was an elementary school principal northwest of Edmonton. She brings over 20 years of experience teaching and leading in Alberta and earned her PhD in Education Policy Studies from the University of Alberta in 2021. Tammy is deeply committed to supporting teachers and learners across the province.

Colleen Symyrozum-Watt is an independent CASS leadership consultant.

Session Description:
Get ready for a session that’s truly hands-on—or better yet, eyes-on! This is not your typical sit-and-listen workshop. Instead, you’ll dive into the world of both professional and classroom-based literature through the engaging practice of book tastings. You’ll sample professional texts that spark ideas around leadership, assessment, literacy, numeracy, inclusion, and more. Then, switch gears and experience a tasting of student literature—fresh reads that can inspire and engage learners of all ages. Along the way, you’ll discover the research behind book tastings and book clubs, and explore how these strategies can energize your work as a leader of learning while offering teachers creative ways to encourage students to dive into new texts.

Even better? This session is about sharing! Bring a favourite or current system education leadership book, and if you like, a piece of classroom literature that excites you. Together, we’ll swap titles, trade ideas, and walk away with a buffet of new resources and possibilities. Come with curiosity, an open mind, and a willingness to read, taste, and share. You’ll leave not only with a fuller “menu” of books, but also with fresh strategies to spread the joy of reading and professional learning across your school authority community.

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

• explore and share literary material that are system education leadership focused and student facing through a process of book tasting.

About the Presenters:

Sharon Cronin has served as Director of Instructional Leadership with Rocky View Schools for the past four years, following three decades as a classroom teacher, assistant principal, and principal within this school authority. Influenced early on by parents who were passionate readers, she developed a deep appreciation for literature that has shaped her career. Sharon’s experiences supporting students who both excelled and struggled with reading reinforced her commitment to advancing literacy and instructional excellence. Her work has centered on fostering a culture of learning, leading with purpose, and inspiring both staff and students to embrace the joy of reading.

Lori Meyer has served as superintendent of learning with Rocky View Schools since 2021. With reading as a favorite lifetime hobby, Lori loves any opportunity to talk about reading with others including former students and in the classrooms she visits now. Sharing the love of reading with her own children, taking book recommendations from them, and talking about books is a highlight of her parenting experience. As a system education leader, Lori feels strongly about her commitment to ongoing learning and engages in that commitment often through sharing literature.

Session Description:
For your non-union employees, the number one tool in the HR toolbox is a clear and enforceable termination clause at the time of hire. This will minimize spending time and money on employees that are not meeting expections, so that you can spend that time and money on your employees that are meeting expectations. However, there are an ever-growing number of potential hurdles to successfully implementing and enforcing such clauses. Join Colin as he explains what this tool can do for your school authority, how best to implement it, and the key problems to avoid.

For your teacher contracts, Colin will use this opportunity to update and refresh on the key tips and traps for those contracts.

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

• understand the role of termination clauses in managing performance and mitigating organizational risk.
• identify key elements of a clear and enforceable termination clause.
• apply best practices when drafting and implementing termination clauses at the time of hire.
• recognize common legal and practical pitfalls that can undermine enforceability.
• strengthen their HR practices to ensure time and resources are invested in employees meeting performance expectations.

About the Presenter:

Colin Fetter takes a proactive approach to workplace management, helping employers achieve their business objectives while effectively managing risk and reducing liability. With extensive experience in both non-unionized and unionized environments, Colin provides strategic advice on hiring, discipline, termination, and the development of policies and contracts, as well as guidance in responding to Employment Standards Code, Canada Labour Code, and Human Rights complaints. In unionized settings, Colin advises on all aspects of labour relations, including collective bargaining, grievances, arbitrations, and classification issues. Actively engaged in the legal community, Colin is a member of the Canadian Bar Association’s Labour and Employment Law Subsection and Education Law Subsection, as well as the Edmonton Bar Association. Colin has provided specialized advice and support to school authorities for over 25 years.

Session Description:
Building on the interactive keynote held on Wednesday evening, this facilitated session offers extended time to revisit ideas, ask questions, and experience brief demonstrations. Participants will engage in open dialogue and share perspectives from their own contexts. The emphasis is practical understanding, with room to try things and clarify next steps.

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

• deepen their understanding of generative AI through dialogue, demonstrations, and shared perspectives.
• explore practical applications and identify next steps to support leadership decisions in their own contexts.

About the Presenter:

Dr. Alec Couros is a Professor of Educational Technology and Media at the University of Regina. He previously directed both the Centre for Educational Research, Collaboration and Development (CERCD) and the Centre for Teaching and Learning, advancing research collaborations and innovative teaching practices. An award-winning educator, Dr. Couros is internationally recognized for his expertise in generative AI, digital citizenship, critical media literacy, and open learning, actively shaping educational policy and practice across K–12 and higher education.

Session Description:
Join Alberta’s established and newly approved collegiate school community for an interactive session showcasing how these innovative schools are redefining high school pathways. Collegiate schools create clear routes from high school into post-secondary and careers by offering specialized programming, dual credit opportunities, experiential learning, and strong partnerships with post-secondary institutions and industry. This two-part showcase opens with an overview of the collegiate school model as both a system strategy and a partnership framework, then moves into Alberta-based examples where division leaders, post-secondary, and industry partners share successes, challenges, and impacts on students. In part-two, after lunch, participants will engage in a Collaborative Design Lab which is an opportunity to identify opportunities, generate strategies, and consider actionable next steps to strengthen partnerships, expand programming, and address barriers such as equity and access. Join the conversation that is advancing collegiate pathways across Alberta.

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

• discover the collegiate school model as both a system strategy and a partnership framework.
• explore Alberta-based examples and engage with peers and partners to surface strategies for strengthening pathways.
• contribute to the provincial momentum by shaping next steps and broadening connections within the collegiate schools community.

About the Presenters: 

Jennifer Robson is a first-generation Canadian and the School Accreditation Lead for Collegiate School Accreditation across Alberta. She is a passionate educator who has championed services for children and students with exceptional needs for many years. Prior to joining Alberta Education in 2019, she taught both in Edmonton and in the United Kingdom. Jennifer is dedicated to advancing career education in Alberta, supporting students in accessing strong pathways into post-secondary education and the workforce.

Tammy Tkachuk is the Manager of Accreditation and Monitoring in the Program and System Support Division of Alberta Education and Childcare. In this role, she supports the accreditation of charter, collegiate, independent, and international schools. Prior to joining Alberta Education in 2022, Tammy was an elementary school principal northwest of Edmonton. She brings over 20 years of experience teaching and leading in Alberta and earned her PhD in Education Policy Studies from the University of Alberta in 2021. Tammy is deeply committed to supporting teachers and learners across the province.

Colleen Symyrozum-Watt is an independent CASS leadership consultant.

Session Description:
This session spotlights how Prairie Rose Public Schools has advanced progressive programming and system-wide innovation through adaptive leadership, networked collaboration, and the strategic reframing of challenges. Drawing on authentic and complex scenarios from real system-level change initiatives, participants will engage in high-level, realistic decision-making exercises that mirror the complexities of system educational leadership today. Throughout the session, particiants will examine the power of professional networks to broaden perspectives and strengthen collective capacity. They will consider how reframing persistent challenges can open the door to bold and transformative opportunities. Attention will also be given to navigating systemic change in ways that protect relationships, foster trust, and maintain momentum across the organization.

Grounded in the Alberta Superintendent Leadership Quality Standard competencies, this session combines case studies, collaborative problem-solving, and practical toolkits. The session design ensures that participants leave with strategies that not only cultivate cultures of agility and innovation, but are also scalable across school authorities, transferable to diverse contexts, and directly applicable to their own system education leadership challenges.

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

• apply adaptive leadership frameworks to navigate complex, system-level challenges.
• leverage networks and collaborative approaches to accelerate innovation and build capacity.
• reframe complexity as a strategic advantage rather than a barrier.
• implement practical, district-level tools to cultivate a culture of bold, future-ready learning.

About the Presenters:

For over three decades, Lisa Lindsay has dedicated her career to empowering students, supporting teachers, and equipping school leaders for success serving as a teacher, counsellor, vice-principal, principal, and now Assistant Superintendent of Student Experiences at Prairie Rose Public Schools. In every role, the focus has been clear: ensure every student has the supports, opportunities, and experiences they need to thrive. Lisa believes leadership is grounded in trust, collaboration, and accountability, which build strong relationships and drive meaningful change. In an ever-changing climate, Lisa brings deep experience and an unwavering belief in the power of education to open doors, ignite potential, and shape brighter futures.

Corey Steeves is the Principal of South Alberta Collegiate and recently completed his doctorate in educational leadership, focusing on how principals can build and leverage social capital to drive innovation. With over eight years in school leadership, Corey is passionate about creating dynamic, experiential learning opportunities that prepare students for a rapidly changing world. Corey leads with a commitment to fostering collaboration, leveraging networks, and cultivating bold, future-ready learning environments.

Session Description:
This session will provide participants with a clear, practical foundation for using generative AI in their own work. Dr. Alec Couros explains how the core tools operate, then demonstrates everyday uses for decision support, policy drafting, communication, and planning. The focus is on building essential skills, understanding strengths and limits, and recognizing considerations for assessment, equity, privacy, and policy. The format is interactive, with hands-on demonstration and exploration. Participants will leave more capable and confident in their use of GenAI in their professional contexts.

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

• gain practical skills and confidence in applying generative AI to their system education leadership work.
• understand AI’s strengths, limits, and key considerations for K-12 education.

About the Presenter:

Dr. Alec Couros is a Professor of Educational Technology and Media at the University of Regina. He previously directed both the Centre for Educational Research, Collaboration and Development (CERCD) and the Centre for Teaching and Learning, advancing research collaborations and innovative teaching practices. An award-winning educator, Dr. Couros is internationally recognized for his expertise in generative AI, digital citizenship, critical media literacy, and open learning, actively shaping educational policy and practice across K–12 and higher education.

Session Description:
In times of complexity and transformation, system education leaders must do more than manage; they must lead with vision, purpose, and intention. In this session, the presenters from Grande Prairie Public School Division will explore how to develop leadership capacity at all levels of the system by embodying the principles of visionary leadership. Participants will engage in reflective dialogue and practical planning that bridges personal leadership growth with broader system priorities. Visionary leadership begins with clarity of values, direction, and purpose. Through this lens, system education leaders are invited to examine how their leadership mindset, actions, and influence align with a compelling vision for student success and organizational coherence. Participants will consider what it means to lead not just from position, but through influence, relationships, and a commitment to continuous improvement.

The session will also highlight strategies to cultivate leadership capacity across a team or school authority. Participants will explore how to foster conditions that empower others to lead, build collective efficacy, and sustain a culture of learning. Collaborative exercises will illustrate how visionary leadership moves systems forward, creating coherence, inspiring shared ownership, and enabling innovation. By the end of this session, participants will leave with a deeper understanding of their own leadership stance, as well as tools and frameworks to intentionally develop leadership in others. Whether supporting aspiring leaders, leading teams, or influencing division-wide priorities, this session will challenge and support participants to lead with vision and impact.

This session is ideal for system education leaders seeking to strengthen their leadership professional practice, grow leadership in others, and align their work with a future-focused, student-centered vision. Participants will be encouraged to reflect, connect, and commit to actions that support leadership growth and system transformation.

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

• deepen their understanding of visionary leadership and how it drives system-wide coherence and transformation.
• reflect on their personal leadership identity, values, and influence within their current context.
• explore practical strategies to develop and expand leadership capacity in others across schools or departments.
• identify ways to align individual and collective leadership actions with a clear, student-centered vision.
• engage in dialogue with peers to share insights, challenges, and approaches to leadership development.
• leave with actionable next steps and tools to cultivate a culture of leadership growth and shared responsibility.

About the Presenters:

Kimberly Frykas is the Director of System Planning for the Grande Prairie Public School Division. She has been with this school authority for over 25 years, holding previous roles including Director of Instruction for Grades 7-12 and Director of Educational Technology. Her work focuses on coordinating division and school education planning, reporting, evidence analysis, and stakeholder engagement. Supporting school administrators in developing and actionizing education and professional learning plans is at the center of her work.

Nancy Gorgichuk holds a Bachelor of Education (Special Education) from the University of Alberta and a Master of Education (Educational Leadership) from the University of Calgary. She has been part of the Grande Prairie Public School Division her entire career which has spanned almost 35 years. She has taught Pre-K through Grade 12 and has held various leadership positions: curriculum coordinator, vice-principal, principal, and for the last 9 years has provided system education leadership as the current Director of Schools: Inclusive Learning. Throughout her career she has intentionally modelled visionary leadership promoting inclusion and a sense of belonging; and to ensure those around her have felt welcomed, cared for, respected and safe.

Corinne Kruse is the Director of Teaching & Learning with Grande Prairie Public School Division. She has been teaching for 35 years; the last 28 with GPPSD. She has served as classroom teacher, learning support teacher, school VP and principal and system education leader. Corinne’s main focus is supporting school leaders in their work as instructional leaders to achieve equity in teaching and learning.

Sandy McDonald is finishing his 10th year as Superintendent of Schools for the Grande Prairie Public School Division and slides into retirement at the end of December. In his 34 years with the division Sandy has been a teacher, school administrator and Director of Educational Technology, along with other system roles. Outside of work, Sandy is actively involved at the local and provincial level volunteering and serving on a variety of committees and boards. Two current areas of focus for Sandy’s work are learning more about supporting the effective governance of elected school boards and learning how to leverage Artificial Intelligence tools to positively impact both student growth and achievement and system administration and operations.

Paul Therrien is the Director of Student Supports with Grande Prairie Public School Division. He brings over 25 years of experience in education, having served as a classroom teacher, school principal, and system education leader. Paul’s career includes extensive work in French Immersion programming, school leadership development, and creating inclusive environments that support all learners. He is passionate about building leadership capacity within schools and supporting staff in implementing effective, student-centered practices.

Session Description:
Managing aggressive student behaviours is one of the most complex and pressing challenges facing today’s schools. This interactive session invites system education leaders to explore their critical role in creating safe, supportive learning environments through collaborative dialogue. Using authentic case studies drawn from diverse school contexts, participants will engage in structured conversations that highlight the systemic conditions, leadership practices, and decision-making processes that influence how schools respond to aggression. Through facilitated discussion, system education leaders will examine strategies for prevention, de-escalation, and intervention that align with evidence-based frameworks and jurisdictional policies. Case studies will serve as a springboard for reflecting on how systemic factors, such as culture, policy, professional learning, and cross-ministry partnerships, can influence responses to aggressive student behaviours.

This learning lab is designed to foster peer-to-peer learning and collective problem-solving. Participants will share insights from their own contexts, consider multiple perspectives, and identify promising practices that can be adapted to their school authorities. By the end of the session, system education leaders will leave with a deeper understanding of their unique role in supporting schools, empowering staff, and ensuring consistent, compassionate approaches to aggressive behaviours that prioritize the safety and well-being of both students and staff.

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

• analyze case studies to deepen their understanding of system education leaders’ roles in managing aggressive student behaviours.
• engage in collaborative conversations that surface diverse perspectives and promising practices.
• identify strategies and systemic conditions that support safe, consistent, and compassionate responses to aggression.
• reflect on their own leadership practices and consider how to strengthen supports within their school authorities.
• leave with practical insights and shared strategies that can be adapted to their local contexts.

About the Presenters:

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 school authority.

Danica Martin has over 20+ years of experience in educational leadership roles at the school and system level. Most recently, Danica was an Assistant Superintendent of Education Services with a central Alberta school authority. She has led a variety of complex teams and worked strategically with them to build leadership capacity and cohesion in an inclusive education system. Danica holds a Master of Education degree in Educational Leadership as well as a Bachelor of Education degree. Additionally, she is a certified Working Genius facilitator and a certified Professional and Business Coach. Currently, Danica is an independent CASS leadership consultant.

Session Description:
Mental health issues are becoming more prevalent in all aspects of our lives, and school authorities are no exception. This presentation will outline an employer’s legal duty to accommodate and discuss key tips for managing this difficult issue. In addition, Colin will explore key options and tools for an employer to use in very difficult, but also very common duty to accommodate common scenarios such as:

• the duty to inquire
• dealing with “scratch pad” doctors notes,
• return to work accommodation, and
• when have you reached “undue hardship” and can move on.

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

• understand an employer’s legal duty to accommodate in the workplace
• recognize the boundaries of duty to accommodate, including when “undue hardship” may apply.
• apply practical strategies and tools to manage common accommodation scenarios.

About the Presenter:

Colin Fetter takes a proactive approach to workplace management, helping employers achieve their business objectives while effectively managing risk and reducing liability. With extensive experience in both non-unionized and unionized environments, Colin provides strategic advice on hiring, discipline, termination, and the development of policies and contracts, as well as guidance in responding to Employment Standards Code, Canada Labour Code, and Human Rights complaints. In unionized settings, Colin advises on all aspects of labour relations, including collective bargaining, grievances, arbitrations, and classification issues. Actively engaged in the legal community, Colin is a member of the Canadian Bar Association’s Labour and Employment Law Subsection and Education Law Subsection, as well as the Edmonton Bar Association. Colin has provided specialized advice and support to school authorities for over 25 years.

Session Description:
Foothills School Division is dedicated to using AI to deepen engagement, provide meaningful support, and ensure every learner is successful. Tools like the Communication and Reporting Tool streamline learner profile creation and enhance family communication, better addressing student needs. The CTF Challenge Generator designs engaging Career and Technology Foundations experiences, while the Design for Depth and Transfer agent supports robust learning cycles and competency development for new curriculum implementation. The Supervision & Evaluation Partner compiles classroom observations and conversations of professional practice aligned with the TQS and LQS competencies and supports education leaders evaluating practice, offering feedback, identifying strengths, and offering suggestions for professional growth and development.

Foothills School Division is currently exploring the potential of artificial intelligence within our Continuum of Supports framework. This includes investigating how AI might be used to support the monitoring of student progress and how to provide clarity to Individualized Learning Plan (ILP) goals and strategies. These exploratory efforts are aimed at better understanding how AI can be leveraged to enhance inclusive learning environments for all students.

Foothills School Division has engaged with partners both in the education and technology fields, including Microsoft Education, to support the use of powerful tools such as Copilot Studio and Microsoft Teams to create safe, customized agents that support design and problem solving and aligns with our system’s vision for learning.

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

• leverage powerful tools such as Copilot Studio and Microsoft Teams to create safe, customized copilot agents that support design and problem-solving that aligns with their system’s vision for learning.

About the Presenters:

Throughout Caroline Roberts’ 32-year career in education, she has maintained an unwavering commitment to optimizing student learning, building collaborative cultures, and shared leadership. Her professional experience encompasses multiple aspects of educational leadership, including serving as principal at several schools and as Assistant Superintendent of Learning Services for Foothills School Division over the past eight years. Caroline strives to make change for the better and feels obligated to do whatever she can to make that happen. By leveraging the capabilities of artificial intelligence, she can amplify her efforts, finding innovative solutions to complex problems and making a more significant impact on educational excellence.

Chase Ellis is the Director of Professional Learning and Education Partner Relations at Foothills School Division. In working with the Curriculum Design team, he leverages AI tools in designing learning and building professional design skills within the context of Deep and Transferable Learning and new curriculum implementation.

Dinah Van Donzel is the Director of Student Learning (JK–6) in Foothills School Division, with a specialized focus on early learning, literacy, and numeracy. Dinah brings a strategic and passionate approach to foundational education. Her leadership supports educators in designing responsive, inclusive, and developmentally appropriate learning environments that foster curiosity, confidence, and academic growth. Dinah champions high-impact practices using AI tools that build strong universal practices for teachers in literacy and numeracy and targeted intervention for students.

Charity Tegler joined Foothills School Division in 2019. She has held the roles of Facilitator, Coordinator of Indigenous Learning, and this year moved into the role of Director of Indigenous Learning and Equity. In all her roles, she has been responsible for advancing First Nations, Métis and Inuit Student Success, Truth and Reconciliation and the Teacher Quality Standard 5 – Applying Foundational Knowledge about First Nations, Métis and Inuit. She has supported teachers and leaders to develop and apply foundational knowledge about First Nations, Métis and Inuit for the benefit of all students. Another part of her Director role is that of Equity. She supports the implementation of Policy 14 – A Place for All and is responsible for supporting English as Additional Language learners. Charity effectively uses a variety of AI tools to coach and support her design work meeting the needs of our English as Additional Language learners and First Nations, Métis, and Inuit students.

Cora-Leah Schmitt is a director in Foothills School Division with a strong commitment to inclusive learning and experience in various teaching and system-level roles. Cora-Leah leads a multidisciplinary team focused on creating equitable and supportive environments for all learners. Cora-Leah is known for her commitment to innovative, student-centered practices, and her ability to build collaborative partnerships with families, educators, and specialists. She is a strong advocate for the ethical and purposeful use of AI in education, recognizing its potential to help personalize learning, identify student needs proactively, and reduce systemic barriers. Her work reflects a belief that inclusive environments must continually evolve to meet the needs of diverse learners and that AI, when used critically and wisely, can help support this evolution.

Doug Stevens has worked in Foothills School Division for 32 years and is currently the Director of Student Learning (Grades 7-12) and Assurance Data. Doug has written a number of CoPilot Agents, including a CTF Challenge Generator and a Learning-for-Transfer Instructional Design Agent.

Sally Smith is the Director of Technology Services for Foothills School Division. Sally brings many years of leadership in educational technology, systems design, and strategic innovation. She is passionate about strengthening the operational side of education so staff can focus on what matters most. Sally believes AI is only the right answer when it’s woven seamlessly into workflows, when using it feels effortless, not like a burden. In a field often drawn to all-in-one solutions, she advocates instead for building resiliency and curiosity in educators so they can choose the right tool for the right task. Education was not built for the speed of AI, and there is no longer a single “click here, then here” path. To keep pace, Sally believes we must change how we think, lead, and support. Sally is currently pursuing a PhD focused AI implementation in K–12 education, and recently presented Foothill School Division’s work to over 200 Microsoft engineers.

Session Description:
Employee absences have a detrimental effect on all aspects of a school authority’s operations including, but not limited to student learning, employee workload, employee wellness, facility maintenance and financial costs. Rocky View Schools has established the Employee Attendance Improvement & Monitoring (AIM) program to support regular employee attendance. The program is intended to:

• improve student learning and successful student outcomes by increasing staffing consistency and productivity;
• strengthen the workforce by reducing time away from the workplace and enhancing employee wellbeing;
• decrease costs to the organization by reducing overtime and replacement costs.

AIM is intended to proactively identify employees requiring coaching and support to successfully increase their attendance. AIM does not apply to employees being supported through disability management or with culpable absences.

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

• learn about how one school authority has introduced an absence management program, and
• build an absence management program for their school authority.

About the Presenters: 

Laurie Copeland has served as Associate Superintendent of Human Resources since 2019. She is a Chartered Professional in Human Resources and has a strong knowledge of the ever-changing HR landscape and a proven track-record of building and leading cohesive teams. Laurie holds a bachelor of arts in administrative and commercial studies from the University of Western Ontario, a post-baccalaureate diploma in business and an executive master of business administration from Athabasca University.

Heather Goodman has more than 20 years of teaching and leadership experience. She is currently the Director of HR at Rocky View Schools and has previously served as the Coordinator of Staffing at Calgary Board of Education (CBE). Before that, she worked as a principal and teacher. Heather holds a Human Resources Management Certificate from Mount Royal University as well as a Master of Educational Leadership, a Bachelor of Education and a Bachelor of Physical Education all from the University of Calgary.

Session Description:
Join Doug Duff and Nicole Lafreniere as they explore how instructional leadership can drive meaningful transformation across schools. This session will focus on building essential leadership competencies, such as developing instructional leadership capacity within the school improvement cycle and addressing critical impact indicators that accelerate student achievement. Key questions that will be examined include:

• How can mathematics serve as a catalyst for whole-school improvement? Discover strategies for leveraging math as a foundation for broader school-wide growth.
• What key impact markers enhance student achievement? Learn how to identify measurable indicators of success, supported by evidence that reflects genuine understanding and progress.
• What shared understanding strengthens instructional and assessment practices across a school? Gain insights into fostering collaboration and alignment, creating a unified approach to teaching and learning.

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

• strengthen their instructional leadership capacity by exploring how mathematics can drive whole-school improvement.
• identify key impact markers that accelerate student achievement.
• foster a shared understanding of effective instructional and assessment practices across their schools.

About the Presenters:

Doug Duff is an experienced educator, administrator, and principal instructional leader. He worked with the Thames Valley District School Board in London, Ontario, for 20 years. He has worked in math education and school improvement in various capacities both nationally and internationally. He is a multi-grade textbook author, and an international presenter for mathematics leadership and professional learning.

Nicole Lafreniere serves Edmonton Catholic Schools as the Director of Curriculum & Assessment, K-12. Within the school authority, she has been a classroom teacher, consultant, assistant principal, and principal before moving to central office in 2018. Nicole is passionate about the role that professional learning for teachers plays in providing optimal learning experiences for students. She believes fervently that the principal is the primary change agent within the school. She also believes everyone is a math person!

Session Description:
The role of Superintendent is unlike any other in a school authority, and learning that role alongside a new board can be especially daunting. This session will provide an opportunity to share learning, experiences, and gain new connections.

This session will focus on the role of the Superintendent and team in helping a new board to set priorities, to work together for advocacy, and ultimately to become great governors.

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

• connect, learn from each other, and develop strategies to support the work of governors to meet the needs of students.

About the Presenter:

Shauna Boyce warns people to avoid being fooled by her painted nails and high heels; she is a professional, but is a country girl at heart and therefore is most comfortable in the fray, with her sleeves rolled up and her hands in the mix, sometimes even “stirring the pot.” With over 35 years of experience in education, and leadership experience at all levels, Shauna is passionate about deepening learning and improving the experiences of both governors and operational leaders; always in the best interest of students. She currently serves as the Superintendent of Parkland School Division serving students in both Treaty 6 and Treaty 8 Territories.

Session Description:
With the introduction of Alberta’s Bills 33 and 34, privacy legislation and the management of sensitive personal information in school authorities are facing heightened scrutiny. This is a practical session designed to help school and system education leaders understand their responsibilities in conducting Privacy Impact Assessments (PIAs) and embedding privacy-conscious decision-making into operations and governance. Participants will gain a general understanding of what PIAs are, why they should be completed, and how to complete them effectively. Through real-world examples and school-based scenarios, this session will walk through the PIA process by highlighting key risks, mitigation strategies, and how PIAs align with public trust, ethical leadership, and responsible technology use. This session directly supports the Superintendent Leadership Quality Standard (SLQS), particularly the competencies related to School Authority Operations and Resources by developing leader professional capacity in ensuring compliance with legal frameworks and maintaining the integrity and security of school information systems. It also supports Effective Governance by equipping system education leaders to communicate privacy obligations clearly to Boards, staff, and the public, ensuring operational transparency. Aligned with the Learning and Leading a Learning Community and Managing School Operations and Resources competencies, this session will also support system eduction leaders in building organizational capacity, modelling ethical stewardship, and leading change as new legislative requirements take effect. Whether you’re new to PIAs or want to improve your current processes, this session offers actionable strategies to lead privacy efforts confidently and competently.

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

• gain a general understanding of Privacy Impact Assessments (PIAs).
• learn when and how to complete PIAs.
• explore how PIAs support ethical leadership, effective governance, and responsible school authority operations as described in the Superintendent Leadership Quality Standard (SLQS).

About the Presenter:

Jesse Sadlowski is the Director of Technology of Learning and Innovation at the Lethbridge School Division. His career and passion for future-focused education have led to unique experiences and initiatives. He has presented and been invited to present at several global conferences, including Lenovo Tech World, and contributed to case studies on virtual reality, gaming in education, and database automation. He has been recognized by his peers as one of the leading technology leaders in the province of Alberta, and his work continues to support innovative and effective approaches to learning and system operations.

Session Description:
In ongoing research relationships with school divisions and Indigenous community leaderships, the Walking Alongside You(th) program sees high school students engaged in ongoing cycles of research, where their input is used for collaborative planning and programming that is specific to each school. Because it is a partnership, all parties—inclusive of the First Nation’s and Métis leaders, school division leadership, and the research team—are responsible for making the prioritized suggestions and goals a reality for the benefit of the youth. To date, the students have been asking for greater opportunities to learn their languages and cultures. Visionary school division leaders have created positions for language and culture teachers within their schools. These culture teachers are working to reverse the long term and ongoing effects of colonization. The work is substantial and takes the right people to make it happen. Educators are listening to youth voices and changing the systems of education to better reflect the needs and interests of the communities they serve. Language is essential to sustaining culture (McAdam, 2015). Indigenous youth want to know their cultures, learn their languages, and gain knowledge about other Indigenous groups as well. With the support of innovative educators, youth are re-learning knowledges that have been held in safe keeping through years of systemic attempts to re-form Indigenous people. Despite the significant damage sustained to hearts, minds, bodies, and spirits over generations, the errors of these misguided ways are clear. With the call for reparations and renewed relationships and responsibilities (TRC, 2015), we are entering a new era of public education—one where Indigenous youth see their cultures, languages, and communities being prioritized and celebrated, justly.

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

• deepen understanding of Indigenous youth priorities.
• identify strategies for partnership and system change.
• apply the insights to your own context.

About the Presenter:

Jennifer Markides, Ph.D., is a member of the Métis Nation of Alberta under the Otipemisiwak Métis Government, SSHRC Tier II Canada Research Chair in Indigenous Youth Well-Being and Education, and an Associate Professor in both the Werklund School of Education and Faculty of Social Work at the University of Calgary. Her research and teaching focus on the holistic wellbeing of youth and Indigenous education.

References

• McAdam, S. (2015). Nationhood interrupted: Revitalizing nêhiyaw legal systems. UBC Press Purich Publishing.
• Truth and Reconciliation Commission of Canada (TRC). (2015). Calls to action. https://publications.gc.ca/collections/collection_2015/trc/IR4-8-2015-eng.pdf

Session Description:
This session will share how the Calgary Board of Education (CBE) is working with Jigsaw Learning to implement Collaborative Response across 251 schools. Through a model of professional learning, the creation of supporting resources, and Education Director leadership, CBE schools are establishing collaborative structures and processes, using data and evidence, and leveraging the CBE continuum of supports to meet student needs. This session will also introduce how the CBE Indigenous Education Team is building kinship between the CBE Indigenous Education Holistic Lifelong Learning Framework and Jigsaw Learning’s Collaborative Response to meet the holistic needs of Indigenous students. We Walk Together is a relational practice that honours both Indigenous and Western approaches to supporting the well-being and achievement of Indigenous students.

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

• learn how CBE is implementing Collaborative Response across 251 schools.
• be introduced to We Walk Together, which is designed to know and support the well-being and achievement of self-identified Indigenous students.

About the Presenters:

Lori Pritchard (she/her) is a proud Métis auntie, educator, and leader whose paternal family ancestry traces to the historic Red River Settlement (MB), and the Batoche, Duck Lake, St. Laurent Métis communities (SK). Her maternal grandparents were first generation settlers from Ukraine. As a teacher, principal, and system leader, Lori has dedicated her 30 year career to supporting the holistic needs of Indigenous students, Indigenous Education for all students, staff and families, and district level improvement for positive and lasting systemic change. Lori is currently the Education Director for Indigenous Education with the Calgary Board of Education (CBE), and is part of a committee leading systemic implementation of Collaborative Response across all CBE schools.

Kurtis Hewson has been an award-winning teacher, vice-principal, and principal, and as well has taught at the post-secondary level. With over a decade of experience as an administrator, Kurtis has championed the call for collaborative structures in schools to ensure success for all students. In addition to two finalist awards from Alberta Excellence in Teaching program and an Edwin Parr award recipient for excellence in his first year of teaching, Kurtis was an honouree for the ASCD Outstanding Young Educator Award in 2010. He is the co-founder of Jigsaw Learning, a co-author of the text Collaborative Response: Three Foundational Components That Transform How We Respond to the Needs of Learners (Corwin, 2022), and currently works with school authorities and schools nationally and internationally establishing Collaborative Response frameworks and interacting with thousands of educators annually.

Session Description:
This session will explore how system education leaders can foster collective efficacy and address rising staff workload and complexity through intentional, research-informed leadership. Grounded in lived experience and a doctoral change initiative within a K–12 charter school context, the session will highlight how building strong relational trust and aligning actions with core values can lead to sustainable, system-wide transformation. Participants will hear how a superintendent used the Change Path Model (Deszca et al., 2020), Bandura’s triadic reciprocal causation, and the Leadership Quality Standard (LQS) to guide a multi-year plan to support staff well-being, reduce work intensification, and increase collaboration. The approach prioritized servant leadership, voice and choice for staff, and continuous feedback loops to adjust supports in real time.

This session addresses the LQS – Building Effective Relationships competency by showcasing strategies for fostering psychological safety, meaningful engagement, and shared responsibility in times of stress. It also reflects the SLQS – Leading Learning competency by demonstrating how system education leaders can build the conditions for professional learning and collective capacity, not through top-down mandates, but through co-constructed goals, instructional leadership, and strategic support structures. Participants will leave with practical tools and insights for navigating change in ways that honour teacher voice, build resilience, and create stronger connections between leadership practice and staff experience. This session is especially relevant for superintendents, senior leaders, and those leading in complex or evolving school environments.

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

• explore a research-informed change initiative that addresses staff well-being and work intensification.
• examine strategies for fostering collective teacher efficacy and relational trust
• leave with practical tools to support system-wide transformation through the lenses of instructional leadership and collaborative practice.

About the Presenter:

Dr. Adriana Klassen is the superintendent of Westmount Charter School, following two years as principal of the Elementary Campus. Prior to joining Westmount, she served for 17 years with the Calgary Catholic School District, where she held various teaching and leadership roles in K–12 settings. Dr. Klassen earned her Doctor of Education from the University of Western Ontario, with her dissertation focused on reducing teacher work intensification and fostering collective teacher efficacy through servant leadership. She is passionate about creating supportive, inclusive school cultures and system-wide conditions that prioritize staff well-being and student success. Dr. Klassen brings a values-based, research-informed approach to leadership, blending servant, instructional, and generative leadership practices to navigate complexity and lead sustainable change.

Session Description:
This session is focused on establishing long-term strategies and tactics for recruiting teachers to your school authority workforce. Two school authorities will share how they intentionally grow their teaching workforce from students within their schools. These practices lay the groundwork for encouraging local students to consider teaching as a career.

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

• learn about school authority practices that encourage students to consider a teaching career.
• learn how school authorities encourage BEd students to consider applying for positions in their own school authority.

About the Presenters:

Michael McMann has over 30 years in the Alberta education system and grew up in rural Alberta. He has a passion for research and moving the dial on every kid in their learning.  Mike believes the essential skills needed in literacy and numeracy are vital for student success. Research is the fuel that drives the bus in the Fort Vermilion School Division. For the past 9-year Mike has ensured that selected research with experts develops changing pedagogy and practice to enhance student learning impacting both literacy and numeracy.

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, workforce planning, and applied educational research.

Session Description:
The focus of the session is to discuss with participants the findings of a recent mixed methods study on the current state of education for Deaf/Hard of Hearing (DHH) students, as described by system education leaders, teachers of the Deaf/Hard of Hearing (TDHHs), and general classroom teachers in Alberta (n=83). This session specifically addresses the SLQS and LQS competencies of Leading Learning and Providing Instructional Leadership. Current trends and research findings pertaining to the education of students who are DHH will be shared. The data gathered during a 13-month study conducted in Alberta has the potential to inform system education leaders’ decisions regarding the effective delivery of a continuum of supports and services for students with identified special education needs.

Students who are DHH represent a very low incidence, at times, invisible student population. Despite advances in hearing technology, including hearing aids, cochlear implants and digital modulation systems, DHH students remain at risk for academic failure and poor life outcomes. System education and school leaders have the knowledge, skills and decision making capacity to ensure students who are DHH have equitable opportunities to access the programs of study in general education classrooms. Inclusive education requires more than accommodations for most students who are DHH. Assessing and addressing the instructional needs of students who are DHH demands a comprehensive approach that prioritizes specialized instruction, fosters collaboration, and ensures equitable opportunities for students to access the language of the classroom. Findings gathered in this study may be employed by system education and school leaders to guide practice and policy decisions as they strive to meet the educational programming needs of students who require specially designed instruction in busy inclusive classrooms.

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

• discuss recent data gathered about the assessments and interventions teachers are employing in Alberta to educate students who are Deaf/hard of hearing (DHH) and, in turn, use this information to inform district and school-based decisions.
• understand the critical role for qualified Teachers of the Deaf/Hard of Hearing (TDHHs).
• consider the results of this recent research as they strive to provide students with equitable opportunities to access the curriculum.

About the Presenters:

Dr. Colleen McClure is a retired associate superintendent of student services, administrator, teacher and life time CASS member. Colleen was privileged to work for Edmonton Public Schools, Greater St. Albert Catholic Schools, and Alberta Education during a long career in K to 12 education. In 2025, Colleen became Dr. McClure, upon the successful completion of a doctoral program in educational psychology, special education. She is an instructor in special education at both the University of Alberta and Athabasca University, and delights in supporting pre-service teachers.

Nicole Short is the Assistant Superintendent of Support Services for Grasslands Public Schools. With over 20 years in this school authority, Nicole has been involved in supporting students in many roles, including teacher, LST, administration, and system education leader. As a parent of a young man who is hard of hearing, Nicole walks the talk to ensure students and their support teams have the resources necessary to meet their needs.

Session Description:
Generative AI is rapidly reshaping the future of education, offering both opportunities and challenges for system education and school leaders. This session will feature a panel of superintendents from Connect Charter School and the Living Waters Catholic Separate School Division, two early adopters of custom-built AI tools for K–12 contexts, alongside academic and entrepreneurial perspectives from Dr. Mohammad Keyhani and Dr. Soroush Sabbaghan (University of Calgary professors and co-founders of Honeybee Logic Inc.). Panelists will share firsthand experiences and decision-making considerations that led their school authorities to embrace custom AI solutions tailored for their schools. The conversation will highlight how leadership vision, collaborative decision-making, and a commitment to innovation have enabled system leaders to respond strategically to emerging technologies while centering student and teacher needs.

The session directly supports the SLQS competencies of Visionary Leadership and Leading Learning by demonstrating how superintendents can guide their systems through disruptive change, foster professional learning in their communities, and model innovative practices that enhance teaching and learning. If time permits, participants will also engage in a facilitated ideation activity to explore what kinds of AI tools might serve their own school authorities, ensuring the session not only shares success stories but also sparks new possibilities.

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

• learn from real-world experiences of system education leaders in evaluating, adopting, and guiding the use of generative AI in schools.

About the Presenters:

Chris Gilmour is the Superintendent (CEO) of Connect Charter School in Calgary, a public charter school serving Grades 4 through 9 known for its technology-rich, inquiry-based learning environment. He has held this leadership role for several years, guiding the school through its integration of emerging technologies to enhance learning opportunities. Notably, Chris initiated collaboration with the University of Calgary’s Werklund School of Education to explore and implement generative AI tools in school contexts.

Shannon Bennett is the principal of Connect Charter School in Calgary, overseeing its Lakeview Campus. Known for her dedication to innovative, student-centered leadership, she plays a central role in fostering a learning environment that values technology integration and creative inquiry. As principal, Shannon supports leadership initiatives that position the school as a hub for educational innovation.

Jo-Anne Lanctot has served as Superintendent (Regional Executive Officer) of the Living Waters Catholic Separate School Division No. 42, based in Whitecourt, Alberta since September 2016, bringing over 28 years of experience in educational leadership. She oversees faith-based learning across rural and regional contexts, guiding strategic operations, curriculum implementation, and community engagement throughout the division. Under her leadership, the school authority has maintained its commitment to quality education aligned with Catholic values.

Dr. Mohammad Keyhani is an Associate Professor at the Haskayne School of Business, University of Calgary, and co-founder of Honeybee Logic Inc. His teaching focuses on generative AI, no code technologies, and digital entrepreneurship. He researches innovation in entrepreneurship and strategy and has a record of international presentations, and best paper and reviewer awards. Dr. Keyhani has previously held roles such as Lab Strategist at the Creative Destruction Lab Rockies and David Rockefeller Fellow at the Trilateral Commission. He earned his PhD in strategic management from York University, and his earlier degrees from the University of Tehran.

Dr. Soroush Sabbaghan is an Associate Professor at the Werklund School of Education, University of Calgary and serves as the inaugural Generative AI Educational Leader in Residence at the Taylor Institute for Teaching and Learning. His scholarship centers on AI literacies, ethics, teacher education, multilingual contexts, and human-centered AI tool design for K–12 and higher education. He has led funded projects examining the ethical integration of generative AI and co-designed AI-powered educational tools in partnership with educators. Dr. Sabbaghan is also co-founder of Honeybee Logic Inc.

Session Description:
This session will outline the process of one school district for collaboratively designing writing rubrics that align with Alberta’s ELAL curriculum and support division-wide coherence in writing instruction and assessment. The rubrics developed are dynamic, qualitative tools designed for assessments that are flexible and focused on the application and transfer of writing skills across grades, contexts, and subject areas. Grounded in professional inquiry, guided by teacher expertise, and developed through sustained collaboration, this approach reflects a commitment to fostering a culture of learning, instructional leadership, and purposeful implementation. System education leaders will hear how the process fostered professional learning communities, supported teacher efficacy, and enhanced curricular alignment without narrowing instructional practice. The rubrics served as a catalyst for deeper instructional dialogue and a shared understanding of quality writing, regardless of discipline.

Participants will engage with the rubrics, hear the rationale and approach for their design, explore the conditions that enabled their development, and consider how this model could be adapted within their own school authority to support scalable, sustainable implementation. The emphasis will be on process, coherence, and the system education leadership practices required to support meaningful change at scale.

This session will be of particular relevance to system education leaders responsible for curriculum implementation, assessment frameworks, and capacity building who are looking for sustainable, research-informed ways to support instructional coherence and curriculum implementation across their school authority.

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

• engage with a research-informed, collaborative approach to designing writing rubrics.
• explore tools that emphasize skill transfer and curriculum alignment, and,
• engage in discussion and reflection to consider how similar processes could be strategically implemented to foster instructional coherence, professional collaboration, and system-wide capacity building.

About the Presenters:

Dinah VanDonzel, Director of Student Learning with Foothills School Division, leads system-wide initiatives that support curriculum implementation, professional learning, and instructional leadership. Her work is deeply informed by early childhood development, responsive programming, and collaborative inquiry. Her leadership fosters professional learning communities, strengthens teacher efficacy, and promotes scalable, sustainable change. She is committed to the Superintendent Leadership Quality Standard (SLQS) and supports system education leaders in building capacity through research-informed, inclusive practices. Dinah’s approach is grounded in relationships, reflection, and a belief in the transformative power of shared learning.

Miriam Ramzy is a teacher and researcher based in Alberta. She has worked as a classroom teacher in both English and French Immersion settings, a literacy coach and facilitator, a school administrator, and Director of Student Learning. Currently, she works with school boards across Western Canada, supporting teachers, leaders, educational assistants, parents, and students. Her work centers on literacy research and practice, with a deep commitment to supporting partners in education to create effective, responsive, and inclusive spaces where all students thrive. Miriam holds a PhD from the University of Calgary. Her research examined writing instruction, with a particular focus on the transcription process.

Michelle Bence is a dedicated educator with over 20 years of experience in learning and literacy education. She has worked extensively with several school boards across Western Canada as a literacy consultant, leading initiatives in literacy development, professional teacher learning, and the system-wide implementation of evidence-based literacy practices. Michelle recently completed her Ph.D. at the University of Calgary. Her research focuses on dialogic pedagogy and its role in fostering student’s complex thinking, literacy identities, and oral language development, particularly in relation to literacy acquisition and engagement with texts.