School authorities are vital to ensuring excellent educational opportunities and outcomes—especially for students identifying as Indigenous, people of colour, and those experiencing poverty. Research has generally ignored central offices and their system education leaders or featured them frustrating not fostering improvement. Dr. Meredith Honig and her team at the University of Washington have spent over a decade capturing what central offices do when their daily work demonstrably supports equitable teaching and learning in schools. In her keynote, Meredith will share how, across contexts, system education leaders commonly realize those results when they stop tinkering with and start transforming their central systems with equity as a main driver. She will elaborate key differences between tinkering and transformation with detailed examples from districts that have realized success.

Dr. Meredith Honig is a Professor of Education Policy, Organizations, & Leadership and Director of the District Leadership Design Lab (DL2, dl2.education.uw.edu) at the University of Washington where she also is an Adjunct Professor of Public Affairs. Her research and partnerships focus on the redesign of school district central offices to ensure that all students experience an excellent and equitable education, especially Black, Indigenous, and Latinx students, students living in low-income circumstances, and others public school systems have historically underserved. Her work recognizes that barriers to educational equity are systemic, that school district central office leaders are in strategic positions to ensure educational equity, and that those leaders would benefit from new knowledge and support for their leadership.

Meredith has studied and supported district leadership of various reform strategies including: school-community partnerships, new small autonomous schools initiatives, data-informed decision-making, and districtwide teaching and learning improvement efforts. Her research has been published in Educational Researcher, the American Educational Research Journal, and Educational Evaluation and Policy Analysis, among other outlets, and funded by The Spencer Foundation, the W.T. Grant Foundation, and other sources.

In 2014, Meredith and Lydia Rainey established the District Leadership Design Lab (DL2) to help district leaders access knowledge and tools to transform their central offices into engines of educational equity. Between 2012-18, she directed the Leadership for Learning (Ed.D.) program which, in 2016, won the Exemplary Educational Leadership Program award from the University Council for Educational Administration. Meredith advises Ed.D., Ph.D., and M.Ed. students of policy implementation, organizational behavior, and leadership for educational equity.

Prior to joining the University of Washington faculty, Dr. Honig was an assistant professor and co-director of the Center for Educational Policy and Leadership at the University of Maryland, College Park. She has worked at the California Department of Education and in other state and local youth-serving agencies.

In this breakout session, Dr. Meredith Honig will engage you with the latest research on the importance of central offices shifting their traditional principal supervisor roles from evaluation, operations, and compliance to support for principal’s growth as instructional leaders. Activities in this session will engage participants in considering typical limitations of traditional principal supervision and new approaches that Honig’s, and other research associates, have identified  as supporting principals grow as instructional leaders. Those findings emphasize principal supervisors supporting principals’ instructional leadership by:

• dedicating their time to such support.
• helping principals’ lead their own instructional leadership growth.
• coaching principals one-on-one and in learning communities from a teaching-and-learning stance.
• using evaluation as a learning tool.

The findings also address supports for principal supervisors’ success including mentoring from their own supervisor and their peers.

As a result of participating in this session, you will have the opportunity to relate key ideas to your own settings and identify next steps for leadership practice.

This session will be facilitated by:

Dr. Meredith Honig is a Professor of Education Policy, Organizations, & Leadership and Director of the District Leadership Design Lab (DL2, dl2.education.uw.edu) at the University of Washington where she also is an Adjunct Professor of Public Affairs. Her research and partnerships focus on the redesign of school district central offices to ensure that all students experience an excellent and equitable education, especially Black, Indigenous, and Latinx students, students living in low-income circumstances, and others public school systems have historically underserved. Her work recognizes that barriers to educational equity are systemic, that school district central office leaders are in strategic positions to ensure educational equity, and that those leaders would benefit from new knowledge and support for their leadership.  Full Bio provided with Keynote description.

This session will focus on a school jurisdiction’s unique approach to community engagement to guide decision making regarding capital planning and infrastructure. It will illustrate how establishing constructive relationships with students, staff, school councils, and parents/guardians, as well as supporting the board of trustees in its engagement with the school community can lead to confident decision-making without controversy.

As a result of participating in this session, you will have the opportunity to explore how engaging a division community can provide reassurance and contribute to community trust.

This session will be facilitated by:

Dr. Clint Moroziuk has worked in education for nearly 27 years as a teacher, assistant principal, principal, director, assistant superintendent, and has served as the Chief Superintendent of Greater St. Albert Catholic Schools since 2020. He holds a Bachelor of Education from the University of Alberta, a Master of Arts in Education from the University of Phoenix, a Master of Religious Education from Newman Theological College, and a Doctor of Education from the University of Calgary. He recently collaborated on designing a course for the Master of Education program at St. Mary’s University in Calgary and looks forward to serving as an instructor in that program in the future.

Education Service Agreements (ESAs) are agreements between provincial school authorities and First Nations to enable First Nations students living on-reserve to attend provincial schools. The CASS eLeadership Guide: Establishing and Maintaining Respectful Relationships for Student Success has been informed by the voices, knowledge, and wisdom of many, including First Nations and provincial system education leaders. The voices of these leaders are highlighted throughout the Guide, via text and video stories, offering heartfelt and honest guidance to those working on ESAs.

This session will have two parts.

Part One will feature the Tsuut’ina Story – Embodying the Spirit and Intent of Treaties: Education Service Agreements. The Tsuut’ina Education Department is actively collaborating with the Calgary Board of Education, Calgary Catholic School District, and Rocky View Schools to develop ESAs that focus on the aspirations of young people, with valuable insights from Tsuut’ina Knowledge Keepers and Elders. The collaborative approach ensures the inclusion of Tsuut’ina language, culture, and perspectives within the education system while nurturing reciprocal kinship relations that foster respect, trust, and mutual understanding. Through their unwavering dedication to student success, the Tsuut’ina Education Department and its neighbouring school districts are ensuring that the ESAs embody the spirit and intent of treaty agreements.

Part Two will provide participants an opportunity to hear directly from various contributors to the ESA eLeadership Guide, including leaders from Big Stone Cree Nation, Stoney Education Authority, Tsuut’ina Nation, Rocky View Schools, Calgary Board of Education, and Calgary Catholic School District. These leaders will share guidance and stories about how they are working to keep the spirit of Treaty alive, focussing on the hopes and dreams of Elders, young people and, community, building and nurturing respectful, reciprocal relationships, navigating challenges together and, remaining steadfast in their commitment to young people’s success as learners. Various aspects of the eLeadership Guide will also be highlighted and participants will learn the story of how it came about, its key dimensions and, how to locate and navigate it with ease.

As a result of participating in this session, you will learn about vital conditions and considerations required to move forward with Education Service Agreements (ESAs) respectfully, in the spirit of reciprocity, with collective vision, and with collective commitment to student learning and well-being. This is directly tied to the SLQS and LQS acknowledgement that principals and system education leaders playing a fundamental role in establishing and supporting the conditions under which the learning aspirations and potential of First Nations, Métis and Inuit students are realized.

This session will be facilitated by:

Chester Auger, Superintendent, Big Stone Cree Nation. In Chester’s own words, “I am a member of the Bigstone Cree Nation and have been in the education field for the past 20 years. I have been teacher, administrator and FNMI consultant and now Director of education for my First Nation. I enjoy and have a passion for improving education outcomes for First Nation Children. I enjoy the outdoors and any type of sport especially golf. I also have a passion for enhancing and reviving our Sakaw Cree language.”

Steven Crowchild is a Tsuut’ina Isgiya, father, and a current elected member of the Tsuut’ina Nation Xakujaa-yina/Chief and Council. Prior being elected to leadership in 2019, Steven served the Tsuut’ina Nation in the capacity of Education Services Agreement Coordinator for the Tsuut’ina Education Department, where he worked to improve student outcomes through the development of innovative approaches to education, as well as advocating for improved student services through service agreements. Steven has also played an integral role in Tsuut’ina language revitalization efforts through his work with the Tsuut’ina Gunaha Institute, where he began working in 2012, and served in various capacities, including Director from 2014 – 2018.

Helmut Kaiser is a Director of Learning Services with the Calgary Catholic School District.  With over 27 years of teaching and administrative experience from elementary to high school and guided by his passion for student-centered pedagogical and assessment practices, Helmut is honoured to lead and walk alongside the Indigenous Education Team, the Teaching and Learning Team as well as the English Language Learning Team to support the educational needs of all our students.

Jonathan Kaiswatum, nēhiyawēwin (Treaty 4) and niitsitapi (Treaty 7), is rooted in his language and culture. Indigenous worldviews of leadership have significantly influenced his ideology as an educator. He obtained both his Bachelor of Education (2012) and Master of Education (2019) from the University of Saskatchewan and is currently the Director of Education for the Tsuut’ina Education Department. Jonathan is dedicated to bringing reconciliation education and resources to the classroom, aiming to create learning environments that foster an understanding of Indigenous perspectives.

Lori Pritchard is a proud Métis auntie, educator and leader whose family ancestry traces to the historic Red River Settlement (MB), and the Batoche, Duck Lake, St. Laurent Métis communities (SK). Lori’s paternal grandparents (Lawrence Pritchard & Verna Vandale) were founding members of the Métis Society (SK) in 1934. Her maternal grandparents were first generation settlers from Ukraine. As a teacher, principal, and system leader, Lori has dedicated her 30 year career to supporting the holistic needs of Indigenous students, Indigenous Education for all students, staff and families, and district level improvement for positive and lasting systemic change. Lori is currently the Education Director for Indigenous Education with the Calgary Board of Education, and is an active member of Calgary’s urban Indigenous community in the Treaty 7 region of Southern Alberta.

Bill Shade, Superintendent, Stoney Education Authority.  In Bill’s own words, “My name is Makoyapi. My english name is Bill Shade. I am the superintendent for the Stoney Education Authority (SEA). I am originally from the Kainai First Nation. I have been with SEA since 2007. I am married to Melanie Shade and together have a blended family with 5 children and 13 grandchildren with one more expected in May. I am very passionate about First Nations Education and helping our students succeed.”

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

This session will be hosted and facilitated by CASS Leadership Consultant Dr. Dianne Roulson.

Dr. Dianne Roulson is a white settler with Icelandic and French roots. She was born in Treaty 7 near the confluence of the Bow and Elbow rivers. She had the privilege of serving in public education for 34 years with the Calgary Board of Education and leading work in her role as Education Director in Indigenous education, curriculum & assessment, languages, and SOGI (sexual orientation and gender identity). She is currently working as a Leadership Consultant with CASS to support success for First Nations, Métis and Inuit students.

This jammed packed session focuses on artificial intelligence (AI) tools, the legal issues, and solutions relating to their use in human resources practices, in student assignments, the ethics of AI in K-12 Schools, and appropriate guidelines for the responsible use of generative AI. This session will tie in practical guidance and legal issues in the context of maximizing the benefits of AI while minimizing legal risks.

As a result of participating in this session, you will have the opportunity to learn and explore the following topics:

Automated Human Resources’ Tools: Considerations and Risks

1. AI and Job Descriptions
2. AI and Job Postings: Best Place to Advertise for Jobs
3. AI and Candidate Searches / Resume Screening Tools
4. AI and Evaluating Candidates and Facial Expression Analysis

We will discuss AI in the human resources context including human rights, privacy rights, employment contracts, collective agreements and transparency.

AI Tools and Student Assignments
We will:

• examine student codes of conduct, administrative procedures and guidelines, which are intended to guide students and educators in their response to student AI usage for school assignments.
• discuss appropriate strategies to promote fairness and accountability.
• discuss ethical considerations such as equal access to AI and students’ potential loss of academic writing skills.

AI Tools, Ethics and Canada’s Guiding Principles
We will discuss Canada’s AI Guiding Principles and how these concepts could apply to K-12 administrative policies in the context of responsible use of generative AI.

This session will be facilitated by: 

Teresa Haykowsky who has a strong commitment to exceptional service. She is dedicated to advising and representing public, separate, Francophone public, and Francophone separate school boards, charter schools and independent school authorities in the decisions they make to support education. In addition to her education law clients, Teresa assists municipalities, government, and the management-side of organizations from many different industry sectors.

Teresa provides legal advice and representation in the areas of day-to-day labour, employment and human resources matters, employment litigation, grievance arbitration hearings, collective bargaining, collective agreement interpretation, wrongful dismissals, draft of employment contracts and confidentiality agreements, workplace policies, including respectful workplace, OHS and general employment policies and practices. Teresa also works in all areas affecting school authorities in Alberta including corporate governance-related issues, governance training, school trustee codes of conduct, code of conduct trustee hearings, conflict of interest issues, school board hearings (teacher transfer, suspension and termination hearings, school closure hearings, student hearings) and internal investigations. Teresa also conducts workplace investigations in the areas of harassment, discrimination and allegations of inappropriate employee or student conduct. Teresa is a Partner with McLennan Ross Law Firm.

During this session, participants will have the chance to explore and engage in discussions regarding “what it takes’ to do the work as a system education leader in supporting Wellness. Conversations will include a range of effective processes for developing a strategic wellness plan at the divisional level. This involves utilizing both provincial and local data, integrating evidence-based strategies and research, including insights from Kevin Cameron’s Trauma Integrated Studies and Dr Cassidy Preston’s Consistent Elite Performance, (CEP)  mindset, to design and enhance our support and services. Additionally, we will delve into understanding our current wellness patterns and trajectory across all levels in the system. We will also address how to maximize our impact in building capacity and evaluating the effectiveness of our plans. Given the current context, it’s evident that our staff are facing increased challenges in “battling for baseline.” As system leaders, how can we shift the trajectory from mere survival to thriving?

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

• discuss effective processes for developing and implementing a strategic wellness plan at the divisional level.
• explore options for gathering data at local and provincial levels.
• incorporate evidence based strategies and research to support the effectiveness of your supports and services.
• gain insights into maximizing our impact as an education system leader.
• engage in conversations with facilitators and colleagues regarding addressing challenges and successes in developing strategic wellness plans at a system level.

This session will be facilitated by:

Darlene Ferris, is the Director of Wellness and Registered Psychologist for Wild Rose School Division. She is known for her pioneering work in promoting holistic well-being. With a career spanning three decades as an educator and senior leader, she has led numerous initiatives to foster physical and mental health, earning accolades for her dedication to creating healthier, happier classrooms and workplaces.

Brett Gardiner is a man of many talents; as the most awarded Western Sports Announcer in Canadian History and has worked at many of the industry’s most celebrated events, it is no surprise that he is one of the most highly sought-after speakers in a magnitude of Arenas. However, Brett’s passion is not only for the Wild West! Brett has an unconditional love and appreciation for helping others reach their potential and live their best life. Brett holds a master’s degree in clinical psychology and is currently working towards his doctoral degree in sports and performance psychology. As a former High School educator, Gardiner now works as a mental health and performance coach and consultant with individuals and teams in the corporate and educational space. His clients include world-champion Western Sports athletes, Stanley Cup Champions, and some of Canada’s most successful corporate organizations and school divisions.

CASS resources to support your learning in this area include: CASS Prospective – Mental Health in Schools Project, placed under the continuum of supports and services image.  CASS preconference (FALL 2023) resources are posted in a word document on this project page.

Aligned with the TAVE strategic framework, this session facilitates collaborative discussions among key stakeholders, enabling participants to explore, engage, and experience effective processes for successful career pathway programming. Through practical insights and shared practices, the session demonstrates responsibility and accountability in advancing a vision for inspiring Alberta’s youth to pursue skilled trades and technologies as a viable career pathway. During this session, participants will explore and engage in discussions regarding key system design structures that support highly successful career pathways programming for all students. System Education Leaders will share practical insights that have led to noteworthy student career readiness success. Necessary system-wide strategic planning, including staff roles and responsibilities, re-designed high school programming, the use of purposeful dual credit and work-integrated programming will be shared. The pivotal role of supportive staff in coaching and advising students throughout multi-year career programming will also be highlighted during the session. In the current landscape of provincial emphasis on career education, dual credit, and work-integrated learning, this session provides current stories of practice in action. Through participating in collaborative discussions centered on established practices, participants can progress toward system design, ultimately resulting in the successful development of career pathway programming for all students.

CASS Resources to support your learning in this area include: eLeadership Guide – Explore, Engage and Experience: Finding a Future in Trades and Technologies delves into research as well as showcasing inspiring practices from Alberta system leaders and stakeholders that promote skilled trades and technologies as viable career paths for students. It aims to uncover effective strategies within the provincial school system that cultivate students’ interest and enhance their success in these fields.

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

• discuss effective processes for developing and implementing a system-wide strategic focus for multi-year career pathway programming.
• understand the school authority and school staff capacity required to support successful career pathway programming.
• gain insights into re-designed high school programming (e.g. dual credit, work-integrated learning, external partner support) and school culture focused on career pathway programming.

This session will be facilitated by:

Jason Drent is the Associate Superintendent of Learning Services in Chinook’s Edge School Division (CESD). Jason has K-12 Principalship experience at both the Elementary and High School level.

Brianne Fletcher is the Careers Connections Coordinator for Chinook’s Edge School Division. Brianne has a background in Career Counseling and coordinates the ONSITE and ONLINE Dual Credit opportunities. These opportunities provide students with the ability to experience career pathways to ensure they transition out of High School with Post-Secondary readiness.

Jason Kupery, has worked in Education for 24 years and counting, first as a teacher, then principal and now in Division Leadership with Palliser School Division.  He is driven by helping students find their confidence and purpose through programs like career exploration, student leadership and wellness.  Anyone who has worked with Jason will tell you he gets a lot done in little time.  His enthusiasm for helping students discover their passion and potential is contagious.  Student success, both in school and beyond, are always at the top of his mind.  In his free time he enjoys staying active outdoors, particularly skiing, hiking and golfing with his friends and family.

Sean Lougheed is a Director with Wolf Creek Public Schools in the areas of instruction and learning support.   Sean believes strongly in creating opportunities for students and has over a decade of experience in dual credit and off campus education.

Tracey Millar  is currently serving as the Off-Campus and Dual Credit Divisional Lead at the Red Deer Catholic School Division, she has recently added the role of multidivisional coordinator for the Central Alberta Collegiate Institute. With over a decade of expertise and passion in Career Education, Tracey oversees academic and industry partnerships and experiential learning, fostering innovative approaches to enhance students’ successful transitions beyond high school. Her educational journey was rooted initially in the skilled trades as a business owner, providing her with a deep understanding of the significance of career-focused diverse learning opportunities and partnerships. This unique amalgamation of experiences not only shapes her perspective in education but also propels her commitment to offering students seamless pathways that integrate academic excellence with real-world applications.

Jodi Peat is an Education Specialist for Unique Pathways with the Calgary Board of Education. Through this work, she collaborates with post-secondary, community and industry partners in order to offer CBE high school students diverse, hands-on, and relevant programs and experiences in multiple career pathways. She is passionate about students connecting with their own areas of interest, finishing high school their way, and being supported in the transition to their future.

Jackie Taylor is presently the Director of the Central Alberta Collegiate institute (CACI), in her 32 years of K-12 service she has served as the Director of the Community Learning Campus (CLC) for Olds College of Agriculture & Technology and CESD specifically serving their career pathway programming for high school students, as well as multiple Principalships in Elementary, Middle school, and Divisional level.

This session will be hosted and facilitated by CASS Leadership Consultant Colleen Symyrozum-Watt.

Colleen Symyrozum-Watt is a CASS Leadership Consultant. With over three decades of experience in the education sector, she has held a variety of roles including classroom teacher, elementary school principal, division consultant, director of learning, deputy superintendent, and superintendent.
Before joining CASS as a Leadership Consultant in 2017, Colleen worked for Alberta Education and served on numerous provincial committees, as well as the CASS zone and provincial executive. In addition to her work in the education sector, Colleen has also completed executive coaching through Royal Roads University. Throughout her career, she has shown a commitment to improving educational outcomes for students and a passion for leadership development.

Join Dr. Meredith Honig in this breakout session to understand her latest research on how Human Resources (HR) units of school district central offices matter to equitable teaching and learning.  The research highlights the importance of central office HR units making several shifts in their core work including:

• eliminating, streamlining and redesigning core business practices to maximize principal and teacher time on equitable teaching and learning and HR staff time on strategic support to schools.
• ensuring teacher recruitment and selection drive equitable teaching and learning.
• partnering with principals to use staffing to build strong teacher learning teams.

As a result of participating in this session, you will be provided with session activities to consider the research in light of your own contexts and findings from CASS’s study on Indigenous Teachers and Leaders in Alberta’s Public School System.

This session will be facilitated by:

Dr. Meredith Honig is a Professor of Education Policy, Organizations, & Leadership and Director of the District Leadership Design Lab (DL2, dl2.education.uw.edu) at the University of Washington where she also is an Adjunct Professor of Public Affairs. Her research and partnerships focus on the redesign of school district central offices to ensure that all students experience an excellent and equitable education, especially Black, Indigenous, and Latinx students, students living in low-income circumstances, and others public school systems have historically underserved. Her work recognizes that barriers to educational equity are systemic, that school district central office leaders are in strategic positions to ensure educational equity, and that those leaders would benefit from new knowledge and support for their leadership.  Full Bio provided with Keynote description.

In the second year of curriculum implementation, the presenters saw the need to go beyond the content and focus on building systemic structures and processes that would aim to create a coherent and sustainable approach to improving the learning experience for all students. The presenters will share their ideas for collaborative structures that are purposeful and impactful, how they have stumbled through the development of a system for accessing planning tools, resources and assessment protocols, and the recognition of an opportunity to tie the work to literacy and numeracy intervention processes.

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

• hear the story of a small, rural school division’s challenges and opportunities in curriculum implementation.
• review year plans, common assessments, and criteria for assessment of curricular outcomes that are artifacts of the ongoing development of a system-wide understanding of quality learning, assessment and differentiation.
• discuss and reflect on how their division intentionally builds structures and processes that make it possible for all staff to pull together in the right direction.

This session will be facilitated by:

Katherine Mann is currently the Associate Superintendent of Curriculum and Technology with Aspen View Public Schools. Previous to this position, she worked as a Division Principal with Parkland School Division. In her Masters degree work, Katherine focused on how teacher practice shifted as a result of the update to the Math curriculum in 2007. Her conclusion? It didn’t. But what she learned was that the bigger and more important conversation was about purposeful collaborative opportunities, a clear understanding of the target for learning, and good assessment practices.

Tracy Lundell graduated from Aspen View in 2002 and returned for her first teaching assignment in 2009. Since then she has taught a wide variety of subjects, languages, and students but English Kindergarten remains her favourite. Tracy’s diverse interests led to obtaining her M.Ed Interdisciplinary in 2020 from the University of Calgary, focusing on Second Languages and Diversity, Early Childhood Education, and Education for Reconciliation. She has recently stepped out of the classroom to take on the role of Curriculum Coordinator and has loved working on increasing student achievement and teacher efficacy by digging deep into the new curriculum, developing criteria, creating interventions, and developing student learner profiles.

CASS resources to support your learning in this area include CASS Prospective project titled Providing the Conditions to Support Instructional Leadership.   CASS Resource Library includes a variety of learning guides related to leading learning and curriculum implementation. CASS Planning for Implementation page includes resources to support effective and intentional  professional learning and implementation planning.

The last year has seen great advancement in Artificial Intelligence, and like it or not it will impact our world. This workshop will provide an overview of the opportunities and challenges this technology presents and how we can leverage it moving forward to support wellbeing and focus on relational leadership as part of our continued work. The age AI provides us a unique opportunity to reaffirm the importance of leadership, ethics, and positive, professional human interaction as foundational to student and system success. .

As a result of participating in this session, you will have the opportunity to reflect upon your leadership practice and how AI can help you both on opportunities it provides and on being human.

This session will be facilitated by:

Dr. Chris Fuzessy joined the Foothills School Division team as Superintendent of Schools in June 2019. Since that time, the division has benefited from his commitment to excellence in serving students and their families, and his expertise in developing initiatives aimed at enhancing student empowerment, high-quality teaching, and learning.

Apprenticeship education and the skilled trades in Alberta are modernizing to meet the needs of the evolving economy. System education leaders play a key role in guiding student learning towards diverse post-secondary options, including apprenticeships.

Join our session to delve into the latest advancements in Alberta’s apprenticeship education.

Evolution of Apprenticeship Education:

• Learn about recent advancements in Alberta’s apprenticeship system.
• Explore its modern relevance in today’s dynamic job market.
• Discover how competencies learned in the K-12 system can be leveraged in apprenticeship education and the skilled trades. Apprenticeship Credentials and

Post-Apprenticeship Pathways:

• Learn about our newly introduced apprenticeship education credentials.
• Understand how these credentials propel apprentices toward further education and career advancement. o Find out how apprenticeship can have a transformative impact on your students as skilled professionals, entrepreneurs, mentors, and lifelong learners.

Beyond the Trades:

• Learn about the expansion of apprenticeship education to non-traditional occupations – beyond the skilled trades.

As a result of participating in this session, you will have the opportunity to gain a deeper understanding of apprenticeship education and the opportunities it provides to students. This knowledge will enable you to support student success and advocate for career education opportunities in the education system.

This session will be facilitated by:

Kathryn Andrews is the Director of Apprenticeship Education and Pathways with Alberta Advanced Education. Kathryn has worked in the Government of Alberta for more than 17 years in the fields of apprenticeship education, career development and supporting youth. She is passionate about helping Albertans pursue post-secondary education and finding a career they love.

Justin Gabinet is a Senior Program Coordinator with the Ministry of Advanced Education, where his passion for education truly shines. With a background as a dedicated CTS teacher for a decade, specializing in high school Foods, Justin brings a wealth of real-world teaching experience to his current role. As a Professional Human Ecologist, he deeply appreciates the interdisciplinary nature of education and its power to foster interconnectedness among learners. Justin’s commitment to educational excellence and his unique blend of practical and academic expertise positions him as a valuable contributor to the broader educational landscape.

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

Decades before the establishment of Kee Tas Kee Now Tribal Council Education Authority, Elders and knowledge-keepers from Loon River First Nation, Lubicon Lake Band, Peerless Trout First Nation, Whitefish Lake First Nation #459, and Woodland Cree First Nation had a vital role in shaping its vision: nîhiyaw kiskinohamâkîwinihk nâkacîwîn (Excellence in Indigenous Education).

In this session, presenters will share how Elders continue to strengthen and realize the vision of KTCEA. Participants will learn the ways KTCEA promotes meaningful involvement of Elders and Knowledge-keepers in curriculum, land-based learning, language revitalization, and traditional foods through an Elders Advisory Committee which is anchored in KTCEA policies and procedures. By sharing our experience we trust you can learn from and consider what you can apply in your context to promote meaningful involvement of Elders.

As a result of participating in this session, you will have the opportunity to deepen your knowledge and understanding of how to engage and collaborate with Elders and knowledge-keepers in meaningful ways.

This session will be facilitated by:

Dr. Daphne Mai’Stoina is the Superintendent of Education for Kee Tas Kee Now Tribal Council Education Authority and has been in the education system for over 34 years serving in various capacities such as a special education teacher, vice principal, acting principal and assistant superintendent, superintendent, instructional specialist and province-wide Special Education Director. She is from the Siksika Nation and has strong cultural ties with Siksika traditions. Daphne has a Masters Degree in Educational Leadership/Administration (University of San Diego) and a Doctorate of Education (University of Calgary). She has served on various bodies representing First Nations over the years. Daphne has presented at local, provincial, national and international conferences on topics that include special education, Indian Control of Indian Education and inequities in First Nation Education. She has received numerous awards & recognition for her achievements, including the Dr. Olive Dickason Award. She has been blessed with three beautiful children and 9 grandchildren and one great-grandchild, that make her life complete.

CASS resources to support your learning in this area include: Guide to Relationships and Learning with the Indigenous Peoples of Alberta and eleadership guides,

Establishing and Maintaining Respectful Relationships for Student Success: Education Service Agreements and  Improving Success for Indigenous Students.

Building the capacity of teachers and school leaders to support numeracy and mathematics is a role system education leaders use to drive instructional improvement and support student achievement.  Leading learning as a system leader includes developing a learning continuum that is aligned with the division’s assurance priorities, outcomes, and strategies and often includes a framework for pedagogical practice and/or setting the conditions for optimum learning for all students. Doing this work in collaboration with others ( e.g., other divisions, researchers, organizations), provides the opportunity to share expertise, experiences and resources. This session will share stories of practice from two different contexts and provide opportunities to learn from colleagues through facilitated dialogue leading to ideas for developing initiatives, in collaboration with others or on your own, resulting in enhanced numeracy and mathematics learning.

With a collaborative spirit, underpinned by a division commitment to educational excellence, learn how Elk Island Catholic School system leaders responded to data, aligned to their education assurance plan and the why, what and how of the collaborative effort in the division, across divisions and consortia, to develop a math assessment. Rooted in Dr. Lynn McGarvey’s Mathematical Learning Progressions and aligned with the Alberta Curriculum, the math assessment guides effective teaching by revealing students’ needs, fostering conceptual understanding, and promoting continuous professional learning for educators.

Horizon, Peace Wapiti Public and Westwind School Divisions and the University of Lethbridge collaborated on purposeful research opportunities that enhanced student learning, supported the professional growth of teacher leaders, and built capacity within system leaders. Learn about how this collaborative project aimed to address equity and student learning gaps in numeracy in grades four to eight through the implementation of Number Talks. We will also be sharing how we worked together to promote equitable numeracy teaching practices that benefit the learning of Indigenous students, English Language Learners, and students with identified learning difficulties. Cross-divisional professional learning and research projects can support new division leaders and develop collegial networks.

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

• explore how collaboration can support teacher and school leader learning by sharing expertise, experiences and resources.
• learn about two different projects that may meet the needs of  your own context 

This session will be facilitated by:

Thérèse deChamplain-Good is the Assistant Superintendent, Educational Excellence, Elk Island Catholic School Division. She is responsible for system assurance, inclusive education, curriculum, assessment and instruction, faith, wellness, leadership and teacher formation.

During her 35 years, primarily in Catholic education, Thérèse has taught at all grade levels. In 2000, she took her first vice-principal role which progressed to leadership at all levels of the system; Administrator, Consultant, Director, Senior Manager, Alberta Education and Executive Director, Edmonton Regional Learning Consortium.

A native of Legal, Alberta, Thérèse holds a Bachelor of Education in Secondary Education in French Immersion Schools and a Masters of Education in Educational Studies in Leadership, both from the University of Alberta.

Rob Doig has been working in Education for more than 25 years. He has worked in Northern, Central, and now Southern Alberta. He started his career as a math and science teacher and then moved into administration. He has been the Assistant Superintendent of Learning Services for Westwind School Division for the last four years. Before that, he spent 12 years as the principal of a grades 7-12 school in Westwind School Division. 

Terri-Lynn Duncan has taught in Edmonton Public Schools for eleven years in multiple grade levels. She then moved to Palliser Regional Schools where she was an employee for ten years as a teacher, principal and district leader. For the past 10 years she has been with Horizon School Division where she is currently the Associate Superintendent of Learner Services

Richelle Marynowski is a Professor and Associate Dean with the Faculty of Education at the University of Lethbridge. She combines her passions for teaching mathematics, classroom assessment, and teacher professional learning in almost all aspects of her work.

Penny Rose taught in the Peace Wapiti Public School Division for 23 years as a high school science teacher.  She was principal of a K-12 school for 12 years before moving into central office last year as the Director of Education Services and joined CASS.  This year she is an Assistant Superintendent.

Jody Seymour is the Director of Student & Staff Formation (Curriculum, Faith & Wellness) at Elk Island Catholic School Division. Jody prides herself as a true servant leader who encourages others in their faith journey. Jody is open and authentic, admitting imperfection, but striving to lead while fulfilling the calling that God has placed in her life.

A native of Newfoundland, moving to Fort McMurray in 1996 has been a tremendous blessing. Jody holds a Bachelor of Arts from Memorial University of Newfoundland, a Bachelor of Education in Secondary Education from the University of Alberta, a Native Child and Family Development Social Work Diploma from Keyano College, and a Masters of Education in Educational Studies in Leadership, from the University of Prince Edward Island. 

Jody has served for 25 years in multiple capacities, primarily in Catholic Education and has taught every grade level. From EA to teacher, to counselor and classroom support teacher to Vice Principal, Principal & Division Religion and Faith Lead in Fort McMurray. She feels strongly that she was called to serve in Catholic schools. 

CASS resources to support your learning in this area include CASS Prospective project titled Providing the Conditions to Support Instructional Leadership.   CASS Resource Library includes a variety of learning guides related to leading learning and curriculum implementation. CASS Planning for Implementation page includes resources to support effective and intentional  professional learning and implementation planning.

This session will provide participants with an opportunity to explore system education leadership strategies for building mental health capacity in students.  The team from Lethbridge School Division will share their story of practice about their system efforts in building mental health capacity in their students.  Participants will also have the opportunity to collaborate with each other, build on the learning from the CASS Fall conference on Mental Health in Schools (CASS Pro-spective Project and Document posted) and learn about the work that CASS is planning to support system leaders in building mental health capacity in students.

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

• learn how school divisions are building student mental health capacity.
• learn about and contribute to the plans CASS has, based on grant deliverables, to support mental health in schools.
• collaborate with your peers and learn from each other.

This session will be facilitated by:

Morag Asquith has 27 years of experience in the public systems of Alberta and British Columbia, and in International Education. She has served in education as a physical education teacher, inclusive educator, counsellor, administrator and currently is Associate Superintendent in Lethbridge School Division. Her passion for systemic wellness promotion has been pervasive throughout her career in education and has inspired several initiatives in the divisions and schools that she has worked. Initiatives she has been involved in have included; Outdoor Learning promotion, Land based learning, Staff wellness, Counselling Model reviews and most recently she created and is implementing a “Digital Wellness Program” -from the Mental Health in Schools Pilot. She looks forward to sharing the journey “Digital Wellness” has taken her on as a systems leader as she unpacks the importance of cohesion/alignment, common vision/communication, building commitment, the importance of joy in leadership and successful supervision.

This session will be hosted and facilitated by CASS Leadership Consultant Danica Martin.

Danica Martin is the Founder and Principal Coach of Danica Designs Coaching and Consulting and has over 20+ years of experience in leadership roles at the school and system level in the field of education. She has lead a variety of complex teams and worked strategically with them to improve performance and cohesion. Danica holds a Masters of Education 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 power and importance of leadership and the impact leaders have on the success of their teams and organizations.

CASS resources to support your learning in this area include: CASS Prospective – Mental Health in Schools Project, placed under the continuum of supports and services image.  CASS preconference resources are posted in a word document on this project page.  CASS Workplace Wellness materials can be accessed here: https://cass.ab.ca/resources/wellness/

 to the following CASS members whose retirement will be celebrated on Thursday, March 21, 2024. 

• *Dave Antymniuk
• *Mavis Averill
• *Brent Billey
• ^Charlie Bouchard
• ^Thérèse deChamplain-Good
• ^Treva Emter
• *Cynthia Glaicar
• *Rick Hayes
• *Ray Hoppins
• ^Cheryl Kuemper
• *Duwayne Lang
• *Michelle MacKinnon
• ^Robert Martin
• ^Calvin Monty
• *Kathy Murch
• *Dr. Roger Nippard
• *Glenn Nowosad
• *Neil O’Shea
• ^Bill Romanchuk
• ^Della Ruston
• ^Daniel Therrien

^confirmed to attend
*unable to attend

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

Enjoy great storytelling and celebrate special memories with our retirees through this year’s retirement booklet.

This session will provide an overview of current research on educational leadership mentorship. The stories of practice of an experienced CASS mentor will be presented, as well. The session will provide information about the CASS Mentorship Program context and how this might apply to mentorship within your school division. A review of recent research on this topic will be highlighted. The session will support building effective relationships and how to support leading learning.

As a result of participating in this session, you will have the opportunity to examine how mentorship can support and enhance educational leadership practice and leadership development within school divisions and CASS.

This session will be facilitated by:

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

This session will be hosted and facilitated by CASS Leadership Consultant Dr. Edgar Schmidt.

Dr. Edgar Schmidt is an Independent Leadership Consultant with CASS. He has a long career history in public education in Alberta. He has been a teacher, principal, supervisor, and superintendent. He is a retired associate professor, researcher, and dean of the Faculty of Education at Concordia University of Edmonton. Most recently he is interested in supporting educational leadership development, mentorship, and applied educational research.

CASS resources to support your learning in this area include: Mentorship Program Literature Review

As divisions and schools strive to create a sense of belonging and be responsive to needs of all their students, having a better understanding of how students identify can help school divisions take evidence-informed steps towards school communities that support equity and inclusion for all. This session will focus on the work to prepare to gather additional demographic data about the students served by a school division, with consideration to such factors as: FOIP and data governance, how to learn more about the identity of the students you serve, student engagement, communicating with families and how this can data make a difference for students. Hear one division’s experience that highlights a Board Motion and the work of administration to action this motion supporting the collection of additional student demographic data as a means towards anti-racism and equity. The session will focus on key actions over the Division’s two year journey, cover a range of critical factors to be considered when moving to collect additional student demographic data and highlight the importance of working with stakeholders. The session will also provide participants the opportunity to ask questions.

As a result of participating in this session, you will have the opportunity to reflect on the complexity of exploring student identity beyond information already collected by schools with the intent to gather additional information that will ultimately support division decisions that result in greater success for students.

This session will be facilitated by:

Nancy Petersen has been with Edmonton Public Schools for over 30 years, beginning as a classroom teacher and leading to her current position of Managing Director of Strategic Division Supports. The work of Strategic Division Supports is focused on partnerships that support teaching and learning, the Division’s strategic direction, research and Board Policy and administrative regulation development. Through this work, she has seen the important role of community towards student success and the pathway to high school completion.

Kent Pharis has been with Edmonton Public Schools for more than 30 years, as a teacher and administrator in schools in the west-end, City Centre and the northside as well as central experience in Human Resources. He currently is one of the Assistant Superintendents of Schools working with the J. Percy Page, Lillian Osborne and Ross Sheppard Catchments. Through his involvement related to anti-racism and equity work Kent has developed an enhanced appreciation for the ongoing commitment of community partners to the success of all students.

Grand Yellowhead Public School Division includes a focus on Teacher, Support Staff and Leaders Excellence.  Supporting instructional leadership for school leaders is key.  Consider what it takes to build a system of schools where there is equity in access to optimal learning and high quality instruction for students. Learn the processes used to address leadership competencies in both the SLQS and LQS – Leading Learning and Instructional Leadership. Intentional strategies including coaching, professional learning and school leadership support processes will be shared. Take home insights and resources to apply in your context.

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

• identify the key components in a leadership development process.
• explore the professional learning model and leadership development strategies centered around building equity for optimal learning and high quality instruction.

This session will be facilitated by:

Shan Jorgenson- Adam has been an educator for over 30 years working in a variety of educational roles(teacher, school administrator, director, assistant and deputy superintendent) in both British Columbia and Alberta. She has co-authored numerous articles on leadership. As a key lead in a leadership development research project, Shan designed collaborative professional learning opportunities for both division and school based leaders. Recently Shan and Rita developed a CEP course for CASS for SLQS and LQS Competency Leading Learning.

Carra Aschenmeier has been in education since 1994 and is an Assistant Superintendent with Grande Yellowhead Public School Division. Her passion is encouraging all people to learn at their highest level and enjoys guiding them along their path. She loves to examine evidence-based research on assessment, curriculum implementation, and leadership. Carra’s zest for education is best outlined by the insightful words of John Hattie (2019): “Accomplishing the maximum impact on student learning depends on teams of teachers working together, with excellent leaders or coaches, agreeing on worthwhile outcomes, setting high expectations, knowing the students’ starting and desired success in learning, seeking evidence continually about their impact on all students, modifying their teaching in light of this evaluation, and joining in the success of truly making a difference to student outcomes.”

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. In her previous role as superintendent, Rita’s visionary leadership and relational approach paved the way for a collaborative culture that created connections amongst administrators and schools across the division. She has co-written articles and presented on school leadership.

As system educational leaders, the success of our schools hinges not only on the growth of our students but also on the ongoing professional development of our educators. Join us for an immersive professional learning session tailored specifically for superintendents and system education leaders, where we will explore the art and science of designing impactful professional learning experiences that resonate with adult learners.

This session will equip participants with the knowledge, strategies, and practical tools needed to craft professional learning opportunities that are intentional, engaging, and responsive to the diverse needs of adult learners. Throughout the session, we will focus on topics such as:

• Understanding Adult Learning Principles
• Setting Clear Learning Objectives
• Differentiated Instructional Strategies
• Creating Authentic Learning Experiences
• Building a Culture of Continuous Learning
• Assessment and Reflection
• Case Studies and Best Practices

As a result of participating in this session, you will have the opportunity to emerge equipped with the knowledge, skills, and confidence to design and facilitate professional learning experiences that inspire, empower, and transform educator practice.

This session will be facilitated by:

In Edmonton Catholic Schools, Nicole Lafreniere serves as the Director of Curriculum & Assessment.  She loves dogs, cozy mysteries, and common summative assessments.

Dr. Sarah Fedoration, Manager of Languages and EAL, used prosecco as her intellectual lubricant over the past three years as she completed her doctoral studies.  She prefers mimosas with orange and pineapple undertones.

Trish Roffey is the Manager of Elementary Curriculum.  She is an urban hippy with backyard chickens and bees, loves to build computers, and uses way too many exclamation points!

Together, Trish, Sarah, and Nicole are passionate about teacher and student learning.  They love to brainstorm exciting ways to surface data to inform instruction, and a data dashboard lights their hearts on fire.  Intentionally designing professional learning to transform the system is their happy place.

*This session is for CASS regulated or endorsed members only.

The Board of Reference decision for the teacher termination for just cause *included legal counsel expertise as well as the involvement of the school authority Human Resources leader. How was the system education leader involved in the steps that led to this decision? What were the lessons learned that can be shared. Join this informal leadership conversation where Brett Cooper, Pembina Hills Deputy Superintendent Human Resources will be interviewed by his HR/People Services colleagues. Come with your own questions to learn from this recent story of practice. Legal counsel Colin Fetter shared this story, mostly from a legal perspective, at the Fall conference. You can access the slide deck from that session here.

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

• learn about system leader approaches to support investigations.
• understand the importance of being an advocate for all students.
• appreciate the impact this has on a school community Consider messaging and possible repercussions.

This session will be facilitated by:

Brett Cooper began his teaching career in Tumbler Ridge British Columbia in 1991. After becoming an Associate Principal he and his family moved to Dawson Creek and eventually back to his home Province of Alberta. He has been with Pembina Hills School Division since 2002 where he has been a Principal, Director, Assistant Superintendent and now Deputy Superintendent. He completed his Masters Degree at the University of Lethbridge with a focus on adults as learners. Brett is an avid outdoorsman and loves to spend much of his vacation time chasing bears for a company called Bear Scare. Lots of good stories to be told involving bears. When he is not chasing bears he spends much of his time camping with his wife all over Alberta. Brett has three adult daughters, identical twin red heads living in Edmonton and their older sister living in Rossington, British Columbia. He regularly blames his twins for being follicly challenged. An avid Oilers fan and not surprising, Chicago Bears fan.

Brett Cox began teaching in 1992 before taking a nine-year hiatus to coach Jr. hockey full-time. This experience took him and his wife Cindy to Spokane, Bonnyville, Fort Saskatchewan, and Olds…where he first met his co-facilitator! It was an interesting journey that provided many perspectives with the multitude of school divisions he interacted with. Brett has a Master of Education degree in Educational Leadership from the University of Alberta and is currently an Assistant Superintendent of Human Resource Services (Technology Services and Transportation) with Elk Island Catholic School Division. In the past, he has mentored HR leaders new to CASS and looks forward to facilitating CASS professional development sessions. Brett’s teaching has included Kindergarten to grade 12. Brett, a passionate Oilers fan, enjoys counting to 5 using the following ‘new math’ technique… 1984, 1985, 1987, 1988, 1990! Brett stays active coaching youth hockey in the community of Fort Saskatchewan, as well watching his grade 12 aged son play all school sports, encouraging his middle son to dwindle the RESP account, and the oldest son purchasing stocks in Tupperware for the Sunday meals he still enjoys.

Ray Hoppins has spent 32 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. He has facilitated CASS professional development sessions for new and experienced leaders for the past fifteen years. His teaching and leadership experiences transcend all grade levels from pre-kindergarten to grade 12. Ray, a devoted Flames fan, 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 four grown children who regularly reach out for help with laundry, finances, and auto repair.

St. Albert Public Schools has developed and is supporting the implementation of a collaboratively crafted ‘Progression of Learning Framework’ that aligns with the new curriculum. This framework will serve as a guide for teachers to tailor their instruction based on the unique needs of each learner, particularly those with intellectual challenges. The goal is to empower educators to create an inclusive learning environment that meets the needs and diverse abilities of each student in their classroom.

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

• examine how one division is illuminating multiple entry points into curriculum for students and,
• is using new curriculum to intentionally build capacity in instructional practice, differentiation, as well as gathering evidence of learning and reporting.

This session will be facilitated by:

Catherine Coyne is Director, Curricular Services for St. Albert Public Schools. During her time with the division, Catherine has served as a teacher, AISI Coordinator, assistant principal, and for a memorable year, principal of an online school. She was also seconded to the Alberta Assessment Consortium as a field service facilitator, traveling around the province supporting strong assessment practices. In her curriculum role, Catherine is committed to building clarity and intentionality in practice.

In her role as Division Coordinator, Numeracy for the St. Albert Public Schools, Carlene Duke is deeply committed to building teacher capacity and fostering a belief that everyone is a math person. Employing a practical and collaborative approach, Carlene actively engages educators in hands-on learning initiatives, aiming to instill a commitment to mathematical literacy. She works towards creating a supportive environment where both educators and students can flourish in their mathematical pursuits, fostering skills and attitudes that extend beyond the classroom and into their everyday lives.

As Division Coordinator, Literacy for St. Albert Public Schools, Karen Lucas has devoted her career to nurturing a love for reading and elevating literacy skills. Drawing from a rich background in curriculum, instructional strategies, and literacy program implementation, Karen underscores her dedication by empowering teachers with effective and evidence-based pedagogical literacy practices. Her commitment to a comprehensive approach to literacy, coupled with a passion for collaborative learning, are hallmarks to her dedication to advancing literacy initiatives within the division.

In her role as Division Coordinator, Inclusive Education for St. Albert Public Schools, Renee Miller ignites the desire and capacity in others to be accepting and inclusive-minded. Working with a solution-based focus, having a clear vision and course of action, as well as relying on her strong interpersonal skills have contributed to her success. Renee has worked as an Inclusive Education Lead in various school divisions which has provided her with a greater understanding of systems and strategies to support students and families, and the critical importance of working together to ensure student success.

This session will be facilitated by:

Marnie Beaudoin is the Director of Curriculum and Learning Supports in Edmonton Public Schools, a department which covers universal learning supports for schools including K-12 curriculum, literacy, assessment, career pathways and First Nations, Métis, and Inuit Education.

In Edmonton Catholic Schools, Nicole Lafreniere serves as the Director of Curriculum & Assessment.  She loves dogs, cozy mysteries, and common summative assessments.

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

At the fall conference, Role Alike participants had the opportunity to generate a list of provincial HR contacts they could “lean on” for advice, further dialogue and support for ongoing work on a wide variety of topics. Come and join us for an opportunity to “lean in” with your provincial HR colleagues through open discussion on shared experiences, insights, and challenges related to participant-generated topics relevant to the complexities of our work and our learning at the 2024 Annual Conference.

This session will be facilitated by:

Corrine Thorsteinson is the Associate Superintendent-People Services with Red Deer Public Schools. She feels fortunate to work in Human Resources Leadership, for over nine years,  where she has had opportunities to facilitate mentorship, empower others to navigate tricky personnel issues and oversee the implementation of vital HR processes and employment conditions.

Alda Lovell is the Director of People Services for Wolf Creek Public Schools. Over the past eight years, she has supported a variety of portfolio areas in Human Resource Leadership and Human Resource Management. Alda works primarily with new administrators to provide mentorship, leadership development, supervision and evaluation. Alda also leads the district’s Aspiring Leaders’ Program as well as onboards and supports teachers who are new to the profession.

Sonja Dykslag is the Assistant Superintendent People Services for Wolf Creek Public Schools. This is her second year in this role after 20 years as a school based administrator. She would most definitely credit having a successful first year in the role of Assistant Superintendent because of the mentorship program and the regular support from the other HR folks within the zone and within CASS.

In this role alike session, our goal is to facilitate a conversation about how we might break down some of the silos in supporting students. Building on the session about the Learning Progression Framework with St Albert Public Schools, this conversation is an opportunity to think more deeply about the connections between Student Services and Curriculum. By gaining a better understanding of both service areas, it’s important to reveal the complexities and overlap of our work. We aren’t silos, though our work often become siloed. During this time, we will discuss ways to break down barriers, find synchronicity and make connections.

This session will be facilitated by:

Catherine Coyne is Director, Curricular Services for St. Albert Public Schools. During her time with the division, Catherine has served as a teacher, AISI Coordinator, assistant principal, and for a memorable year, principal of an online school. She was also seconded to the Alberta Assessment Consortium as a field service facilitator, traveling around the province supporting strong assessment practices. In her curriculum role, Catherine is committed to building clarity and intentionality in practice.

Charlotte Kirchner is Supervisor, Student Services for St. Albert Public Schools. During her time with the division, Charlotte has also served as Division Coordinator, Inclusive Education. Before joining St Albert Public Schools, Charlotte gained valuable experience as a teacher, Division AISI Coordinator, Division Literacy Coordinator and Learning Support Facilitator. In her current role with student services, Charlotte is responsible for overseeing various programs and initiatives aimed at supporting the academics, wellness and engagement of every student.

This session will be facilitated by CASS President Dr. Andrea Holowka and CASS CEO David Keohane.