Pre-conference CEP Course: Sharing Stone Keeper’s Wisdom

Participants will learn from place alongside an Elder/s, the course facilitators, and one another as they examine a perceived challenge/problem of practice within their own context related to eliminating systemic barriers and creating inclusive and culturally safe work and learning environments. They will learn from local Indigenous wisdom and knowledge as they explore findings in related research and policy, leading to renewed commitment to action in relation to Competency 5 in the SLQS and LQS.

Please note that the location of this course will be offsite at the kihcihkaw askî, 14141 A Fox Drive, NW in Edmonton. CASS will provide bus transportation to the location from the hotel for participants staying there, and return.

As a result of attending this course, participants will:

• develop and embody (spirit, heart, body, mind) resolve to eliminate systemic barriers and create inclusive and culturally safe work and learning environments related to the perceived challenge/problem of practice.
• relate their context to a new story/way forward for their own/their school authority’s learning/unlearning in relation to the perceived challenge/problem of practice.
• show/represent a changing view of the perceived challenge/problem of practice and commitment to action.
• recognize and respect the diversity and strength of Indigenous ways of knowing and being and historical contexts.

This course will be facilitated by:

Dr. Dianne Roulson is a white settler of Icelandic and French roots and a grandmother to three wonderful girls. She was born in Treaty 7 near the confluence of the Bow and Elbow rivers. She had the privilege of working in public education for 34 years with the Calgary Board of Education (CBE) holding various portfolios in her role as Education Director including Indigenous education, curriculum & assessment, languages, and SOGI (sexual orientation and gender identity). She has worked closely with Indigenous Elders and Knowledge Keepers over time who opened their arms and hearts to her and shared many teachings. Because of their love and guidance, she continues to work in public education in her current role as a Leadership Consultant with the College of Alberta School Superintendents (CASS) to support success for Indigenous students and Indigenous education for the benefit of all students.

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

Elder Calvin Cardinal is from Saddle Lake Cree Nation. He has been with the Aboriginal Teacher Education Program, or ATEP, since May 2023 as the Elder in Residence whereby he provides cultural teachings and spiritual guidance for the students and staff of the program. Elder Cal actively participates in and is a steadfast presence in the students’ journey towards becoming in-service teachers and provides guidance to advance various research initiatives within the ATEP community and educational landscapes.

Cal is a husband to Mona Cardinal, a father and a mosom to many grandchildren.

PLEASE NOTE: CPD hours noted fall within the ASBOA practice standards and qualify for CSBO professional learning credit.  Most sessions should be eligible for CPA/CPHR credit, however are subject to those organizations CPD guidelines for eligibility. 

Wednesday, August 12, 2026 
Facilitator: Mark Tasse
Time: 7:15 PM – 8:45 PM

Assessing Board-Level Risk and Vulnerability with the TASSE Score Card

In an era of heightened scrutiny, rapid disruption, and growing stakeholder expectations, boards must look beyond traditional oversight models to identify emerging vulnerabilities. This session introduces the TASSE Score Card—a practical governance tool designed to help boards assess organizational risk exposure through five critical lenses: Technology, Adverse Media, Supply Chain, Social Responsibility, and Ethics. Participants will gain insights into how this framework can strengthen board oversight, support more informed decision-making, and enhance resilience in the face of reputational, operational, and strategic threats. This session is intended for directors, executives, and governance professionals seeking a more structured and forward-looking approach to enterprise vulnerability assessment.

About the Facilitator:

Marc Y. Tassé is an internationally recognized expert in governance, ethics, forensic accounting, and board-level risk oversight. He serves as Director of the MBA Program at the Telfer School of Management, University of Ottawa, and teaches in graduate programs spanning business, law, and governance. A Fellow Chartered Professional Accountant and Fellow Chartered Governance Professional, Marc advises boards, senior executives, and public sector leaders on issues involving risk, compliance, ethics, crisis management, and organizational integrity. He is also President and CEO of SIRA International Risk Advisors Inc. and is widely known for developing practical frameworks that help organizations strengthen oversight and resilience in an increasingly complex risk environment.

Thursday, August 13, 2026 
Facilitator: Rhett Nussey
Time: 9:00 AM – 12:00 PM

Reimaging the Delivery of Operations Services through Transformation

This 3‑hour workshop provides participants with a clear understanding of how to transform operational services, why organizations pursue it, and how modern service models can improve efficiency and customer experience. Through a combination of foundational instruction, real-world examples, and hands‑on group exercises, participants learn to analyze and prioritize improvement opportunities. The session builds practical capability in using transformation tools, fosters a shared language for service improvement, and equips teams with actionable next steps to enhance their own processes and contribute to a culture of continuous improvement.

About the Facilitator:

Rhett Nussey leads the Program and Project Management team at RSM CanadaManagement Consulting. He advises the public sector on how to initiate, plan and execute their strategies and programs and projects including large public sector program reviews, substantial financial modernization programs, large infrastructure developments, the stand-up and operation of PMOs and the delivery of IT strategic plans
and initiatives. Rhett has worked globally across a wide range jurisdictions within North America and more broadly and industries, in particular: the public sector, education, insurance, and financial services.

Thursday, August 13, 2026 
Facilitator: Scott Orth
Time: 12:45 PM – 3:30 PM

Fostering Deep Work in a Distracted World

Do you ever get to the end of the day and feel like you accomplished nothing of meaning? We’ve all been there, caught up in the busyness of responding to internal and external clients, managing our inbox, and meeting deadlines. Yet consistently prioritizing responsiveness over focus limits our potential. And then there is the sea of technology “pinging” our dopamine system and pulling on FOMO, constantly distracting us from what is important. You need to go deep to be your most productive, and to thrive and innovate in a rapidly changing world. And you need to do this in an environment that is constantly whirring with distractions and fracturing your focus.

In this session, you will gain knowledge about the following topics:

• why “Deep Work”* is so important for Executives today
• neuroscience-based barriers that limit our ability to focus and concentrate these days
• mindset you need to clear a path for more “Deep Work”
• tools and practices you need to remove distractions and strengthen your focus
• a practical “Deep Work” strategy that works
• how to give your brain what it needs so that it is better prepared to do the heavy lifting of “Deep Work.”

* the term “Deep Work” was first coined by computer science professor and author Cal Newport in his book “Deep Work, Rules for Focused Success in a Distracted World”

This session is applicable for professionals wanting to learn how to be their most productive in a distracting world.

About the Facilitator:

Scott Orth is a mindfulness coach and trainer, who gives CPAs the tools they need to delete the overwhelm, focus on what matters most and create the life they want. He helps them understand and better manage their reactive brain, teaching them how to be more focused, resilient and happier – even when stressed. Scott has delivered webinars, PD training and Keynote presentations to many of the CPA Associations across the country and his presentations are always highly engaging and practical. He uses these tools every day in his own life and brings a practical, no-nonsense approach to it all. Scott is happily married to Meghan, is an engaged father of a 17-year-old son (Noah) and 15-year-old daughter (Kayla). He is a constant reader, avid mountain biker, passionate espresso maker and lover of craft-brewed IPA’s.

Friday, August 14, 2026 
Facilitator: Teresa Haykowsky
Time: 9:00 AM – 11:45 AM

School Surveillance: Student Rights and Implications of AI as K-12 School Security

<Session Description coming>

Teresa Haykowsky is a highly respected bilingual lawyer with extensive expertise in education, labour and employment, constitutional, administrative, municipal, privacy, and occupational health and safety law. She advises public, separate, Francophone, charter, and independent school authorities across Alberta, as well as municipalities, government organizations, and employers in various sectors. Her practice includes labour relations, employment litigation, grievance arbitration, collective bargaining, governance matters, workplace investigations, school board hearings, and policy development. Teresa is particularly well-versed in Alberta’s School Act and Education Act and has significant experience supporting governance and human resources matters in education settings. Fluently bilingual in English and French, Teresa regularly appears before courts and administrative tribunals in both languages, including the Supreme Court of Canada. Known for her practical advice, strong advocacy, and client-focused approach, Teresa is trusted for delivering thoughtful solutions in complex, high-conflict, and time-sensitive situations, particularly within Alberta’s K–12 education sector.

In this course, participants will explore the characteristics of the Age of Disruption and consider their implications for public education. Participants will assess their general readiness to provide effective leadership in such fluid and unsettled times. Participants will also explore selected aspects of this period currently challenging education and begin to develop plans/initiatives to respond to them.

As a result of attending this course, participants will:

• examine the characteristics of the Age of Disruption and explore their significance for public education.
• assess their readiness to provide effective leadership in such uncertain times and develop plans to strengthen their ability.
• examine selected topics facing public education (mental health, change, DEIB, Indigenous programming, public discourse and polarization, economic hardship, Artificial Intelligence).
• theorize on the future of education and what will be required to make their school authority “future ready.”

Course Facilitators:

Brian Celli retired as the superintendent of Wild Rose School Division in 2015. During his time in the education system, Brian is particularly proud of his accomplishments in developing innovative learning environments, supporting youth at risk, mental health and healthy schools initiatives, Indigenous programming, leadership development, and innovative technology applications. Brian spent a number of years as a sessional instructor for the City University MEd (Leadership) program delivering courses on leading in diverse environments and change management as well as continuing education courses on strategic leadership and introductory coaching. Brian is currently working as the superintendent of CAPE Public Charter School.

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

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Guest Speaker: TBD

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

As a result of attending this course, participants will:

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

Course 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. Danica is the founder and principal coach of Danica Designs Coaching and Consulting.

Erin Tisdale is the Director of Curriculum and Instruction for Grades 7-12 in the Black Gold School Division. Her leadership approach is deeply rooted in providing holistic support to build teacher and leader capacity, and championing student-centered practices across the system. She is committed to fostering collaboration, building effective relationships, and inspiring curiosity. As a wife, mom, bonus mom, and grandma, she is humbled to live, work, lead, and play on Treaty Six Territory.

This course develops system education leaders’ capacity to understand, navigate, and influence government systems in support of system priorities and student success. Participants begin by reading the landscape, building a foundational understanding of government structures, processes, and decision-making across Alberta’s contexts. Through case-informed discussions and applied learning, participants will:

• chart the course by analyzing policy processes, identifying entry points for influence, and aligning system priorities with government agendas;
• navigate relationships with elected officials, public servants, and Indigenous partners through intentional, culturally responsive engagement; and
• make the case by crafting clear messages, understanding advocacy parameters, and leveraging media to influence public dialogue and policy decisions.

Participants will also examine their role in advancing the standing of the board, recognizing governance–administration distinctions and executive limitations in stakeholder communication. The course emphasizes practical application, integrating strategy, relationships, and communication to strengthen system-level leadership impact.

As a result of attending this course, participants will:

• Analyze the roles, structures, and decision-making processes of provincial, municipal, federal, and Indigenous governments and their implications for system education leadership. (Understanding Context)
• Evaluate policy development processes and identify strategic entry points to align system priorities, inform planning, and support student outcomes. (Planning)
• Develop and apply strategies to build, sustain, and leverage effective relationships with elected officials, public servants, and Indigenous partners to advance system priorities, while respecting governance–administration distinctions and roles. (Engaging)
• Design and communicate advocacy approaches, including clear messaging and media strategies, that influence public dialogue and policy decisions, while aligning with board direction and adhering to executive limitations in stakeholder communication. (Enacting)

Course Facilitator:

Grant Sprague <Bio and image coming soon>

Central office leaders play a critical role in developing and supporting principals in their capacity to provide effective instructional leadership. This interactive course offers participants the opportunity to collaboratively share best practices and benefit from dedicated time for meaningful conversation and reflection on this important work. Activities will include working with colleagues to develop descriptions of effective instructional leadership and sharing examples of current initiatives from their respective school authorities. Participants will leave with a curated repository of best practices to support their ongoing efforts.

Note: Pre-course work is required to support active engagement in group activities.

As a result of attending this course, participants will:

• develop and model instructional leadership to assure optimum learning for students.
• utilize collaborative professional learning structures to scaffold the implementation of high-quality instructional leadership practices across the system.
• prioritize and monitor all structures and processes necessary to create the conditions necessary for instructional leadership practices to be in place.
• determine the appropriate datasets in which to measure the impact of their Providing Instructional Leadership work. In addition, they will use this data to set direction and determine priorities in relation to deepening their work in Providing Instructional Leadership.

Course 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 and a book on leadership. Shan has presented at several conferences, such as uLead, CASS, CAP and Learning Forward, on school leadership. Shan has led literacy, numeracy, inclusion, school culture, community engagement, strategic planning and leadership development in several school authorities.

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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 authority. She has co-authored a book and several articles. She has presented at the University of Alberta, uLead, CASS, CASSA, Learning Forward, and CAP on school leadership.

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Shan and Rita are currently supporting school authorities through their joint venture, JAM Educational Consulting.

With guest speaker: TBD

This course, designed specifically for system education leaders, offers a powerful exploration of strategies to foster effective, authentic relationships within complex educational environments. The course is organized across five engaging and practical modules:

1. Defining Relational Leadership;
2. Empowering Positive Professional Relationships;
3. Navigating Challenging Conversations and Building Community;
4. Relational Leadership in Practice;
5. Envisioning and Committing to Meaningful Change.

As a result of attending this course, participants will:

• recognize how strong relationships impact educational communities.
• reflect on compassion, collaboration, trust, and growth to build positive professional connections.
• learn strategies for handling difficult dialogues and resolving conflicts.
• evaluate and enhance their leadership using relational tools.
• envision meaningful improvements in education, drawing from their own leadership experience.

Course Facilitators:
Dr. Christopher Fuzessy is the Superintendent of Schools and Chief Education Officer at Foothills School Division (FSD) in southern Alberta. In his role, Christopher is committed to ensuring that FSD is “A Place for All” by focusing on the empowerment and well-being of students, staff, and the broader community. He is a strong advocate for placing education at the center of a flourishing community, a responsibility he holds dearly.
With a comprehensive career spanning nearly every role within the education system, Christopher brings a wealth of experiential knowledge to his position. His practical experience is further strengthened by his academic credentials, including a Bachelor of Education and a Master’s Degree, Educational Studies from Concordia University, as well as a PhD from the University of Toronto’s Ontario Institute for Studies in Education. Christopher’s dedication to education and community well-being underscores his leadership at FSD, where he continuously creates opportunities for growth and development across the entire school division.

Cynthia Glaicar had a successful career with Foothills School Division (FSD) that included school-based leadership, opening a new school, and leading system level learning in the role of Director of Staff and Wellness Learning. Cynthia retired from FSD and stepped into the opportunity to work overseas in an international school supporting a new school leadership team in the role of system instructional coach. She is now working in leadership development and coaching in both the private and educational sectors.

Guest speakers: TBD

In this course, participants will engage in learning alongside an Elder or Knowledge Keeper, course facilitators, and peers as they reflect on Indigenous student success. Through this experience, they will situate themselves within their own professional context, unpack underlying assumptions, and examine processes, data, and accountability measures related to provincial funding that supports Indigenous students. Participants will also have the opportunity to reflect on their own positionality and privilege, and to consider the conditions necessary to carry the experiences and stories of Indigenous youth with respect and care. Guided by Indigenous thinkers and educators, participants will explore the impact of their collective efforts and leave with a renewed commitment to informed action.

As a result of attending this course, participants will:

• experience (in spirit, heart, body, and mind) safety, support, and learning in community with course participants.
• understand provincial grants received for Indigenous students.
• embody a renewed sense of leadership accountability for Indigenous students.
• relate the meaning of “never giving up” in the language of the local Elder or Knowledge Keeper to leadership actions for Indigenous student success.
• examine their own positionality in relation to leadership accountabilities.

Course Facilitators:

Charity Teigler is the Director of Indigenous Learning & Equity with Foothills School Division in Alberta. In this system leadership role, she leads division-wide strategy to advance Indigenous education, reconciliation, equity, and culturally responsive practice, alongside oversight of English as an Additional Language (EAL) programming. Her work centres on strengthening belonging, engagement, and success for First Nations, Métis, Inuit, and newcomer learners through strong partnerships with schools, families, Elders, Knowledge Keepers, and community organizations.