Leadership is not a neutral endeavour and is meant to have significant impact on measurable student outcomes. Whether you are new to your role, division, or school, a lens of continuous improvement is always required. Session participants will be led through leadership content and reflection to sharpen leadership skillsets that can create conditions for change. The session will explore ways to shift the mindsets of those you lead, moving from an inclination to rationalize data to entering into a state of curiosity and wonder. These strategic activities, rooted in theory and practice, will allow leaders to leverage the talents of those working most closely with students, while providing opportunities for assurance and celebration of the success of both students and staff.

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

• consider the importance of school-based data
• consider how school-based data serves as the impetus for focused continuous improvement to improve student outcomes.

Facilitator:

Dr. Andrea Holowka is the Superintendent of Schools with Christ The Redeemer (CTR) Catholic Schools. Through her 30 years of service in education, Andrea brings leadership experience from her roles as a teacher, principal, system leader, and superintendent. Andrea served has served as in superintendent roles for over ten years in various divisions, including CTR, the Calgary Board of Education, and the Calgary Catholic School District. Andrea has a Doctorate of Education, with a dissertation on supporting mental health intervention services across large school authorities. Andrea is active in leadership and cross-sector collaborations throughout Alberta and has served in provincial leadership roles including President of the Council of Catholic School Superintendents of Alberta (CCSSA) and President of the College of Alberta School Superintendents (CASS).

Thoughtful administrators engage in routine activities every day to help ensure their schools are safe and caring. The speakers will share some principles from both personal experience and research that empower administrators to create a safe and caring culture in a very intentional way. A focus will be on how the administrative team can create and promote a safe and caring culture by managing attention and by managing meaning.

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

• learn practical strategies and systems that can be applied on a daily basis to create more safe and caring schools.
• focus on the creation of a whole school approach as advised by Alberta Education, which advises that a, “whole-school approach promotes positive mental health and academic achievement and includes social-emotional learning in school practices, policies and partnerships.”

Facilitators:

Dr. Scott Morrison is the former Superintendent of Christ the Redeemer (CTR) Catholic Schools. Scott has been an educator for over 30 years, and his leadership experience includes serving as an elementary school principal, a high school principal, a division principal, and an associate superintendent. Scott also serves as an LQS and SLQS instructor for St. Mary’s University and the University of Calgary respectively, and is also the Executive Director of the Council of Catholic School Superintendents. 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 19th consecutive year that Scott will be presenting at Start Right.

Jacealyn Hempel is the Director of Learning with Christ the Redeemer School Division in Alberta. With 20+ years in education, she builds systems, rather than silos. Backed by a Bachelor of Fine Arts, a Master of Teaching, and a Master’s in Leadership and Administration, she fuses creativity with execution. Jacealyn’s approach is built on a simple, powerful equation in order to provide clarity and inspire action: High-Value Input X Leverage + Proof = 10X Output. She’s dedicated to delivering results. Whether it’s modelling high-impact teaching, team-teaching beside educators, or building passionate teacher-led schools, she applies entrepreneurial thinking to every problem—always focused on what works, at scale.

There is a robust conversation in schools and school divisions across Canada about the mental health and wellbeing of students and staff. But what about leaders? As school and system leaders, we are champions of this vital work, fully endorsing and advocating for these initiatives. We can lead optimum learning and experience wellbeing. This session aims to open a much-needed dialogue and begin addressing this question of how to lead optimum learning, and experience wellbeing, through both a research-based and experiential lens. This session will cultivate understanding of the mindset, habits, systems, and structures that support school leaders to create optimum learning AND effective leadership WHILE also safeguarding their own wellbeing. By developing both habits of mind and habits of effectiveness, school leaders create the space to focus on what matters most to nurture a culture of excellence in teaching and learning, attend to their “inbox and to do list”, and be present for family when the school day ends. With these habits, leaders lean into a way of leading that allows them to do the job of school leadership while maintaining work-life excellence, a true benefit to all.

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

• implement habits that allow them to lead with purpose and impact and maintain personal wellness.

Facilitators:

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

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

Since time immemorial, in what some consider of the harshest climates and geographies in the world, Inuit have survived and thrived. Living in harmony on and with the land – the success of our communities involves honoring and upholding a timeless set of principles and practices. Through the sharing of Inuit oral tradition, this session will support leaders in coming to an increased awareness of Inuit identity, customs, culture, community, and connection to the land with an emphasis on traditional Inuit approaches to leading and leadership. Educational Leaders will examine, explore, and develop practical methods to authentically interweave traditional Inuit principles into their personal and professional practice, enhancing and complementing the way they serve, support, guide and direct their faculty, staff, and students. Session participants are encouraged to dress comfortably for participation in the experiential learning component of the program.

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

• examine, explore, and develop practical methods to authentically interweave traditional Inuit principles into their personal and professional practice.

Facilitator:

Jeanien Cooper (she/her) is an Inuk educator, artist, and angajukKâk with qallunat ancestry. Raised in a semi remote sub-arctic village of 450 on the land, water, and ice on Nitassinan – the traditional territories of the Innu First Nation and her Nunatsiavumiut Inuit Ancestors. Guided by Inuit Maligait & Qaujimajatuqangit principles, Jeanien is fortunate to have lived her life immersed in the traditional land-based community centered ways of her Inuit Ancestors. Relationships formed on and with the land, the experience, knowledge, and skills acquired through traditional teachings motivates and inspires her life’s work.

For 17 years, Jeanien has been an honored and humbled guest in the Treaty 6 & Treaty 7 territories – the traditional homelands of her Southern relatives, the diverse First Nations and Métis peoples. She considers it a great privilege to live among her human and more than human relatives and is thereby committed to fulfilling her relational obligations to respect and care for the peoples, skies, lands, and waters that sustain and support all life. Jeanien humbly serves her community as AngajukKâk of the Inuit Edmontonmiut Community, Founder of the Alberta Inuit Women’s Association, Chair of the Indigenous Studies Program at NorQuest College and a member of the Métis Women’s Council on Economic Security advising the Minster of Indigenous Relations on policies, programs, and services to improve the lives of Indigenous women, their families, and communities. Jeanien uses her gift of two eyed seeing and her experience of walking in many worlds to serve Indigenous and Indigenous Ally communities alike; providing support, guidance, and direction to others so they may identify their unique gifts to uplift their families and communities: ensuring an increasingly just and equitable future for all.

This session is a sharing of a unique perspective of a teacher, administrator, inclusive education teacher/coach, educational assistant and parent of a child with challenges. It highlights both sides of the family and educational experience for families that have children with any extra needs/diagnosis/struggles. On the education side of the issue, I thought that I was saying and doing the ‘right things’ for students and families. It is only after becoming a parent that I see things from a much different perspective and that has informed my practice immensely. It is told within a story framework (with a dash of humour) highlighting some hints on how to foster relationships, communication and understanding to move forward with more trust and cooperation.

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

• gain a new perspective and strategies regarding the needs of a school community’s families with a focus on inclusive needs.

Facilitator:

Carmen Moore is a passionate educator, parent and storyteller who has been working within the field of education for over twenty-five years. She completed two Masters of Education, spurring on a research project: Project Independence. Carmen has attained the credentials and experience to be a certified autism specialist through her continued work with the University of Kansas. She is passionate about sharing new approaches to support all students. Carmen’s varied experiences as an educator, administrator, inclusive education coach and now parent has provided her with a unique perspective that she uses to help inform and entertain her audiences. Professionally, Carmen has now expanded to more public speaking, consulting, research, and writing as well as leading social groups for autistic children and teens.

Most leaders take a look at competency #8 and automatically think it is solely about money and resources. However, that is a narrow approach and would leave a leader shy of the richness of both competency #8 and also competency #9. This session will have participants clearly understand the importance of identifying needs of their school, their community and then aligning those through a strong education plan. A focus on a collaborative approach will facilitate strong partnerships with school council, community organizations and division priorities. While managing a budget and resources are important aspects of the principal, leading people, especially in these complex times, is the most essential component of these last two competencies in the LQS.

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

• understand the larger context of school leadership beyond simply budgeting and resources.
• see how the interaction with staff, school council and community enhances effective teaching and learning.

Facilitator:

Chris Smeaton is the former Superintendent of Schools for Holy Spirit Catholic School Division. After retiring in 2020, he began working with school divisions across the province supporting boards in superintendent/board evaluations, governance and leadership. He has taught leadership coursework at the graduate level for both Gonzaga University and Newman Theological College.

For school leaders, ensuring that all teachers meet the Teaching Quality Standard, helping each teacher improve their skill set, and meeting all procedural expectations for teacher professional growth, supervision and evaluation can often prove to be complex and overwhelming. And with all of this, it is fairly common for principals and assistant principals to become paralyzed by a conveyor belt of competing tasks, choices, questions, approaches, forms, programs, literature and distractions. LQS Competency 6 remains at the top of our priority list, but ensuring we create time and space for fulfilling the work involved can elude leaders at all stages of our careers. This session is designed to help! We will help new and developing leaders overcome this common challenge. Participants in this session will enjoy meaningful presentations, research reviews, small-group scenario tasks and large-group discussions that will ultimately lead to the development of their own 2025-26 Instructional Leadership (IL) plan that meets and even exceeds all requirements of Teacher Growth, Supervision and Evaluation (TGSE) policies.

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

• learn, connect, and reflect to develop their own detailed, practical, and research-based IL Plan (ready for August 2025) that improves the skillsets of their teachers and exceeds all legislated requirements of teacher growth, supervision, and evaluation in the Province of Alberta.

Facilitators:

Ray Hoppins thoroughly enjoyed his thirty-three year career as a teacher, vice-principal, principal, and central office leader in Vegreville, Innisfail, Sundre, and Olds. Ray, a proud alumnus from the University of Lethbridge and the University of Calgary, recently retired from the role of 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. For the past twenty-five years, he has facilitated workshops, short-courses and sessions for leaders on topics such as instructional leadership, communication, staff health & wellness, human resources, relationships and culture. Today, he continues this passion as a leadership consultant serving school divisions, post-secondary institutions, and other provincial organizations. Ray was raised on a family farm in Central Alberta, is active in his community, 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. Ray has presented at the CASS Start Right Short Courses for the last 19 years.

Corrine Thorsteinson is the Associate Superintendent-People Services with Red Deer Public Schools. She feels fortunate to work in Human Resources Leadership, for over ten 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. Corrine is approaching retirement in December, 2025 after 30 years in the roles of teacher, assistant principal, principal, and division office leader in Lacombe, Clive, Ponoka and Red Deer. Corrine’s BA, BEd and MEd were all achieved at the University of Lethbridge. Corrine gets joy and energy from helping others build their capacity in leadership. Corrine has been happily married to Gary for 25 years and they are the proud parents of two amazing daughters, aged 20 and 23. As a family, they’ve travelled the world. Corrine grew up in Southern Alberta and has made Central Alberta her home for the past 30 years.

This session will help participants become fully aware of the new complexities they will face as a new school based administrator. The presenters will use storytelling and small group participation to ensure high levels of engagement throughout. Participants will leave the session better able to build and nurture critically important relationships with all of their constituents. The presenter will share a wide range of relevant experiences that will be both practical and sensible. Expect to come away with new tools in your tool kit that have been proven over time to help new leaders transition effectively into new roles. Participants can also expect the presenters to share some powerful insights relative to wellness.

Participants will be given an array of supports, ideas, and processes for building and enhancing interpersonal relationships. This will be the most significant component of the practice standard that will be targeted. There will also be time given to ensure participants know and understand how to begin their roles as visionary leaders and they will also be given some key insights into staying well in difficult times. Kurt will also provide some compelling personal insights with respect to staying well in the midst of chaos and personal trauma.

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

• become fully aware of the new complexities they will face as a new school based administrator.

Facilitators:

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 39 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. He has presented at Start Right for over 22 years and at Leading and Learning for well over a decade. 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.

Dr. Marcie Perdue is currently the Associate Superintendent of Student Services for Chinook’s Edge School Division. She joined Chinook’s Edge in August, 2014 and has served as both Student Services Coordinator and Learning Services Coordinator since that time. Marcie has nearly 27 years of teaching and leadership experience. During her time with both Rocky View and Golden Hills School Divisions, Marcie served as an English teacher, department head, learning specialist, instructional coach and administrator for programs for at-risk youth. Marcie was also an adjunct professor for Western University as well as a consultant who shares her expertise with school divisions across the province. Marcie is passionate about supporting students with diverse learning needs and loves finding unique ways to create system wide supports for students and their families. Marcie’s formal educational background includes Bachelor degrees in Education and Arts (English) from the University of Alberta as well as a Masters degree in Educational Leadership and a Doctorate of Education in K-12 Leadership, both from the University of Calgary.