7-8 a.m. – Breakfast

8-8:05 a.m. – Welcome and Acknowledgement of the Land

8:05-8:45  a.m. – Let’s Talk About School Administration

8:45-9 a.m. – Wellness Break

9 a.m.-12 p.m. – Morning Session (with built in wellness breaks)

12-1 p.m. – Lunch Break

1-4 p.m. – Afternoon Session (with built in wellness breaks)

4-4:15 p.m. – Learning Feedback and Day Two Preparation

6-7 p.m. – Supper, followed by Evening Networking Activities

MORNING SESSION
Simplexity and Student Learning

Participants will leave with a better understanding of how they can serve as instructional leaders to improve learning.

This session will address the LQS competencies of: Providing Instructional Leadership , Leading a Learning Community,  Modeling a Commitment to Professional Learning.

Scott will begin with a reflection on leadership styles as they pertain to student learning. Scott will then lead participants through an examination of three high yield practices that improve student learning using a personalized narrative approach. The session will conclude with participants engaging in discussion and reflection about high yield instructional practices.

Presented by Dr. Scott Morrison

Dr. Scott Morrison is the Superintendent of Christ the Redeemer (CTR) Catholic Schools, serving approximately 10,000 students in Okotoks, High River, Brooks, Strathmore, Canmore, Drumheller, and Oyen. Scott has been an educator for over 30 years, also serving in roles as a secondary classroom teacher, an elementary school principal, a high school principal, a division principal, and an associate superintendent. Scott also serves as an instructor in educational psychology at St. Mary’s University, and a LQS and SLQS instructor for St. Mary’s University and the University of Calgary respectively. Scott has a B.Ed. from the University of Lethbridge, an MA from Gonzaga University, and an Ed.D. from Taft University. Scott has presented dozens of professional development workshops on the topics of academic achievement, creating safe and caring schools, organizational storytelling, classroom management, and educational leadership. This is the 15th consecutive year that Scott will be presenting at Start Right.

RESOURCES

  Simplexity Presentation

AFTERNOON SESSION
21 Human Resources Skills that Help School Leaders

Principals, vice-principals, and other leaders who participate in this session will engage in meaningful discussion and leave with a wide variety of tips, tricks, processes, resources, and key understandings in the area of human resources within the schoolhouse. 

Related LQS Competencies:  Participants will have opportunities to add to their toolboxes in the following LQS competencies:

• Leadership Competency 1 – Fostering Effective Relationships: For school leaders, developing and maintaining effective relationships with staff is just as important as relationships with other stakeholder groups.  And let it be said that it is not easy.  Great school leaders develop skills in serving their staff in the same manner that great teachers serve their students.
• Leadership Competency 8 – Managing School Operations and Resources: Many of us find ourselves in leadership positions without any formal training or background in the area of human resources.  We are great at teaching and learning, but need more support and learning opportunities when it comes to hiring, supporting, challenging, encouraging, managing, organizing, and celebrating staff.

This is a discussion-based session for developing school leaders in the area of human resources, personnel, staffing, people services and staff wellness.  During our 2.5 hours together we engage in small and large group discussion around several scenarios and dilemmas on human resource topics that school leaders face each and every day.    Come join us and be ready to share key ideas from your school and jurisdiction as well.  Together, we will not only identify issues and challenges, but actual solutions that help us manage our most important resource, our people.

Presented by Ray Hoppins

Ray Hoppins has spent more than 30 years as a teacher, vice-principal, principal, and central office leader in Vegreville, Innisfail, Sundre, and Olds.  Ray has a Master of Education degree in Educational Leadership from the University of Calgary and is currently the Associate Superintendent of People Services with Chinook’s Edge School Division.  His teaching and leadership experiences transcend all grade levels from pre-kindergarten to grade 12. Ray served on the executive of the CESD School Administrators’ Association for many years and has played leadership roles on local and provincial committees in the areas of communication, mathematics, assessment for learning, program evaluation, and teacher supervision & evaluation. He has facilitated ATA and CASS professional development sessions for teachers and administrators on topics such as educational technology and school-based leadership. As a teacher, he served as a Pure Math 30 marker and item-writer for Alberta Education, as well as a math consultant for Central Alberta Regional Consortium.  Ray is active in his community and enjoys playing and coaching a variety of sports. He was raised on a family farm in Central Alberta and currently resides in Olds with his wife Sandi.  They have two children in post-secondary studies and two children in high school.  Ray has also presented at the Start Right Short Course for the last 16 years.

RESOURCES

  21 HR Skills Presentation Handout

MORNING SESSION
Leadership Life Skills

Principals, vice-principals, and other system leaders who participate in this session will engage in meaningful discussion approached through the lens of the Leadership Quality Standard and leave with deeper understanding about mobilizing knowledge to bring about systemic change.

Related LQS Competencies: Participants will have opportunities to add to their toolboxes in the following LQS competencies:

• Leadership Competency 1 – Fostering Effective Relationships
  • A leader builds positive working relationships with members of the school community and local community.
• Leadership Competency 3 – Embodying Visionary Leadership
  • A leader collaborates with the school community to create and implement a shared vision for student success, engagement, learning and well-being.
• Leadership Competency 4 – Leading a Learning Community
  • A leader nurtures and sustains a culture that supports evidence-informed teaching and learning.

This is a discussion-based session for developing school and system leaders in the area of systemic change. During our 2.5 hours together we engage in small and large group discussion around several scenarios and dilemmas on system improvement topics that school leaders face each and every day.  Come join us and be ready to share key ideas, and obstacles from your school and jurisdiction. Together, we will not only identify issues and challenges, but actual solutions that help us maximize quality teaching and optimum learning.

Presented by Dr. Wilco Tymensen

Dr. Wilco Tymensen has worked in three school divisions and spent the last 27 years as a teacher, principal, director, associate superintendent and is currently the superintendent of the Horizon School Division. Wilco has an Educational Doctorate degree in Educational Leadership from the University of Calgary. Wilco is serving as the president of the College of Alberta School Superintendents for the 2021-2022 school year and is on the board of directors of the Canadian Association of School System Administrators. A two-time nominee and finalist for Teaching in Excellence Award, he has taught at the elementary, junior, and senior high level, as well as at the Post Secondary (master’s) level. He has facilitated CASS professional development sessions for system leaders on topics such as the Superintendent Leadership Quality Standard, and presented at Alberta School Board Association (ASBA), Alberta Teachers’ Association (ATA) and Alberta Education professional learning events. Wilco was born in the Netherlands and immigrated to Southern Alberta in the late 70’s. He is active in his community, is passionate about mountain biking and alpine skiing, and currently resides in Taber with his wife Dr. Lisa Tymensen.

RESOURCES

• Copy of Presentation
• Beyond Collaboration – The Power of Joint Work
• How the pandemic is reshaping education – The Washington Post
• Moving from Talk to Action in Professional Learning
• Professional Learning with Staying Power
• Research Matters
• What’s Key to Sticky PD

AFTERNOON SESSION
Overview of Working Together from a Place of Understanding

Learning Outcomes: To deepen the understanding and apply the learning to support implementation of professional practice with groups of system/school leaders and/or returning Start Right leaders.

Related LQS competencies participants will explore and experience:

1. Fostering Effective Relationships (such as – acting with fairness, respect and integrity; demonstrating empathy and a genuine concern for others; creating a welcoming, caring, respectful and safe learning environment; demonstrating a commitment to the health and well-being of all teachers, staff and students; engaging in collegial relationships while modeling and promoting open, collaborative dialogue; communicating, facilitating and solving problems effectively; and implementing processes for improving working relationships and dealing with conflict within the school community.)
2. Modeling Commitment to Professional Learning (such as – engaging with others such as teachers, principals and other leaders to build personal and collective professional capacities and expertise; actively seeking out feedback and information from a variety of sources to enhance leadership practice; engaging members of the school community to build a shared understanding of current trends and priorities in the Education system.)
3. Embodying Visionary Leadership (such as – recognizing the school community’s values and aspirations and demonstrating an appreciation for diversity; collaborating with other leaders and superintendents to address challenges and priorities; supporting school community members, including school councils, in fulfilling their roles and responsibilities)
4. Leading a Learning Community (such as – creating an inclusive learning environment in which diversity is embraced, a sense of belonging is emphasized, and all students and staff are welcomed, cared for, respected, and safe; establishing opportunities and expectations for the positive involvement of parents/guardians in supporting student learning)
5. Supporting the Application of Foundational Knowledge about First Nations, Métis and Inuit (such as – enabling all school staff and students to gain a knowledge and understanding of, and respect for, the histories, cultures, languages, contributions, perspectives, experiences and contemporary contexts of First Nations, Métis and Inuit; and pursuing opportunities and engaging in practices to facilitate reconciliation within the school community.)
6. Providing Instructional Leadership (such as – building the capacity of teachers to respond to the learning needs of all students; implementing professional growth, supervision and evaluation processes to ensure that all teachers meet the Teaching Quality Standard)

Difficult conversations with adults in school settings are becoming more commonplace and more intense.  How can you as a leader effectively communicate with those individuals with whom you work? Do you understand group dynamics? This presentation raises awareness of how behavior impacts people around us, and looks at the strengths everyone brings to the group that increases trust and respect so that relationships are maintained.

Presented by Dr. Konsctancija deGoeij

Dr. Konsctancija deGoeij joined the Alberta Teachers’ Association as an executive staff officer in the Member Services program area in 2004 and in 2006 became the Associate Coordinator Member Services, Administrator Assistance with a responsibility for professional learning and support for Alberta’s school leaders. She has considerable experience in professional relations, terminations, suspensions, transfers, evaluations, professional conduct investigations, and professional development, leadership training. She is a certified mediator and published author. Her focus is on relationships of trust in school settings and how these are related to important outcomes such as teacher behavior and student outcomes. Her presentations help school and district leaders to develop effective and intentional leadership practices in learning communities, where leaders feel comfortable with taking risks to bring out the best in the teachers in their schools and districts.

Prior to assuming her position with the Association, Konni had a wide variety of experience gained through working for four different school jurisdictions in Alberta. Konni has been a classroom teacher in grades 6 to grade 12 in a variety of disciplines and programs. Konni has taught has been a school administrator, both as Principal and Vice-Principal for 13 years. Being an administrator and teacher in schools from K – 12 in four different school divisions has allowed her the opportunity to work with a variety of teachers, administrators and division personnel.

RESOURCES

• Understanding Conflict and our Behavior Styles Presentation
• Doctrine of Fairness
• Robinson – Open to Learning Conversations
• TES-2 Leadership Services For School Leaders

MORNING SESSION
Transformational Leadership: Understanding and Leading Change

A key to making effective change in a school is understanding the fundamentals of the change process which includes understanding the impact of both structural and cultural changes within a school. By being intentional with the process of change through understanding change management, leaders can apply methods to better solve problems or make changes. Walk away equipped with the tools to facilitate change in your own school as we delve into the many facts and myths of the change process.

Session Outcomes: At the end of the session, participants will:

• gain a better understanding of their knowledge regarding change,
• recognize how people respond to change, and
• learn strategies to help people and projects through the change process.

Related LQS Competencies:

3. Embodying Visionary Leadership
4. Developing Leadership Capacity

Presented By Maureen Ference

Maureen Ference is currently the principal of Glendon School, a Pre-K to Grade 12 school, and Pine Meadows Hutterite Colony. She served as principal of a middle school for 14 years and also served ten years as a teacher, counsellor, program consultant and assistant principal in a junior/senior high school.  Maureen graduated from the University of Alberta and received her Master’s degree from San Diego State University with a focus on leadership and administration. She is currently in the second year of her doctoral studies with the University of Portland.

Currently, Maureen sits on the Alberta Education Leadership Standards Committee and is a member of the Association Administrator Instructors Corps. She has served as a member of the Association’s Professional Practice Review Committee,  as a board member of the Learning Networks Consortium, as an executive member for the Council for School Leadership, and was appointed as an instructor for the Leadership Certification In-Service program.

Maureen is passionate about leadership development and supporting aspiring and new school leaders. She has been a guest presenter at the University of Alberta’s Summer School on Leadership Excellence and continues to enjoy opportunities to share her learning through designing and presenting workshops and facilitating division leadership programs.

Maureen resides with her ‘bison’ farmer husband near Bonnyville, Alberta. They have three grown children.

RESOURCES

• Transformational Leadership Presentation
• 8 Forces for Leaders of Change

AFTERNOON SESSION
Leadership in Assurance Planning to Maximize Engagement and Success

This session will directly support several Leadership Quality Standard (LQS) competencies.

• Building Effective Relationships
• Modeling Commitment to Professional Learning
• Visionary Leadership
• Leading Learning
• Ensuring First Nations, Métis and Inuit Education for All Students
• School Authority Operations and Resources
• Supporting Effective Governance
• Wellness

System and school-based leaders must assert their leadership in ways that support the goals of the system and school. This requires attention to leadership approaches, stakeholder engagement and reporting surrounding the provincial assurance requirements. This session will allow for large and small group discussions involving research, case studies and best practices. Participants are encouraged to bring along their school and/or system education plan for review, consideration and sharing.

Session Outcomes: System and school leaders who participate in this session will increase their understanding of the leadership and technical requirements for School Authority Planning and Results Reporting. Participants will be able to consider the importance of using visionary leadership to create ownership and engagement in the development of education plans at the district and school levels. 

Presented by Andrea Holowka

Andrea Holowka is a Superintendent of School Improvement for the Calgary Board of Education. In her role, she oversees the learning and operations of schools in North Calgary, as well as centralized learning and students supports. During her 27 years as an educator, she has spent the last eight years as a superintendent in large metro school divisions. Her past experiences include teaching, administrative and system leader roles. She is the Zone 5 Director for the CASS board and is currently one of the role-alike leads in inclusive education. Andrea actively collaborates across sectors and community groups to support youth mental health initiatives and collaborative efforts. Andrea is a life-long learner and educator who has always called Calgary home. Apart from work, she can be found running, hiking and working on her doctorate, and primarily enjoys spending time with her husband and two daughters.

RESOURCES

  Assurance, Engagement and Success Presentation

MORNING SESSION
A Promising Practice in Supporting Success for Indigenous Students at the School Level

Research has identified that there are many promising practices that support the success of Indigenous students at the school level. This session will focus on the practice of supporting your personal learning and that of your teachers and leaders through the provision of professional learning using the CASS Guide to Relationships and Learning with the Indigenous Peoples of Alberta . This session will directly support several Leadership Quality Standard (LQS) competencies.

• Fostering Effective Relationships
• Modelling Commitment to Professional Learning
• Leading in a Learning Community
• Supporting the Application of Foundational Knowledge about First Nations, Métis and Inuit
• Understanding and Responding to the Larger Societal Context.

This session will deepen participants understanding of how to use the Guide to further their professional learning for themselves and staff on the application of foundational knowledge of First Nations Métis and Inuit.

Learning the Truth about Canada’s historical reality, both past and present with Indigenous Peoples is essential to achieving reconciliation, a mutually respectful relationships between Indigenous and non-Indigenous Peoples in Canada. As former Senator Murray Sinclair has stated “Truth is hard. Reconciliation is harder.”

In preparation for this session, participants are encouraged  preview the Guide to Relationships and Learning With the Indigenous Peoples of Alberta.

Presented by Elizabeth Gouthro

Elizabeth Gouthro is a consultant to CASS..Her major area of responsibility is in the area of leadership for Indigenous education

Prior to joining CASS, in April of 2016, Elizabeth was an educator with the Calgary Board of Education (CBE) for forty-three years. in a variety of school and system leadership roles.

Elizabeth has also been actively involved in her professional organizations, at the local and provincial level for the CBE, ATA and CASS. She has served CASS in a variety of positions as her CASS zone treasurer, secretary, chair and metro director for 16 years. She also has served on many Alberta Education committees throughout her career.

Elizabeth’s academic credentials include Doctoral Studies – Educational Leadership and a Master of Education, Human Resources and Organizational Behavior from the University of Calgary; a Bachelor of Education Degree in Secondary Education, Math and Science from Acadia University; and a Bachelor of Science Degree in Biology and English, St. Francis Xavier University.

She was the proud 2015 recipient of the national Indspire Guiding the Journey Indigenous Educator Award.

AFTERNOON SESSION
Leading Without a Name Tag: The 7 Dimensions of Leadership

Principals, vice-principals, and other leaders who participate in this session will engage in meaningful discussion and leave with key insights into 7 powerful dimensions of leadership.

Related LQS Competencies:  Participants will have opportunities to add to their toolboxes in the following LQS competencies:

• Leadership Competency 1 – Fostering Effective Relationships: This competency will be addressed throughout the session in a variety of ways. This session targets this competency more than any of the others.

• Leadership Competency 6 – Providing Instructional Leadership: One of the most difficult components of supervision and evaluation of teachers is building the will and the skill to confront injustice. A component of this session will tackle this very important competency.

Through the power of authentic storytelling this session will engage participants around 7 key points of discussion. Developing school leaders who want people to follow their legitimate authority (who they are and what they stand for) rather than designated authority (title) will come away energized and confident. This is a discussion-based session for teacher leaders, school leaders, and division office leaders that will focus on the person behind the name tag or title, how to create personal wellness in exceedingly difficult times, key components of effective teams, how to confront what matters most, and more.  During our 2.5 hours together we engage in small and large group discussion around several storylines that the presenter will share from several powerful and personal experiences. You will find affirmation for much of what you do already, you will steal some new ideas, and you will be challenged by some influential insights into leadership from someone who has had virtually every name tag there is. Grounds crew, educational assistant, teacher, head teacher, vice principal, principal, assistant superintendent, deputy superintendent and chief superintendent or CEO.

Presented by Kurt Sacher 

Kurt Sacher has served as Superintendent of Schools in Chinook’s Edge School Division for the past twelve years. Prior to that, he served for 8 years as an Assistant Superintendent in charge of Human Resources for Wolf Creek Public Schools. He has 36 years of teaching and administrative experience, including 11 years as a school based administrator. Kurt was Head Teacher for an Outreach School in Penticton, British Columbia, Assistant Principal and Principal at Trochu Valley School, and concluded his school-based administrative experience by serving as Principal of Lacombe Composite High School for 5 years. Kurt has presented “The Story of Lester” at venues across Alberta for the past number of years which facilitates insight around the complexity of teacher performance issues. Kurt has also presented on several occasions to schools and various other groups on topics such as: “Building an Effective Team”; “The Big Little Things Great Teachers Do”; and “Dealing with Difficult Parents”. He has presented for 17 consecutive years at the CASS Start Right Program for Beginning School Leaders and for 14 consecutive years at the CASS Leading for Learning Program for Experienced School Leaders. Kurt was appointed the President for CASS for the 2018-19 school year effective July 1, 2018 and was the Past CASS President for two years and also a member of the C21 CEO Academy of Canada. Kurt was awarded the CASS EXL Award for Excellence in 2021. This prestigious award is granted to outstanding school system leaders who exhibit exemplary leadership ability and have enhanced the profession of school system administration over the course of their careers.

  Campus Map

Accommodations
Participants will stay in the residences at Centennial Village! Each room is furnished with a double bed, desk plus chair, closet with shelving, a night stand, and private bath. All units are non-smoking. Free parking is available. For more information, go to https://www.oldscollege.ca/student-life/housing-residence/centennial-village/index.html

Meals
Participants will be provided with a cafeteria meal ticket for breakfast and lunch, and catered-meals for dinner. Breakfast will be served from 7:00 a.m. to 8:15 a.m., lunch from 12:00 noon to 1:00 p.m. and dinner as scheduled. Refreshments will be available during session breaks.

Location of Sessions
All sessions will be held on the beautiful Olds College Campus.  Smoking is not permitted inside the Centre or any other building on campus.

University Credit: Arrangements have been made with Alberta universities to offer graduate coursework for participants who are interested in extending the Leading for Learning 2022 short course learning experience. If you are interested in pursuing this option, you will be required to register with the university and to pay a tuition fee. If you plan to register, please contact the university at your earliest convenience in order to ensure that enrollment requirements are met. The contact information is as follows:

University of Alberta
Please e-mail Dr. José da Costa, Ed.D., Professor of Educational Administration and Leadership, Department of Educational Policy Studies, Faculty of Education at jdacosta@ualberta.ca. Dr. da Costa will provide information about both the registration procedures and the additional reading and assignment required.

University of Calgary
Please contact Dr. Ronna Mosher, Director of Graduate Professional Programs, Werklund School of Education at rhmosher@ucalgary.ca. Dr. Mosher will provide information about registration processes and the additional expectations required for course credit.