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.

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

• develop a better understanding of how they can serve as instructional leaders to improve learning.

Facilitator:

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 also 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 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 13th consecutive year that Scott will be presenting at Leading for Learning.

In each of the three Alberta professional practice standards, fostering an effective relationship is the first competency named. It is essential that leaders, especially newer leaders build environments where relationships are a high priority. However, these relationships are positively impacted when there is a strong focus on the teaching and learning happening in the building. One effective strategy is the use of “fireside chats” to teacher professional growth plans. Moving from a compliance document to a commitment document allows teachers to feel some autonomy in their own professional growth and this is rarely done without a trusting environment. Given the complexity of the current system and the ever present need to address teacher mental health and well being, this session will also focus on how compassionate leadership can bring out the best in staff and community. Empathy, compassion, and vulnerability will all be brought as new leadership traits that need to be developed and demonstrated.

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

• understand how high quality relationships foster an environment of strong mental health and well-being and improve teaching and learning.
• understand how relationships are the baseline for all other improvements.

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.

Based on the Alberta Education Leadership Quality Standard (LQS), “A leader ensures that every student has access to quality teaching and optimum learning experiences” (2018). Administrators as instructional leaders play an instrumental role in facilitating, supporting, monitoring and developing teacher capacity to achieve optimum learning in the classroom.

Participants will learn about the Four Pillars of Instructional Leadership with evidence of the implementation within a school division by a group 55 administrators.

1. Setting Direction
When administrators serve effectively as instructional leaders, student achievement is likely to improve (Leithwood, 2012 p. 84). It is not enough to create a vision for instructional improvement, rather administrators need to engage in targeted actions to improve student learning (Leithwood, 2012). These actions need to be linked to the instructional goals of teachers through a collaborative process.

2. Leading Learning
When leaders and teachers undertake an evidence-informed inquiry and use it to work collaboratively towards change and improvement for learners, it establishes a professional community and makes inquiry the everyday work of schools. This creates a culture of sustained improvement. The most powerful way that school leaders can make a difference to the learning of their students is by promoting and participating in the learning and development of their teachers (Robinson, 2011, p. 104). Robinson (2011) found that the principal who makes the biggest impact on learning is the one who “participates as a learner” with teachers in helping to move the school forward. Michael Fullan (2014) describes a learning leader as someone who not only models learning but also shapes the conditions for all to learn on a continuous basis.

3. Instructional Walkthroughs
Administrators build the capacity of teachers to respond to the learning needs of all students (Leadership Quality Standard, Competency 6a). This is accomplished by explicitly engaging teachers about well-defined instructional pedagogy, professional goals and the Program of Studies. Administrators need to be intentional about each classroom visit and conversation with the explicit purpose of engaging with teachers about these key areas.

4. Collective Leadership
A leader fosters the development of shared values, a common focus, and collective responsibility for student learning. This is accomplished by distributing formalized leadership roles within the schools’ context. Collective leadership is positively associated with teacher motivation, teachers’ working conditions, and increased student achievement (Leithwood, 2012).

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

• understand how to operationalize instructional leadership through a case study of one school division’s approach to instructional leadership focusing on the four high impact practices to improve teaching and learning.

Facilitators:

Dr. Kathleen Finnigan has dedicated the past 37 years to Catholic education, serving in a variety of roles including teacher, school counsellor, vice principal, principal, Associate Superintendent, and currently Superintendent of Red Deer Catholic Regional Division, which serves over 10,400 students across 21 schools in Red Deer, Olds, Innisfail, Sylvan Lake, and Rocky Mountain House. She thrives on change and is passionate about working collaboratively to envision, plan, and implement initiatives that positively impact teaching and learning.

Dr. Ryan Sawula, former Associate Superintendent of Curriculum at Red Deer Catholic Regional School Division and recently appointed Superintendent of Chinook’s Edge School Division, brings a wealth of experience and deep commitment to student success, instructional leadership, and community engagement. With over 20 years in education, including leadership roles at the school and division levels, Sawula has demonstrated a strong vision of fostering innovation, supporting educators, and enhancing student achievement.

This session will explore how engaging stakeholders meaningfully—by listening to their voices, understanding their perspectives, and translating their input into action—strengthens relationships and enhances decision-making at both the school and system levels. Emphasis will be placed on the importance of this process in deepening our understanding of the broader societal context within our communities and province. Participants will also learn how stakeholder engagement yields valuable qualitative data that informs continuous improvement efforts and aligns with Alberta Education’s expectations for the Annual Education Results Report (AERR).

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

• understand building effective relationships with stakeholders.
• understand the stakeholder engagement process.
• parlay data generated from this process into effective strategies for school and system improvement.

Facilitator:

Murray Marran is Superintendent & CEO of High Prairie School Division. Previously, he has held administrative positions in both public and private school systems. Previous roles have included Assistant Superintendent of Finance, Chief Financal Officer, Associate Superintendent of Human Resources, Director of Admissions and Principal in multiple schools.

For many new school leaders, the transition to leadership in the areas of human resources (HR) and people services can feel overwhelming. Hiring, supervision, conflict resolution, staff wellness, crucial conversations, absence management and role assignments aren’t covered in traditional teacher training—yet they are critical to a school leader’s success. This engaging and practical session will explore 21 essential HR and People Services skills that every principal needs. Through case studies, real-world dilemmas, research insights, and interactive discussions, participants will gain immediately applicable strategies to recruit, support, and retain great staff while building a positive school culture. These skills are essential to understand LQS Competencies 1 and 8, as they reinforce how strong people leadership elevates instructional leadership. Join us for a high-energy, solution-focused session filled with insights, tools, and real-life lessons to help you lead your team with confidence and clarity. Past participants in this session have appreciated the practical tips as well as the helpful ideas shared from leaders, researchers, and the facilitator’s own mistakes. 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.

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

• engage in meaningful discussion and leave with a wide variety of strategies, tips, tricks, templates, processes, resources, and key understandings in the area of human resources and people services within the schoolhouse.

Facilitator:

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 U of L and U of C, 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.

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. Being intentional with the process of change through understanding change management, leaders can apply methods to better solve problems or make change. 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.

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

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

Facilitator:

Dr. Maureen Ference is currently the principal of Learning Together Anywhere School. For six years, she was principal of a Pre-K to 12 school and a Colony school. She also served as principal of a middle school for 14 years, and for 10 years as a teacher, counsellor, program consultant and assistant principal in a junior/senior high school. 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, a board member of the Learning Networks Consortium, and an executive member of the Council for School Leadership. Maureen is passionate about leadership development and supporting aspiring and new school leaders. She has presented at uLead, teacher conventions, division leadership cohorts, the Association’s Leadership Essentials for School Leaders program, University of Alberta’s Summer School on Leadership Excellence, and CASS summer programs.

The landscape of school leadership is constantly evolving, demanding new skills and approaches. School leaders face the challenge of balancing competing priorities while maintaining a laser focus on student learning. This session will empower participants to plan strategically using a Leadership for Learning approach, creating coherence in their work by integrating the Providing Instructional Leadership, Leading a Learning Community, and Embodying Visionary Leadership competencies. Drawing on the research of Helen Timperley and Viviane Robinson, we will explore practical strategies and emphasize developing leaders’ adaptive expertise and the critical role of collaborative problem-solving professional learning in accelerating student achievement. To further enhance the Leadership for Learning approach, this session will highlight how the strategic integration of digital tools aids in balancing the demands of finite space, time, and attention. Participants will develop practical skills with key tech and AI tools, demonstrating how they can save time, create efficiencies, and assist leaders in processing and understanding complex information.

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

• leave with actionable strategies to drive student success, elevate their leadership, and harness the power of technology for school improvement.

Facilitators:

Dr. Tim Stensland brings a wealth of experience to supporting school leaders. He began and concluded his career in Northland School Division, with significant tenures with the Calgary Board of Education and Alberta Education. Throughout his career, he’s held diverse roles, from teacher and school administrator to senior leadership positions, including Associate and Deputy Superintendent. His academic background includes a Master’s focused on participatory management, a sabbatical exploring organizational agility, and a doctoral thesis on the concept of coherence. Currently, Tim leads alt.era.tea Consulting, where he leverages his extensive experience to support educational leaders.

 Michael Maciach, Director of Technology for the Northland School Division, brings over two decades of dedicated educational leadership to his role. Driven by a profound belief in the transformative power of technology, Michael champions the strategic integration of digital tools to ignite student engagement and drive academic achievement. He empowers school leaders to cultivate a dynamic technology vision and culture, equipping them with the skills to excel as effective tech leaders within their own schools.

This session will explore how all seven Dimensions of Leadership support the development of healthy relationships while navigating the complex challenges leaders often face. With a strong emphasis on self-reflection, participants will be invited to consider how their authentic selves influence their relationships and overall effectiveness as leaders. Through storytelling and interactive group discussions, attendees will gain practical strategies to strengthen their leadership practice and enhance their relational capacity.

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

• reflect on who they really are as authentic leaders.
• learn how to succeed with legitimate rather than designated authority.

Facilitator:

Kurt Sacher Kurt Sacher is a recently retired Superintendent with 39 years of experience in education. He is a former president of CASS who has been honoured with a CASS system excellence award for his leadership in Chinook’s Edge School Division as Superintendent. Kurt has presented at Start Right for over 22 years and at Leading and Learning for well over a decade. He uses stories and interactive group discussion to engage his participants. He was a Chief Superintendent for 15 years, an HR superintendent for 8 years and a Principal in two different communities for 8 years. Kurt has recently completed the Executive Coaching program at Royal Roads University and currently presents on components of the SLQS at the University of Calgary.