This session explores how Rocky View Schools (RVS) developed a 1–12 Career Learning Practice Guide—a practical resource to help educators embed career awareness across all grades and subjects starting in Grade 1. The guide also highlights the critical role of diverse partnerships in expanding students’ understanding of real-world careers.

Participants will learn how the collaboration between RVS, the Calgary Construction Association, and Honour the Work is helping to promote skilled trades and construction careers through innovative and inclusive programming. The model these partners will launch in September 2025 will be showcased as a scalable and system-wide example of career-connected learning.

Participants will:

• learn about a district-wide plan to embed career learning for students in Grades 1–12.
• explore the Career Learning Practice Guide as a tool for clarifying collaboration between schools and community partners.
• understand how early and sustained exposure to trades supports inclusive, future-focused education.
• engage with interactive strategies and practical examples to build a pipeline of student opportunity from early grades through to graduation.

Presenter Biographies

Sandy McDuffe is a Director of Schools with Rocky View Schools, bringing system-level leadership to the development and implementation of career-connected learning across the division.

Earl Castiglione is an Assistant Director of Schools with Rocky View Schools, working to support district-wide alignment of instructional leadership and community engagement strategies that promote student success.

Angela Coldwell is the Founder and a Board Member of Honour the Work, a hands-on, multidisciplinary initiative that helps teachers in Grades 1–6 connect Alberta’s curriculum with skilled trades careers. Her program integrates diverse children’s literature, real-world examples, and occupational awareness to promote trades as an equitable post-secondary option, fostering inclusivity in STEAM and career education.

Tammy Amstutz is the Director of Workforce Strategies at the Calgary Construction Association. She is a strategic leader in workforce development and manages initiatives including K–12 career exploration programs. With a background in people strategies and industry collaboration, Tammy focuses on long-term workforce sustainability, expanding student access to hands-on learning in Alberta’s evolving construction sector.

This session offers a compelling case study in how education and industry can come together to create transformative opportunities for students. Through a multi-year partnership between Wolf Creek Public Schools and ASET (The Association of Science and Engineering Technology Professionals of Alberta), students have been immersed in real-world engineering technology experiences—including a hands-on drone-building camp where students assembled, wired, soldered, coded, and flew drones from scratch.

Sean and Nick will share the journey of building this partnership, the impact of these experiences on student engagement, and how the model can be adapted by other school authorities. Participants will explore how to initiate and sustain collaborative efforts with industry to create powerful, applied learning environments that connect students to future-ready careers.

Participants will:

• understand how to develop and sustain meaningful industry-education partnerships.
• explore the long-term student impacts of immersive STEM career exploration experiences.
• examine a successful hands-on case study in drone technology and engineering.
• reflect on opportunities to apply a similar model in their own school authorities.

Presenter Biographies

Sean Lougheed is the Director of Education Services for Curriculum and Instruction with Wolf Creek Public Schools. With 26 years in education—two in Fort McMurray and the last 24 with Wolf Creek—Sean has served as a teacher, administrator, and Director for the past 14 years. He is a passionate advocate for creating excellent learning environments and expanding opportunities for student success through innovative programming and meaningful partnerships.

Nick Diduck serves as the Senior Director of Operations at ASET, bringing more than 17 years of experience in associations and labour unions, including nearly a decade in post-secondary training. His work is grounded in a commitment to advancing science and engineering technology professions across Alberta. With a focus on strategic engagement, transformative learning, and building meaningful partnerships, Nick is dedicated to inspiring the next generation of STEM professionals and shaping a strong, skilled workforce for the future.

This interactive session features highlights from SAIT’s no-cost, curriculum-connected workshops, including 3D Printing & Modelling and Extended Reality. Designed for youth and digital newcomers, these engaging experiences foster curiosity, digital literacy, and early career exploration.

Aligned with the Leadership and Superintendent Leadership Quality Standards, this session supports innovation in career development and technology integration for Grades 6–12. Discover how SAIT’s Digital Youth Studio and mobile delivery options can enhance your division’s approach to preparing students for tomorrow’s opportunities.

Participants will:

• explore hands-on applications of emerging technologies for classroom and community use.
• gain insight into how digital tools can support student career exploration.
• learn how to access SAIT’s free Digital Youth Programs and Technology Library.
• discover strategies to bring future-focused learning directly to schools or divisions.

Presenter Biography

Greg Stein has been working with youth and families for over 10 years in a variety of capacities focused on informal learning, unstructured play, and, more recently, digital technology. He is particularly drawn to his current role because of the profound impact technology has on our lives and the rapid pace of change and adoption across all industries—many of which young people may not yet be aware of. Greg is passionate about helping students explore emerging technologies and uncover new opportunities for their future careers.

What does it take to build a strong, sustainable approach to career education? For Chinook’s Edge School Division, the answer lies in teamwork. This session explores how a coordinated, multi-role approach—combining school leadership, career practitioners, off-campus education, and CAREERS School Engagement—has helped students engage in meaningful trades and technology experiences.

Presenter Brianne Fletcher will share how Chinook’s Edge School Division’s Career Connections model is designed to bridge student readiness, community opportunity, and post-secondary partnerships, with a strong emphasis on shared responsibility and division-wide collaboration.

Participants will:

• learn how a “team approach” supports the design and delivery of career-connected learning.
• explore the roles and relationships that contribute to successful off-campus and trades programming.
• reflect on how to adapt and scale similar strategies in their own school authorities.
• leave with practical tools and structures to help foster collaboration among school-based and system leaders.

Presenter Biographies

Brianne Fletcher is the Career Connections Coordinator for Chinook’s Edge School Division. She leads Chinook’s Edge School Division’s work in developing trades, technologies, and off-campus programming through a collaborative model that brings together school leaders, educators, post-secondary institutions, and industry. With a background in student support and program development, Brianne is passionate about empowering students to find their path through authentic, hands-on learning.

As the Career Connections Teacher for Chinook’s Edge School Division and the CAREERS School Engagement Coordinator, Lisa Seidel has the privilege of supporting students across the division in discovering and pursuing meaningful career pathways. Her role involves traveling to all high schools in Chinook’s Edge, where she facilitates career-focused presentations, supports dual credit skilled trades programming, assists with skilled trades scholarships and Blue Book applications, and helps students prepare for post-secondary transitions and a variety of internship experiences—particularly in the area of pre-employment.
With a strong foundation of experience in career development and student guidance, Lisa brings extensive knowledge of programs such as RAP, Green Certificate, Dual Credit, and other off-campus education opportunities. She is passionate about creating engaging, hands-on learning experiences that help students connect classroom learning to real-world careers.

Lisa is proud to support the continued efforts of both CAREERS and Chinook’s Edge in building innovative career pathway opportunities. She has seen firsthand the impact these experiences have on students—boosting their confidence, developing essential skills, and opening doors to exciting futures.

Driven by a genuine passion for working with youth, Lisa is committed to guiding students toward success by offering insights, resources, and connections that align with their goals. She looks forward to continuing this important work and helping students across the division take on their future.

What if the solution to expanding dual credit opportunities in the trades was already within your school division? This session explores how Medicine Hat Public School Division (MHPSD) and Grasslands Public Schools are creatively utilizing existing division staff—journeypersons and Red Seal-certified employees—to support hands-on, high-quality dual credit programming for students.

In partnership with Lethbridge Polytechnic, the two divisions are reimagining how internal expertise can supplement instruction and reduce barriers to trades access, especially in geographically diverse or under-resourced areas. Following a brief presentation, participants will engage in generative dialogue and planning time to explore how similar strategies could be adapted in their own context.

Participants will:

• learn how MHPSD and Grasslands identified and mobilized skilled trades staff within their divisions.
• explore the structural and instructional implications of using internal trades talent.
• consider partnership models with post-secondary institutions like Lethbridge Polytechnic.
• apply generative thinking to map possibilities within their own divisions.

Presenter Biographies

Corey Sadlemyer is the Associate Superintendent of Learning for Medicine Hat Public School Division. With a focus on innovation and student engagement, Corey has helped lead the development of sustainable, student-centered programming across the division.

Katie Graham is the Assistant Superintendent of Learning Services with Grasslands Public Schools. Katie brings years of experience as a school and system leader, with a deep passion for career pathways and rural student success. She is committed to practical strategies that drive equity and access in trades education.

For districts in the early stages of building Trades and Career Pathway programming, deciding where to begin can be a daunting task. In this session, Christ the Redeemer Catholic Schools shares its learning from the first year of a division-wide effort to develop programming across a large and diverse geographic area.

This session will explore the practical decision-making process used to prioritize time, energy, and resources while keeping student needs and workforce realities in focus. Participants will engage in collaborative discussion, reflect on their own contexts, and walk away with tangible ideas and next steps to consider in launching or expanding their own pathways initiatives.

Participants will:

• explore strategic steps for school authorities beginning career and trades pathway development.
• identify key considerations for prioritizing programs, partnerships, and supports.
• engage in interactive problem-solving with peers navigating similar challenges.
• reflect on real-world examples and early lessons learned from system-level implementation.

Presenter Biographies

Marco Pacione is the Director of Learning (Secondary) with Christ the Redeemer Catholic Schools. With 27 years of experience as a teacher and administrator, Marco has recently returned to working with high school and off-campus programming, and is excited to support the development of trades and career pathways across K–12. His perspective is further shaped by his experience as a parent to a soon-to-be electrical journeyperson.

Jacqueline Yu serves as the CAREERS School Engagement Coordinator for Christ the Redeemer Catholic Schools. With a strong background in career development, academic advising, inclusive education, and EAL support, Jacqueline has drawn on this experience to design impactful strategies across CTR’s diverse division. Now in her first year in the role, she has played a key part in shaping the district’s emerging pathways approach.

As global demand for sustainable food production intensifies, the integration of technology into agriculture has never been more important. Olds College of Agriculture & Technology—recognized as one of Canada’s Top 10 Research Colleges—is leading the way with high-tech, hands-on education and innovative applied research that addresses real-world challenges in farming, food, and land management.

During your Smart Farm tour, you’ll join the Olds College team for a walking tour of the Feedlot Research Projects, then board a bus for a guided Farm Field Tour. Stops will include the AgSmart Fields, Weather Stations, Field Crop Development plots, and the new Farm Shop. Learn how the College is using more than 3,000 acres of crop and forage land to provide producers with real-life applied research that supports informed decision-making around the implementation of new technologies in agricultural operations.

Using the four “A”s—Awareness, Access, Aptitude, and Awesomeness—Ashley Monteiro from SAIT will share how the institute collaborated with the following school authorities to develop the Exploring Skilled Trades program:

• High Prairie School Division
• Calgary Board of Education
• Calgary Catholic School District
• Palliser School Division
• Fusion Collegiate

The Exploring Skilled Trades program provides an introduction to the world of skilled trades and is available free of charge to Career and Technology Foundations (CTF) and Career and Technology Studies (CTS) teachers and students across Alberta. Ashley will guide participants through the online program and demonstrate how it can be effectively integrated into classroom instruction.

Participants will:

• gain an overview of SAIT’s Exploring Skilled Tradesonline program and its key features.
• discover ways to integrate the resource into classroom activities and projects.
• access a free, ready-to-use tool that supports career exploration and hands-on learning.

Presenter Biography

With a strong background in post-secondary education, student development, and learning advocacy, Ashley Monteiro is passionate about supporting young people as they prepare for their futures. She focuses on fostering self-discovery and helping students recognize and build on their unique strengths. Ashley holds a diploma in Child and Youth Care Counselling from Mount Royal University and has enriched her studies through international experiences in Malaysia and Mexico, gaining valuable insight into diverse cultural perspectives and educational approaches.

Join Executive Director Jackie Taylor for a dynamic walk-and-talk campus tour showcasing the Central Alberta Collegiate Institute’s (CACI) skilled trades programming in partnership with Olds College. This on-site session will allow participants to observe Year 1, 2, and 3 collegiate programming while students are actively engaged in training.

Participants will learn how the CACI collegiate model is designed to meet student, school authority, and industry needs—and how this model can be adapted in other Alberta contexts. With real-time examples and conversation with students and journeyperson instructors, this session provides first hand insight into how high school programming can produce industry-ready graduates.

Participants will:

• observe collegiate programming in action at Olds College during live instructional time.
• understand the design and delivery of CACI’s Year 1, 2, and 3 skilled trades programming.
• engage with students and instructors to explore the impact of dual credit and hands-on training.
• gain inspiration and design strategies that can be implemented across school authorities.

Presenter Biography

Jackie Taylor is the Executive Director of the Central Alberta Collegiate Institute (CACI) and Collegiate Learning Coordinator (CLC) for Olds College and Chinook’s Edge School Division. A K–12 school administrator with over a decade of leadership in career education and dual credit programming, Jackie has worked with nearly 60 Alberta school authorities to design and expand post-secondary aligned programming. She is a current member of the TAVE Committee and brings extensive insight into system-wide implementation of collegiate models that deliver real results for students.

Buffalo Trail Public Schools (BTPS) continues to strengthen its partnership with Lakeland College to provide high school students—particularly those in rural areas—with access to trade training and post-secondary courses. Through this collaboration, students in Grades 10–12 can enroll in Career and Technology Studies (CTS) programs such as Mechanics, Carpentry, Welding, Electrical, Hairstyling, and Esthetics.

Grade 12 students can also participate in university transfer courses in Psychology and Sociology, earning post-secondary credits while still in high school and building both academic confidence and transferable skills.

In addition, Dual Credit Apprenticeship programs provide over 300 hours of Year One technical training in Welding, Automotive Technician, and Carpentry. Students are eligible to write the AIT exam, giving them a head start on their apprenticeship pathway before graduating high school.

This partnership removes rural access barriers by delivering training locally and allowing students to explore career options, earn credits, and gain experience in post-secondary environments. Students report increased motivation, improved time management, and a clearer sense of direction for life after high school.

Participants will:

• explore how school divisions and post-secondary institutions can collaborate to design meaningful and engaging programs for rural students.
• examine strategies to provide seamless supports from high school to post-secondary learning and hands-on training.
• identify how local delivery of training reduces access barriers and builds student readiness for future careers.
• gain insight into scalable models that connect classroom instruction to real-world experiences.

Presenter Biographies

James Trodden has been an educator across rural Alberta for 30 years. He considers himself fortunate to work with BTPS, a strong rural school division. He has taught in middle and high schools, including on a First Nation, and has served as a school leader in four schools. James also has experience teaching at the post-secondary level, working in not-for-profit organizations, and with Alberta Education in Teaching and Leadership Excellence.

Vince Saretsky has devoted over 30 years to educational leadership within BTPS, serving in key roles including principal and school leader. He currently leads initiatives focused on career education and student development. Formerly the Principal of E.H. Walter School in Paradise Valley, Alberta, Vince played a pivotal role in building inclusive environments and strong community partnerships. His deep commitment to student success and leadership has made a lasting impact on the growth of BTPS programming.

Dr.  Todd Sumner brings over 24 years of leadership experience in post-secondary education. He currently serves as the Vice President of Academic and Research at Lakeland College. Prior to this, he held roles as Interim Dean of Student and Academic Services and Registrar. His previous work at NAIT included academic leadership roles in math, upgrading, continuing education, and the schools of business and trades.

Dr. Sumner also spent eight years teaching in Alberta’s public school system. He holds a Bachelor of Science, a Bachelor of Education, a Master’s in Instructional Technology, and a Ph.D. in Psychological Studies in Education. His work reflects a strong commitment to student learning, innovation, and system-wide advancement.

This session shares the evolving journey of Fort Vermilion School Division’s (FVSD) collegiate programming—where it began, where it stands today, and where it’s headed. With a focus on key decision points, lessons learned, and what it takes to build sustainable career-connected learning in a rural setting, the session invites participants to engage in meaningful conversation about what it means to lead bold change.

Through reflective discussion and facilitated dialogue, attendees will connect with FVSD’s experience and explore how their own systems might shape or strengthen similar initiatives. This is an opportunity to learn, ask questions, and build relationships across divisions working toward common goals.

Participants will:

• hear FVSD’s collegiate development story, from concept to current state.
• engage in reflective dialogue about challenges, successes, and next steps.
• explore transferable strategies for building community partnerships and post-secondary collaborations.
• consider implications for rural and remote career education models.

Presenter Biography

Karen Smith is the Associate Superintendent of the Fort Vermilion School Division, where she leads career pathway development and collegiate programming. Over the past year, Karen has focused on redesigning high school timetables, expanding dual credit opportunities, and cultivating partnerships with post-secondary institutions, industry, and community. She is deeply committed to helping students successfully transition to post-secondary learning and fulfilling futures through innovative, inclusive programming.

This session shares the journey of Grasslands Public Schools in launching its Career Pathways Project, a division-wide effort involving realignment of resources, cross-system collaboration, and strong community partnerships. The presenters will highlight the steps taken at the division and school levels, the importance of learning from other jurisdictions, and the ongoing work to keep student learning and future readiness at the forefront.

Attendees will reflect on their own roles in the broader landscape of career education and gain insights on how to build shared understanding, commitment, and support for student career decision-making—whether at the classroom, school, or system level.

Participants will:

• learn about the structure and implementation of a division-wide career pathways approach.
• understand the importance of multi-level collaboration and community engagement.
• reflect on their own role in supporting career learning across contexts.
• identify transferable strategies to foster commitment and alignment within their own systems.

Presenter Biographies

Katie Graham is the Assistant Superintendent of Learning Services for Grasslands Public Schools. Previously, she served as the principal of a large K–12 school, where she was also the guidance counsellor, off-campus teacher, and SKILLS coach. This experience shaped her deep appreciation for careers education and its critical role in preparing students for life beyond school.

Cam Bernhard is the Career Pathways Lead for Grasslands Public Schools. He coordinates Dual Credit, Off-Campus Education, and partnerships with CAREERS. Formerly a vice principal in a rural K–12 school, Cam also served as a guidance counsellor and off-campus teacher. His work is grounded in a strong understanding of the decisions students face as they transition from high school to their future paths.

Join us for an informative session on SAIT’s Turning Points program, designed to help at-risk students navigate their journey to post-secondary success. Through the Turning Points program, students have the opportunity to explore their passions and career aspirations, gain insight into SAIT’s post-secondary offerings, understand the steps in their educational journey, and build confidence in themselves as capable learners.

This session will highlight key components of the program, including partnership development with both rural and urban school boards, transition strategies, career exploration activities, and the creation of clear, supported pathways from high school to post-secondary.

Participants will:

• understand how Turning Points fosters collaboration between school divisions and SAIT to provide clear post-secondary pathways for at-risk youth.
• learn how the program equips students with transition strategies for success.
• gain insight into how the program helps students align career interests with academic choices.
• explore how the program builds academic and personal confidence.
• discover the support structures within Turning Points that complement existing division initiatives.

Presenter Biographies

Taelor Oman is a passionate Youth Initiatives Coordinator at SAIT, where she focuses on helping youth discover their strengths, passions, and potential. With a Bachelor of Education from the University of Saskatchewan, Taelor is deeply committed to guiding youth toward meaningful career pathways. She draws inspiration from her own journey—placing third in Provincials for Hairstyling at Skills Canada during high school—which sparked her dedication to empowering youth through skill development.

At SAIT, Taelor works with students in the Turning Points program, offering mentorship and hands-on experience to help them build the skills needed to succeed personally and professionally. She is especially passionate about promoting post-secondary pathways and encouraging youth to explore diverse opportunities, including trades and technical careers.

Gabby Valenzuela is a dedicated Youth Initiatives Coordinator at SAIT with seven years of experience in Summer Camps, Dual-Credit, and Exploratory Programs. She holds a Bachelor of Arts from Mount Royal University and is currently pursuing a Bachelor of Business Administration.

Since 2021, Gabby has led the Turning Points program, supporting high school students from six Alberta schools in their transition to post-secondary education. She builds strong student relationships, implements tailored transition strategies, and provides ongoing guidance as students explore career options. As an immigrant who arrived in Canada during high school, Gabby is especially passionate about supporting immigrant youth in navigating post-secondary opportunities and achieving academic and professional success.

Despite their critical role in preparing students for meaningful careers, Career and Technology Foundations (CTF) and Career and Technology Studies (CTS) are often viewed as secondary to academic programming—by educators, parents, and society at large. These outdated perceptions not only affect student enrollment but also impact how students in CTF/CTS courses view themselves and their future potential.

This session will examine the root causes of the inferior status often assigned to CTF/CTS and offer practical, actionable strategies for shifting those perceptions within schools and across broader communities. Drawing on research and experience from her Master of Education program, Megan will explore how school leaders, educators, and central office staff can work to elevate the profile and legitimacy of CTF/CTS and, in doing so, contribute to a larger societal shift in how vocational and technical learning is valued.

Participants will:

• understand the historical and cultural roots of the perceived inferiority of CTF and CTS.
• explore leadership and school-level strategies to improve the visibility and credibility of these programs.
• reflect on how perception impacts student identity, enrollment, and outcomes.
• consider how changing the narrative within schools can drive broader societal change.

Presenter Biography

Megan Yakimets is a CTF/CTS Consultant with Edmonton Catholic Schools, where she supports educators, students, and programs across the division. She has taught in a wide range of secondary subjects including Fashion Studies, Foods, Communication Technology, Math, English, WIN (diverse needs), Art, and Religion.

Megan’s Master of Education research explored the status perception of CTF and CTS and how school leaders and educators can play a key role in elevating these programs. Her work focuses on reframing vocational education as a rigorous, valued, and viable pathway for student success—both within schools and in society.

This session highlights the steps Grande Prairie & District Catholic Schools (GPCSD) has taken to expand off-campus education and career pathway opportunities for high school students. Learn how the division strategically launched and continues to evolve a framework that supports student exploration, engagement, and experiential learning across a wide geographical area.

Attendees will hear directly from the team responsible for day-to-day implementation, division-level leadership, and the development of unique approaches to CTS and dual credit programming. This practical session will benefit school authorities seeking to build or refine off-campus programming grounded in both student need and system vision.

Participants will:

• understand how to prioritize and launch off-campus education initiatives.
• learn from the implementation of GPCSD’s Career Academy Framework.
• explore scalable approaches to CTS, dual credit, and student-industry connections.
• reflect on lessons learned from ongoing program growth and evolution.

Presenter Biographies

Roger Lauck is the Director of Teaching and Learning with Grande Prairie & District Catholic Schools. He oversees Off-Campus Education for the division and represents Zone 1 on the TAVE Committee.

David MacPherson serves as Career Academy Advisor at GPCSD, supporting both high schools in the division. He oversees the day-to-day operations of all off-campus programming and played a key role in launching the Career Academy Framework.

Joel McLeod is a longtime CTS teacher and currently serves as a High School Academic Advisor. With deep knowledge of innovative CTS delivery, Joel recently joined GPCSD’s dual credit advising team as part of the new Tri-District partnership with Northwestern Polytechnic.

This session shares best practices developed by the Calgary Board of Education’s Unique Pathways Learning Leaders in supporting students through off-campus exploratory and dual credit programming. Topics will include student engagement and registration, supervision and program organization, stakeholder relationship development, and support for students through program completion and transition to next steps.

Unique Pathways strives to ensure that every student has the opportunity to complete high school in a way that fits their goals and aspirations. Attendees will receive access to supporting documents and walk away with strategies, tools, and new connections to strengthen their own off-campus programming efforts.

Participants will:

• understand best practices for supporting students in off-campus programs.
• learn how to collaborate effectively with school-based supports.
• explore ways to develop and maintain strong partner relationships.
• access organizational tools that enhance off-campus programming coordination.

Presenter Biographies

Carolyn Mahovlich began her career in Construction and Interior Design before earning a Bachelor of Education and a Master’s in Educational Leadership. She has been with the Calgary Board of Education for 19 years, teaching K–9 before joining the Unique Pathways team. Carolyn is passionate about preparing students for successful futures—whether in post-secondary education or the workforce. In her free time, she still enjoys designing homes, creating “to-do” lists for her husband, and walking their dog, Van.

With over 25 years in education, Deb Ingram has built her career on supporting student success, career readiness, and smooth transitions into life beyond high school. As a high school guidance counsellor and now as a Unique Pathways Learning Leader, she helps students discover their strengths and explore career and post-secondary opportunities through dual credit and exploratory programs. Her work focuses on providing exposure, confidence, and informed decision-making for students as they plan their futures.

Tom Wong’s educational journey began in the classroom teaching CTF Construction, Mathematics, and Science—combining practical skill development with academic learning. For the past nine years, he has worked in Off-Campus Education with Unique Pathways, facilitating real-world learning experiences for students. Through partnerships with industry and post-secondary institutions, he supports students in gaining hands-on experience, earning high school credits, and exploring future careers. Tom is committed to bridging education with workforce readiness through innovative, student-centered programming.

Join Executive Director Jackie Taylor for a dynamic walk-and-talk campus tour showcasing the Central Alberta Collegiate Institute’s (CACI) skilled trades programming in partnership with Olds College. This on-site session will allow participants to observe Year 1, 2, and 3 collegiate programming while students are actively engaged in training.

Participants will learn how the CACI collegiate model is designed to meet student, school authority, and industry needs—and how this model can be adapted in other Alberta contexts. With real-time examples and conversation with students and journeyperson instructors, this session provides first hand insight into how high school programming can produce industry-ready graduates.

Participants will:

• observe collegiate programming in action at Olds College during live instructional time.
• understand the design and delivery of CACI’s Year 1, 2, and 3 skilled trades programming.
• engage with students and instructors to explore the impact of dual credit and hands-on training.
• gain inspiration and design strategies that can be implemented across school authorities.

Presenter Biography

Jackie Taylor is the Executive Director of the Central Alberta Collegiate Institute (CACI) and Collegiate Learning Coordinator (CLC) for Olds College and Chinook’s Edge School Division. A K–12 school administrator with over a decade of leadership in career education and dual credit programming, Jackie has worked with nearly 60 Alberta school authorities to design and expand post-secondary aligned programming. She is a current member of the TAVE Committee and brings extensive insight into system-wide implementation of collegiate models that deliver real results for students.

This session explores how high school collegiate programming in vocational and skilled trades can be transformed using a developmental psychological approach. Grounded in Dr. Mike Boyes’ research on dual credit and adolescent identity, the session will show how intentionally designed post-secondary experiences support identity exploration and confidence—both essential to student success.

Participants will learn how using a validated identity development measure can help educators meet students where they are, tailoring supports to move them through the explore, engage, experience continuum.

Whether students are just beginning to consider their futures or already leaning into a skilled trade, developmentally appropriate programming helps them connect college learning with who they’re becoming. Attendees will leave with practical strategies, research-backed insights, and tools to create programs that not only build skills—but build students.

Participants will:

• apply concepts of developmental psychology to design and personalize career pathway learning.
• explore how identity exploration supports transitions into post-secondary and vocational pathways.
• access tools to tailor programming to students’ developmental stages.
• learn how to integrate reflective practices into collegiate program models.

Presenter Biographies

Lisa Betterton is the Co-Founder, Director of Pathways & Partnerships, Assistant Principal – Fusion Education Association. She is a transformative leader dedicated to driving student success through innovative pathway programs that bridge high school, college, and career transitions. With a proven track record in skilled training and dual-credit programming, she has led impactful collaborations with post-secondary institutions and industry partners to equip students for the demands of the modern workforce.

Known for her strategic vision and ability to inspire teams, Lisa designs and implements programs that foster creativity, community, and achievement. Her leadership emphasizes inclusivity and student-centered practices, creating environments where all learners can thrive and achieve their full potential.

Dr. Mike Boyes is a developmental psychologist who, over the course of 30+ years in the psychology department at the University of Calgary and continuing as an Adjunct Associate Professor, has focused on identity development among teens and emerging adults. His work explores how young people answer the essential questions of who they are, what they want to become, and how they plan to get there.

Mike has also examined the rising levels of anxiety and stress among youth, particularly in the context of post-secondary transitions. He developed and teaches Psychology for Everyday Life (Psych 203), a University of Calgary dual credit course that introduces students to foundational psychological concepts while engaging them in reflective and exploratory activities to prepare for life beyond high school.

In response to Alberta’s growing labour shortage in the skilled trades, the Building Futures program was developed to bridge the gap between students and industry. In this session, Mike Lees—Director of Build Alberta Apprenticeships Foundation—shares how Building Futures offers high school students hands-on, real-world experiences that ignite interest in apprenticeship careers and support local workforce development.

Grounded in firsthand experience as a framing contractor and trades advocate, Mike will highlight how this program equips students with early exposure to trade careers and how divisions and communities can get involved. Attendees can connect with Mike directly if they are interested in starting a Building Futures program in their region.

Participants will:

• learn how the Building Futures program immerses students in trades-focused learning.
• understand how to build partnerships between schools and local industry.
• explore the program’s benefits for students, employers, and communities.
• identify next steps for launching Building Futures in their own context.

Presenter Biography

Mike Lees is the Director of the Build Alberta Apprenticeships Foundation and founder of the Building Futures program. With over 17 years of experience running his own framing company in the Edmonton area, Mike brings real-world insight into the skilled trades and firsthand knowledge of Alberta’s labour shortage.

Passionate about growing Alberta’s future workforce, Mike is committed to promoting apprenticeship pathways for youth. Outside of his work, he is also a U15 AAA hockey coach, outdoor enthusiast, and the discoverer of a 70-million-year-old tree stump—the oldest fossil ever found within Edmonton’s city limits. His leadership reflects a lifelong passion for hands-on learning and mentorship.

This session explores how strategic partnerships between municipalities and school divisions can expand career education for students while strengthening the long-term viability of rural communities. Highlighting a successful collaboration between Clearview Public Schools and the County of Paintearth, the session will showcase how shared investments have supported agriculture-focused programming, dual credit options, and smoother transitions to post-secondary learning.

Participants will leave with practical insights into how collaborative leadership can align educational and economic goals, foster innovation, and build pathways that serve both students and communities.

Participants will:

• consider how municipal-school partnerships can expand access to student career education.
• explore how collaboration supports workforce development and rural sustainability.
• examine strategies for aligning programming with local economic priorities.
• reflect on scalable models that connect students to community-based pathways.

Presenter Biographies

Daram Van Oers is the Deputy Superintendent of Clearview Public Schools. With a background in leadership, system planning, and community engagement, Daram is committed to supporting rural students through innovative partnerships and responsive programming that reflects both local needs and provincial priorities.

Michael Simpson is the Chief Administrative Officer for the County of Paintearth. A passionate advocate for rural collaboration and long-term community planning, Michael works at the intersection of municipal services, education, and economic development to create strong, sustainable futures for youth and families across the region.

Navigating a new role in dual credit and collegiate programming can feel like building a plane mid-flight. This session offers a candid look at one educator’s early journey—sharing initial observations, a glimpse into current programming within the district, and some of the challenges that come with learning on the fly.

While rooted in a “fresh-faced newbie” perspective, the heart of this session is collaboration. Attendees will engage in crowdsourced dialogue, reflect on shared experiences, and contribute their wisdom through interactive elements designed to identify best practices and build a stronger network of support for those stepping into this important work.

Participants will:

• gain insights from the perspective of a new district-level leader in dual credit and collegiate programming.
• reflect on their own implementation journeys and identify common challenges.
• participate in collaborative discussion to crowdsource ideas, tools, and strategies.
• strengthen a support network for educators and leaders new to this field.

Presenter Biography

Steve Laberge is the Supervisor of CTF/CTS, Off-Campus, Dual Credit, and Collegiate Programming for the Calgary Catholic School District. With over 23 years in education, including 18 years as a K–12 administrator, Steve brings a student-centered mindset and deep experience in school leadership to his new district-level role.

This past year marked a major professional transition as he stepped into system leadership, building on a career rooted in hands-on, career-connected learning. Most recently, Steve completed a sabbatical at SAIT, earning a pre-employment certificate in cabinet making—a reflection of his commitment to lifelong learning and real-world skill development.

How can school divisions guide students through meaningful career exploration over time? This session shares how Chinook’s Edge School Division uses a structured, three-year model to support students from Grades 10–12 as they explore their options, engage in dual credit programming, and prepare for post-secondary transitions.

Participants will learn how ongoing mentorship, structured career activities, and collaboration between school staff and system teams can help students build awareness, confidence, and readiness for their future careers. The session will include examples of how to integrate career exploration into the school experience and provide personalized support along the way.

Participants will:

• learn how to implement a multi-year model for career exploration and pathway planning.
• understand the role of mentorship in student success during dual credit experiences.
• explore strategies to guide students toward skilled trades and post-secondary opportunities.
• engage in reflective and interactive dialogue with others implementing similar work.

Presenter Biographies

Brianne Fletcher is the Career Connections Coordinator for Chinook’s Edge School Division. She has spent the past four years designing and leading programming that bridges students’ high school experiences with future career goals, with a strong focus on dual credit and trades. Brianne plays a lead role in the division’s three-year career education model and works collaboratively with instructors, students, and industry partners to align learning with evolving workforce needs.

Sheila Johnson is a Career Connections Practitioner with Chinook’s Edge School Division. With over a decade of experience supporting students in dual credit programming, Sheila focuses on helping students navigate online learning, school-based supports, and successful transitions into post-secondary. She works across all high schools in the division, supporting both students and staff in the development of personalized and practical career pathways.

This session will highlight current developments and strategic directions in Alberta’s career education landscape. Attendees will hear updates from Alberta Education and gain insight into emerging opportunities for schools and divisions to enhance and align career-focused programming.

The session will include discussion on pathways integration, curriculum alignment, and how to respond to evolving student needs and workforce demands through innovative and inclusive programming.

Participants will:

• learn about current and upcoming developments in Alberta’s career education space.
• recognize opportunities for strengthening career programming at the school or division level.
• gain insights into curriculum alignment and pathways integration across grades.
• connect with provincial initiatives and resources to support system-wide implementation.

Presenter Biographies

Nathan Stelnicki has worked with the Government of Alberta since 2012 in roles focused on strategic policy development and implementation. For the past two years, he has contributed to curriculum development in mathematics, science, and most recently, in career education. Nathan holds a Bachelor of Science in Physics, a Bachelor of Education in Science Education, and an MBA with a focus on public policy and management.

Bill Lomax has been with Alberta Education since 2009. Prior to joining government, he served as Department Head of Computer Technologies at Jasper Place High School, where he taught Computing Science, Web Development, and Robotics. Bill has extensive experience teaching and developing curriculum across a wide range of Career and Technology Studies (CTS) courses from Division I through Division IV.

As the future of work rapidly evolves, educators are being called to do more than prepare students for their first job—they must help prepare them for lifelong adaptability, resilience, and confidence. This session explores how the Palliser School Division is implementing Career Connected Learning from middle school through high school to support students in discovering who they are and where they might go.

From interest surveys and core competency development to financial literacy and career mentorship, presenters will share strategies that meet students where they are and move them toward meaningful futures. The session includes opportunities for reflection, collaboration, and practical planning as participants reimagine how to foster future readiness within their own contexts.

Participants will:

• understand how to introduce career-connected learning and future-ready competencies starting in middle school.
• discover practical strategies and partnerships that support high school students in career pathway exploration.
• explore assessment and reflection tools that help students connect learning to core competencies and employability skills.
• gain insight into mentorship and off-campus programs that ignite curiosity and build confidence.

Presenter Biography

Palliser Off Campus Team
This collaborative team from Palliser School Division brings together diverse expertise in off-campus education, student engagement, career development, and system innovation. United by a commitment to empowering students through real-world learning, they support division-wide initiatives that connect classroom experiences to future opportunities.

With over 20 years of experience in education, leadership, and student development, Karen Sargent brings a strong commitment to supporting students in their academic, personal, and career pathways. As a former Physical Education Director and Learning Leader, she has guided students in aligning academic decisions with future goals through leadership and character development courses. Karen’s collaborative approach with educators, parents, and community partners reflects her belief in the power of strong relationships to support student success and create meaningful, student-centered learning experiences.

Ginny Little-Bergsma, an Off-Campus Teacher for Palliser School Division, thrives on collaborating with colleagues to deliver impactful student programs, including Work Experience, Registered Apprenticeship, Green Certificate, Fire and Emergency Services Academy, and Dual Credit. Driven by a belief in experiential learning, Ginny is deeply committed to offering a wide array of opportunities for students to delve into their passions and envision their futures. Recognizing the significance of diverse learning pathways, she is dedicated to supporting students as they transition to their next endeavors. Ginny is particularly invested in helping students reflect on their experiences, ensuring they gain the greatest possible benefit and can effectively apply their learning.

With over 25 years of experience in education and mental health, Shannon Fraser is a strong advocate and student champion. Her career has been rooted in supporting the well-being and growth of young people, and she is passionate about helping them navigate life’s challenges and opportunities. As a career practitioner, she guides students as they explore their paths and discover what’s next for their futures.

Charlene Foster’s 30 years of experience in education includes working students ranging from first grade to adult learners. In all of her roles, she has sought to help students explore their interests and achieve their highest potential.  She has been a Career Advisor and Off Campus Teacher with Palliser for over a decade. In recent years, her role has been heavily focussed on dual credit programming, providing opportunities for students to engage in new opportunities that expand their experiences and skills.

Many skilled trades require a deep understanding of science and mathematics—including areas such as physical sciences, trigonometry, formula manipulation, and systems of measurement. Despite this, there remains a persistent perception that careers in the skilled trades are best suited for individuals who do not excel in these academic areas.

This session explores how to challenge that perception by equipping K–12 teachers with tools and firsthand insight that reinforce the academic demands and value of the trades. Through the STEM Project, educators gain access to classroom resources that demonstrate clear curricular connections between core subjects and the skilled trades, allowing them to highlight the relevance of abstract concepts through tangible, real-world applications.

Participants will:

• explore strategies for promoting parity of esteem between skilled trades and other post-secondary options.
• understand how K–12 educators can bridge classroom learning with real-world applications.
• learn how to use curricular tools that connect science and math concepts to skilled trades.
• discuss the role of teacher capacity in shaping student perceptions of skilled trades careers.

Presenter Biographies

Joelle Reynolds is the Director of Youth Initiatives at Lethbridge Polytechnic and Co-director of the Southern Alberta Collegiate Institute. With over 20 years in education across both K–12 and post-secondary sectors, she is focused on creating seamless opportunities for youth to explore and transition into career pathways. Joelle holds a BEd from the University of Alberta, an MEd from the University of Calgary, and an ALFA Certificate in Leadership from Northwestern Polytechnic.

Warren Anderson is the Manager of the STEM Project at Lethbridge Polytechnic. With 12 years of classroom experience, Warren brings a passion for inquiry-based and project-based learning that connects curriculum to the real world—especially in the context of skilled trades. He holds a Master of Science in Education and a combined BA/BEd from the University of Lethbridge.

Alberta continues to face strong demand for skilled trades professionals, and NAIT plays a key role in helping learners move from interest to impact. This session offers a clear and current look at how trades pathways work in Alberta’s post-secondary landscape, including diploma programs, apprenticeship training, and continuing education.

Participants will learn how NAIT supports learners through sponsorship, apprenticeship advising, and credential recognition, all within the context of the Skilled Trades and Apprenticeship Education Act (STAEA). This presentation is ideal for education leaders seeking to better understand how students transition into trades training and how the system is evolving to meet industry needs.

Participants will:

• gain a clearer understanding of Alberta’s trades training landscape, including NAIT’s apprenticeship and diploma pathways.
• learn about the role of apprenticeship advising, sponsorship, and credential recognition.
• understand how recent legislative changes under Skilled Trades and Apprenticeship Education Act  (STAEA) shape student progression through skilled trades education.

Presenter Biography

Ryan Marshall is an Academic Liaison – Apprenticeship Focus at NAIT, specializing in apprenticeship programming and pathways into the trades. With a Red and Blue Seal as a Parts Technician and a background in apprenticeship legislation, Ryan is passionate about supporting learners and professionals at all stages of their careers. He is dedicated to fostering a collaborative environment and believes in the transformative power of mentorship and representation to build a stronger, more diverse trades community.

At Hugh Sutherland School, a Grade 10 Internship Program is paving the way for students to explore post-secondary and career opportunities through real-world engagement. This session will explore the structure, implementation, and impact of a 3-day internship program that connects students with meaningful work-based learning aligned to their interests and goals.

Through a collaborative approach and strong community partnerships, the internship experience has received overwhelmingly positive feedback from students, parents, and local employers. Join this session to learn how one school is actively shaping student futures through hands-on career exploration.

Participants will:

• gain practical strategies for designing and launching a successful internship program.
• learn how to build and sustain partnerships with local businesses and industries.
• understand the role of internships in student engagement and career exploration.
• explore methods for assessing and maximizing the impact of experiential learning.

Presenter Biographies

Dean Nielsen, Sarah Reaman, Sarah Cormier, and Carlie Bradley make up the Career Pathways Team at Hugh Sutherland School, a dynamic Grades 5–12 school located in Carstairs, Alberta. Dean serves as Principal, Sarah Reaman is the school’s Career Counselor, and both Sarah Cormier and Carlie Bradley support students in their roles as Career Practitioners. This well-rounded team blends administrative leadership, career guidance, and direct student support to foster exploration and planning. Together, they are committed to helping every student discover meaningful, personalized opportunities to build confidence, competence, and clarity on their path to post-secondary life.

Join Executive Director Jackie Taylor for a dynamic walk-and-talk campus tour showcasing the Central Alberta Collegiate Institute’s (CACI) skilled trades programming in partnership with Olds College. This on-site session will allow participants to observe Year 1, 2, and 3 collegiate programming while students are actively engaged in training.

Participants will learn how the CACI collegiate model is designed to meet student, school authority, and industry needs—and how this model can be adapted in other Alberta contexts. With real-time examples and conversation with students and journeyperson instructors, this session provides first hand insight into how high school programming can produce industry-ready graduates.

Participants will:

• observe collegiate programming in action at Olds College during live instructional time.
• understand the design and delivery of CACI’s Year 1, 2, and 3 skilled trades programming.
• engage with students and instructors to explore the impact of dual credit and hands-on training.
• gain inspiration and design strategies that can be implemented across school authorities.

Presenter Biography

Jackie Taylor is the Executive Director of the Central Alberta Collegiate Institute (CACI) and Collegiate Learning Coordinator (CLC) for Olds College and Chinook’s Edge School Division. A K–12 school administrator with over a decade of leadership in career education and dual credit programming, Jackie has worked with nearly 60 Alberta school authorities to design and expand post-secondary aligned programming. She is a current member of the TAVE Committee and brings extensive insight into system-wide implementation of collegiate models that deliver real results for students.

How can high school students across Alberta—regardless of location—access high-quality, hands-on culinary dual-credit experiences? In this session, discover how SAIT’s dual-credit team is addressing this challenge by implementing flexible and responsive program delivery models. From on-campus instruction and regional cohorts to hybrid and community-based approaches, SAIT collaborates with rural, Indigenous, and urban school divisions to expand access and prepare students for success in the culinary industry.

Join us to explore how adaptable delivery strategies and strong partnerships are giving students across the province a meaningful taste of a rewarding career in Culinary Arts.

Participants will:

• learn how collaboration between secondary and post-secondary partners increases student access and engagement.
• explore ways post-secondary institutions and Indigenous school authorities can partner to offer programming.
• identify strategies to reduce geographic and logistical barriers to dual-credit opportunities.
• understand the impact of culinary dual-credit programming on student outcomes and career exploration.

Presenter Biography

With a strong background in post-secondary education, student development, and learning advocacy, Ashley Monteiro is passionate about supporting young people as they prepare for their futures. She focuses on fostering self-discovery and helping students recognize and build on their unique strengths. Ashley holds a diploma in Child and Youth Care Counselling from Mount Royal University and has enriched her studies through international experiences in Malaysia and Mexico, gaining valuable insight into diverse cultural perspectives and educational approaches.

For districts in the early stages of building Trades and Career Pathway programming, deciding where to begin can be a daunting task. In this session, Christ the Redeemer Catholic Schools shares its learning from the first year of a division-wide effort to develop programming across a large and diverse geographic area.

This session will explore the practical decision-making process used to prioritize time, energy, and resources while keeping student needs and workforce realities in focus. Participants will engage in collaborative discussion, reflect on their own contexts, and walk away with tangible ideas and next steps to consider in launching or expanding their own pathways initiatives.

Participants will:

• explore strategic steps for school authorities beginning career and trades pathway development.
• identify key considerations for prioritizing programs, partnerships, and supports.
• engage in interactive problem-solving with peers navigating similar challenges.
• reflect on real-world examples and early lessons learned from system-level implementation.

Presenter Biographies

Marco Pacione is the Director of Learning (Secondary) with Christ the Redeemer Catholic Schools. With 27 years of experience as a teacher and administrator, Marco has recently returned to working with high school and off-campus programming, and is excited to support the development of trades and career pathways across K–12. His perspective is further shaped by his experience as a parent to a soon-to-be electrical journeyperson.

Jacqueline Yu serves as the CAREERS School Engagement Coordinator for Christ the Redeemer Catholic Schools. With a strong background in career development, academic advising, inclusive education, and EAL support, Jacqueline has drawn on this experience to design impactful strategies across CTR’s diverse division. Now in her first year in the role, she has played a key part in shaping the district’s emerging pathways approach.

With multiple entry points to career education, it is crucial that all aspects of our system work closely together to ensure that students have the necessary support to be successful. Together, we will explore how to navigate the interplay between career programs, including Career Pathways, Dual Credit, and Collegiate Schools. What role do different career-focused learning paths play in supporting students’ transitions to their chosen career? How can we support students in choosing the program that aligns with their goals?

The session includes collaborative discussion, movement-based engagement, and practical strategies designed to energize and inspire leaders working across career education systems.

Participants will:

• deepen their understanding of the connections between Dual Credit, Career Pathways, and Collegiate Schools.
• explore how each program contributes to student success and transitions.
• share and reflect on strategies to align career programming with student goals.

Presenter Biographies

Terri Reid is the Director of Curriculum with Black Gold School Division. In addition to her work on leadership, curriculum, instruction, and professional learning, she has a pivotal role in Dual Credit, Career Pathways, and the new Calmar Secondary Collegiate School in the Division. Connecting the dots between all areas of student programming, she is focused on increasing teacher clarity to create optimal learning for student success.

Yolanda Chang is the Dual Credit Lead Teacher with Black Gold School Division. In order to enhance student success in the Dual Credit program, she works closely with schools, post-secondaries, parents, and industry to ensure optimal learning environments and support structures. From start to finish, she uses her comprehensive knowledge of these unique career education programs to enhance student learning, leading to greater success in their transitions to post-secondary and their chosen career paths.

This session will highlight current developments and strategic directions in Alberta’s career education landscape. Attendees will hear updates from Alberta Education and gain insight into emerging opportunities for schools and divisions to enhance and align career-focused programming.

The session will include discussion on pathways integration, curriculum alignment, and how to respond to evolving student needs and workforce demands through innovative and inclusive programming.

Participants will:

• learn about current and upcoming developments in Alberta’s career education space.
• recognize opportunities for strengthening career programming at the school or division level.
• gain insights into curriculum alignment and pathways integration across grades.
• connect with provincial initiatives and resources to support system-wide implementation.

Presenter Biographies

Nathan Stelnicki has worked with the Government of Alberta since 2012 in roles focused on strategic policy development and implementation. For the past two years, he has contributed to curriculum development in mathematics, science, and most recently, in career education. Nathan holds a Bachelor of Science in Physics, a Bachelor of Education in Science Education, and an MBA with a focus on public policy and management.

Bill Lomax has been with Alberta Education since 2009. Prior to joining government, he served as Department Head of Computer Technologies at Jasper Place High School, where he taught Computing Science, Web Development, and Robotics. Bill has extensive experience teaching and developing curriculum across a wide range of Career and Technology Studies (CTS) courses from Division I through Division IV.

Get ready to step into the greenhouse! This interactive “walk and talk” session, led by horticulture expert Rob Spencer, will take participants on a guided tour of the Land Sciences Centre, including the state-of-the-art greenhouses and Landscape Pavilion at Olds College.

Through this immersive experience, participants will explore how Olds College is preparing students for meaningful careers in Alberta’s horticulture industry. You’ll gain insight into hands-on instructional strategies, dual credit programming, and how experiential learning environments enhance student engagement.

Participants will also enjoy a hands-on planting activity and leave with a herb pot they’ve created—bringing a small piece of the learning back with them.

Participants will:

• explore applied horticultural programming within dynamic, interactive learning spaces.
• learn how experiential education supports skill development and student engagement.
• gain insight into horticulture-related dual credit and post-secondary pathways.
• participate in a hands-on planting activity and leave with a take-home herb pot.

Presenter Biography

Rob Spencer is a Horticulture Instructor at Olds College of Agriculture & Technology. He holds a Bachelor of Science in Agriculture (Horticulture) and a Master of Science in Plant Sciences from the University of Saskatchewan, and is currently completing a Doctor of Education in Curriculum Design and Learning Sciences from Edgewood College.

Before joining Olds College, Rob spent over 17 years as a Commercial Horticulture Specialist with Alberta Agriculture and continues to operate Spencer Horticultural Solutions. He is the author and editor of several prairie-focused horticulture manuals, has published hundreds of articles, and is a frequent presenter across Western Canada.

This session will explore the design and impact of the Trades Foundations course offered at Catholic Central High School in Lethbridge, and the doors it opens for students pursuing careers in the trades. Participants will learn how partnerships with industry provide students with hands-on, real-world experience and mentorship, and how these experiences fuel student interest and lead to tangible outcomes such as apprenticeships, dual credit participation, and post-secondary transitions.

The session will also highlight the course’s alignment with initiatives like the Southern Alberta Collegiate Institute (SACI) and Lethbridge Polytechnic, illustrating how early exposure to trades can scaffold into broader pathway systems that support student success during and beyond high school.

Participants will:

• gain insight into the structure and outcomes of the Trades Foundations course.
• explore how school-industry partnerships foster meaningful hands-on learning.
• consider how mentorship, exposure to high-demand fields, and early skill development support trades readiness.
• reflect on who their own local partners and mentors could be, and how to cultivate those relationships for student success.

Presenter Biographies

Lance Rosen & Brett Skauge are both teachers at Catholic Central High School in Lethbridge, Alberta. Together, they developed and currently teach the Trades Foundations course, which introduces students to a range of trades through hands-on, exploratory learning. Their work helps students build foundational skills and confidence as they transition into programs offered through SACI and Lethbridge Polytechnic. Their shared passion for trades education has resulted in a practical, student-focused model that continues to grow opportunities for youth in Southern Alberta.

Discover how Elk Island Public Schools (EIPS) applied the Backwards by Design framework to create purposeful alignment between Career and Technology Foundations (CTF), Career and Technology Studies (CTS), and Career Pathways. By starting with the end in mind—focusing on student competencies, career readiness, and real-world relevance—EIPS developed an integrated approach that supports student engagement from middle years through to high school and beyond.

Participants will:

• explore how intentional alignment between CTF, CTS, and Career Pathways enhances student engagement and skill development.
• analyze examples from EIPS to inform their own program design and instructional practices.
• reflect on and plan actionable next steps to implement or refine integrated, career-focused learning opportunities within their own contexts.

Presenter Biography

Kristin Sawchuk is the Career Pathways Supervisor at Elk Island Public Schools (EIPS), where she leads initiatives that help students explore career options and plan for life after high school. She supports Dual Credit programming, giving students the opportunity to earn both high school and post-secondary credits, and organizes key events such as the “Your Future: Post-Secondary and Career Fair,” which connects students with post-secondary institutions and industry leaders. Kristin also plays a pivotal role in aligning CTF, CTS, and Career Pathways programming, guiding educators in designing relevant, future-focused learning experiences. With a strong foundation in education and curriculum development, she is committed to empowering students to identify their strengths and confidently pursue meaningful futures.

Many skilled trades require a deep understanding of science and mathematics—including areas such as physical sciences, trigonometry, formula manipulation, and systems of measurement. Despite this, there remains a persistent perception that careers in the skilled trades are best suited for individuals who do not excel in these academic areas.

This session explores how to challenge that perception by equipping K–12 teachers with tools and firsthand insight that reinforce the academic demands and value of the trades. Through the STEM Project, educators gain access to classroom resources that demonstrate clear curricular connections between core subjects and the skilled trades, allowing them to highlight the relevance of abstract concepts through tangible, real-world applications.

Participants will:

• explore strategies for promoting parity of esteem between skilled trades and other post-secondary options.
• understand how K–12 educators can bridge classroom learning with real-world applications.
• learn how to use curricular tools that connect science and math concepts to skilled trades.
• discuss the role of teacher capacity in shaping student perceptions of skilled trades careers.

Presenter Biographies

Joelle Reynolds is the Director of Youth Initiatives at Lethbridge Polytechnic and Co-director of the Southern Alberta Collegiate Institute. With over 20 years in education across both K–12 and post-secondary sectors, she is focused on creating seamless opportunities for youth to explore and transition into career pathways. Joelle holds a BEd from the University of Alberta, an MEd from the University of Calgary, and an ALFA Certificate in Leadership from Northwestern Polytechnic.

Warren Anderson is the Manager of the STEM Project at Lethbridge Polytechnic. With 12 years of classroom experience, Warren brings a passion for inquiry-based and project-based learning that connects curriculum to the real world—especially in the context of skilled trades. He holds a Master of Science in Education and a combined BA/BEd from the University of Lethbridge.

Alberta’s apprenticeship education system is modernizing to align with the evolving needs of both the education system and the economy. As educators, leaders, and influencers within the K–12 system, you play a pivotal role in helping students explore and pursue apprenticeship as a viable post-secondary pathway.

Join this session to explore the latest developments in Alberta’s apprenticeship system and discover how educators can champion apprenticeship education in their schools and districts. The session will also highlight how Advanced Education is expanding beyond traditional skilled trades to support lifelong learning and incorporate apprenticeship programming into broader post-secondary contexts.

Participants will:

• learn what’s new in Alberta’s apprenticeship and industry training system.
• discover how to access tools and resources to help students explore and begin apprenticeship pathways.
• understand how K–12 educators can support parity of esteem between apprenticeship and other post-secondary routes.
• explore new and emerging opportunities for apprenticeship learning beyond the traditional trades.

Presenter Biographies

Kathryn Andrews is the Director of Apprenticeship Education and Pathways with Alberta Advanced Education. She has served in the Government of Alberta for over 19 years, with experience in apprenticeship education, career development, and youth programming. Kathryn is passionate about helping Albertans pursue meaningful post-secondary pathways and discover careers they love.

Paul Hrynew is the Manager of Apprenticeship Education and Partnerships with Alberta Advanced Education. He has worked with Alberta’s apprenticeship system for eight years and previously spent a decade in private industry—beginning his own journey as an apprentice. Paul is committed to expanding and strengthening the very apprenticeship programming that launched his career.

This 90-minute session provides an in-depth look at the evolving and essential role of the School Engagement Coordinator in advancing career education and work-integrated learning across Alberta. Through panel discussion and participant interaction, attendees will explore how these coordinators work in partnership with school divisions to connect students to meaningful off-campus opportunities and career exploration experiences.

Panelists—including School Engagement Coordinators, school administrators, and system leaders—will highlight promising practices, strategies for maximizing effectiveness, and ways to overcome common challenges. The session will also discuss the broader benefits of Work Integrated Learning (WIL), including increased post-secondary transitions, community engagement, and division-level access to funding.

Participants will:

• gain clarity on the responsibilities and impact of the School Engagement Coordinator role.
• learn how to build effective partnerships with CAREERS to expand work-based learning.
• explore strategies to support and integrate WIL across high school programming.
• engage in reflective discussion on how to strengthen pathways and post-secondary transitions through cross-sector collaboration.

Presenter Biography

A strong advocate for youth career development, Holly Bilton serves as the Provincial Manager of School Engagement for CAREERS. Since 2002, she has worked to build meaningful connections between Alberta’s education system and career opportunities, helping students bridge the gap between high school and the world of work.

Holly also serves as Board Chair of Chinook’s Edge School Division, where she has been a trustee since 2013. Her commitment to experiential learning is evident through hosting CAREERS interns at her family’s historic farm near Innisfail. Holly’s leadership reflects a deep belief in youth empowerment and the practical application of real-world experiences in education.

Buffalo Trail Public Schools (BTPS) continues to strengthen its partnership with Lakeland College to provide high school students—particularly those in rural areas—with access to trade training and post-secondary courses. Through this collaboration, students in Grades 10–12 can enroll in Career and Technology Studies (CTS) programs such as Mechanics, Carpentry, Welding, Electrical, Hairstyling, and Esthetics.

Grade 12 students can also participate in university transfer courses in Psychology and Sociology, earning post-secondary credits while still in high school and building both academic confidence and transferable skills.

In addition, Dual Credit Apprenticeship programs provide over 300 hours of Year One technical training in Welding, Automotive Technician, and Carpentry. Students are eligible to write the AIT exam, giving them a head start on their apprenticeship pathway before graduating high school.

This partnership removes rural access barriers by delivering training locally and allowing students to explore career options, earn credits, and gain experience in post-secondary environments. Students report increased motivation, improved time management, and a clearer sense of direction for life after high school.

Participants will:

• explore how school divisions and post-secondary institutions can collaborate to design meaningful and engaging programs for rural students.
• examine strategies to provide seamless supports from high school to post-secondary learning and hands-on training.
• identify how local delivery of training reduces access barriers and builds student readiness for future careers.
• gain insight into scalable models that connect classroom instruction to real-world experiences.

Presenter Biographies

James Trodden has been an educator across rural Alberta for 30 years. He considers himself fortunate to work with BTPS, a strong rural school division. He has taught in middle and high schools, including on a First Nation, and has served as a school leader in four schools. James also has experience teaching at the post-secondary level, working in not-for-profit organizations, and with Alberta Education in Teaching and Leadership Excellence.

Vince Saretsky has devoted over 30 years to educational leadership within BTPS, serving in key roles including principal and school leader. He currently leads initiatives focused on career education and student development. Formerly the Principal of E.H. Walter School in Paradise Valley, Alberta, Vince played a pivotal role in building inclusive environments and strong community partnerships. His deep commitment to student success and leadership has made a lasting impact on the growth of BTPS programming.

Dr.  Todd Sumner brings over 24 years of leadership experience in post-secondary education. He currently serves as the Vice President of Academic and Research at Lakeland College. Prior to this, he held roles as Interim Dean of Student and Academic Services and Registrar. His previous work at NAIT included academic leadership roles in math, upgrading, continuing education, and the schools of business and trades.

Dr. Sumner also spent eight years teaching in Alberta’s public school system. He holds a Bachelor of Science, a Bachelor of Education, a Master’s in Instructional Technology, and a Ph.D. in Psychological Studies in Education. His work reflects a strong commitment to student learning, innovation, and system-wide advancement.