Tour Tastemarket, SAIT’s live classroom and urban eatery where students design and deliver authentic hospitality and culinary experiences through active service.

TAVE participants will gain insight into how experiential learning, guest engagement, applied curriculum, and industry standards integrate in a real operating environment to prepare students for careers in hospitality and tourism. The session highlights how post-secondary institutions embed career readiness, technical skill development, and professional expectations within authentic workplace settings.

Participants will travel by C Train to the downtown campus location for this session. Detailed transit information and timing will be provided in advance.

Capacity is limited to 20 participants.

This session will provide the opportunity to align CTS, CTF, RAP, dual credit, collegiate programming, and experiential learning to create clear, connected student pathways.

Participants will examine how a partnership between industry, K-12 and post-secondary provided opportunities for high school students to explore homebuilding trades, including both restricted and non-restricted trades on real construction sites, in a hands-on shed build project, and at modern fabrication facilities.

Presenter Biographies

Deb Ingram is a Unique Pathways Learning Leader with the Calgary Board of Education. With over 25 years of dedicated service in education, Deb has built her career rooted in student success, career readiness, and holistic support. In her role as a high school guidance counsellor, she has worked to help students discover their strengths, navigate their futures, and transition confidently into post-secondary education and the workforce. In her current role with the Unique Pathways team, she supports students as they navigate through Dual Credit and Exploratory Programs. These initiatives provide students with valuable exposure to diverse career pathways and early post-secondary credits, helping them make informed decisions about their future.

Coming from the UK with a background in philosophy and adult education, Patrick Nicholson started at SAIT in 2014, and in 2019 joined the Youth Initiatives Team as a Dual Credit Coordinator. Deeply motivated by the promise of applied education to empower and change lives, Patrick is committed to working with post-secondary, K-12, and community and industry stakeholders to plan and deliver meaningful and impactful dual-credit and exploratory programs for young learners across Alberta, to help students explore their interests, develop their talents, engage with potential career and education pathways, and make informed decisions about their futures.

Nick McIntosh – bio to follow

Ryan Prefontaine is the Vice President, Construction for Mattamy Homes’ Alberta Division, based in Calgary. With more than a decade of experience in residential construction, Ryan has progressed through hands-on field roles and senior leadership positions, building deep expertise in on-site execution, production and construction operations. He’s also a strong advocate for growing the skilled trades, helping champion Mattamy’s Exploring Building Trades partnership with SAIT and the Calgary Board of Education to give high school students real exposure to construction careers. Ryan studied Architectural and Building Sciences/Technology at SAIT.

At Hugh Sutherland School, a Grade 10 Internship Program is paving the way for students to explore post-secondary and career opportunities through real-world engagement. This session will explore the structure, implementation, and impact of a 3-day internship program that connects students with meaningful work-based learning aligned to their interests and goals.

Through a collaborative approach and strong community partnerships, the internship experience has received overwhelmingly positive feedback from students, parents, and local employers. Join this session to learn how one school is actively shaping student futures through hands-on career exploration.

Participants will:

• gain practical strategies for designing and launching a successful internship program.
• learn how to build and sustain partnerships with local businesses and industries.
• understand the role of internships in student engagement and career exploration.
• explore methods for assessing and maximizing the impact of experiential learning.

Presenter Biographies

As the Principal of Hugh Sutherland School, Dean Nielsen is a dedicated educational leader focused on fostering a supportive and innovative learning environment. With years of administrative experience, he prioritizes student success through collaborative leadership and community engagement. Dean is passionate about building school cultures where both staff and students feel empowered to reach their full potential.

Sarah Reaman plays a pivotal role in the academic success of students at Hugh Sutherland School. As the Guidance Counselor, she specializes in academic advising, helping students navigate course selections, graduation requirements, and educational pathways. While her primary focus is on ensuring students stay on track academically, she also provides trusted social-emotional support to ensure students feel balanced and ready to learn.

Sarah Cormier is a Career Practitioner dedicated to helping students bridge the gap between graduation and their future goals. With a keen eye for emerging industry trends, she specializes in personalized career coaching and helping students discover their unique strengths. Sarah’s work is instrumental in ensuring students leave Hugh Sutherland with a clear sense of direction and the tools to succeed in the workforce.

Rounding out the career services team, Llonda Leaver brings a wealth of knowledge in vocational planning and post-secondary transitions. As a Career Practitioner, she focuses on experiential learning opportunities and connecting students with practical resources to explore their professional interests. Llonda is a firm believer in the power of early career exploration to build student confidence and long-term career satisfaction.

This session showcases how Altario School has intentionally woven agriculture-focused career pathways into the fabric of school culture, creating clear, connected, and meaningful learning experiences for students. Participants will explore how CTS, CTF, RAP, dual credit, collegiate programming, and hands-on experiential learning are strategically aligned to form coherent pathways that support student exploration and informed decision making.

The session highlights leadership choices, structural alignment, and cultural practices that ensure agriculture is not a standalone program but a visible and valued pathway across grades. Through practical examples, participants will gain insight into how agricultural pathways can be embedded into daily learning, community partnerships, and long-term planning, supporting students to see agriculture as a viable, dynamic, and future-focused career option.

Participants will:

• understand how career pathways in agriculture can be embedded within a school’s culture through intentional leadership and aligned practices.
• identify strategies for aligning CTS, CTF, RAP, dual credit, collegiate programming, and experiential learning to create clear and connected student pathways

Presenter Biography

Kevin Van Lagen is the principal of Altario School as well as the Director of Innovation in Prairie Land School Division. Kevin initiated and continues to grow the Altario Agriculture Academy that includes animal husbandry, hydroponic growing methods, online education, retail and a variety of other agriculture related explorations. He also works with schools throughout the school division in developing value added programming.

Explore hands-on emerging technologies that spark curiosity and open doors to future careers. This interactive session highlights how digital tools can meaningfully support student career exploration across grade levels, while strengthening connections between learning and real-world applications.

Participants will:

• explore emerging digital technologies through hands-on experiences that support student curiosity and career exploration.
• gain insight into how digital tools can be used intentionally across grade levels to connect learning with real-world applications.
• identify practical strategies for integrating future-focused, technology-enabled learning within schools and across divisions.

Capacity is limited to 32 participants.

Presenter Biographies

Greg Stein has been working with youth and families for over 10 years in a variety of capacities around informal learning, unstructured play, and now in Digital Technology. He is particularly drawn to this role because of the profound impact that technology has on our lives, and the rapid pace of change and adoption of technology across all industries – many of which young people may not be aware of.

Abdullah Rafih – bio to follow

This session focuses on designing and leading high-quality trades and technologies programming that is embedded within system practice, scalable across schools and contexts, and sustainable beyond pilot initiatives. Emphasis is placed on the leadership conditions, structures, and processes required to move from isolated programs to enduring, system-wide approaches that support consistent implementation and long-term impact.

Participants will:

• examine how existing data can inform pathway design, course planning, and student transitions.
• reflect on the relationships and partnerships that support sustained trades and technologies programming
• identify resources and system structures that enable scalability and coherence
• consider how current processes support students in navigating pathways and achieving successful transitions.

Presenter Biography

Graeme Dowdell is the Program Coordinator of Career Pathways at Edmonton Public Schools. His career path has taken him from being a warehouser, a carpenter and a salesperson to being a CTF/CTS and off-campus teacher to a CTF/CTS and Off-campus education consultant and now his current role. He’s worked in both a smaller rural board and a large urban area with various stops running businesses along the way. He has always been passionate about fostering student agency and helping kids learn that they can do what they set their minds to.

​Shared Stewardship brings together collaborative leadership across school authorities, Alberta Education, Advanced Education, post-secondary institutions, industry, and community partners to strengthen coherent, connected apprenticeship pathways. This session explores how shared responsibility and aligned action support students into, through, and beyond apprenticeship, ensuring smoother transitions, clearer roles, and stronger outcomes across the system.

Participants will:

• strengthen their understanding of Alberta’s apprenticeship pathways.
• clarify the shared roles of K–12 education, post-secondary institutions, and industry.
• examine how coordinated efforts support successful student transitions

Presenter Biography

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 20 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

Across Alberta, students are navigating increasingly complex pathways into trades and technologies. This session examines how thoughtful design, shared leadership, and intentional alignment across the K–12 continuum can create clearer, more connected experiences for learners. Participants will explore how CTS, CTF, RAP, dual credit, collegiate programming, and experiential learning work together to support early exploration, sustained engagement, and advanced skill development. Practical examples will highlight approaches that move beyond pilot initiatives to build scalable, sustainable programming and support confident transitions into post-secondary education, apprenticeship, and the workforce.

Participants will:

• learn about the Calgary Catholic Design Thinking for Innovation (DTFI) Collegiate model as a dynamic, student centered approach to preparing learners for Alberta’s future workforce. The model connects classroom learning with collegiate, dual credit, and off-campus experiences, enabling students to design personalized learning pathways aligned to their interests and goals.
• hear from a system leader, two DTFI teachers from different DTFI collegiate schools, and an Off Campus Teacher, sharing how the Calgary Catholic DTFI Collegiate model builds employability skills such as problem solving, adaptability, collaboration, and innovation across disciplines.

Participants will also experience the model in action through a fast-paced design challenge and rapid prototyping activity, gaining hands-on insight into how design thinking is cultivated as a transferable mindset that students carry into future career pathways, post-secondary transitions, and real-world problem solving.

Presenter Biographies

Steve Laberge is a system leader with the Calgary Catholic School District, providing oversight for CTS and CTF programming, Off Campus Education, Dual Credit, Collegiate programming. He brings 24 years of experience as a teacher and 19 years in school and system administration. His work focuses on supporting schools through district level coordination of coherent, student centred pathways that connect secondary education with post secondary institutions, industry, and the workplace, emphasizing applied learning and sustainable program design.

Karen Hansen has been an educator with the Calgary Catholic School District for over 25 years. Her experience spans elementary through high school, in both regular and special education settings. She is currently a teacher in the Collegiate Design Thinking for Innovation program at Our Lady of the Rockies High School, where she supports students in applying design thinking to real-world challenges.

Jonathan Rosebush is the Teacher of Design Thinking for Innovation in the Collegiate Program at St. Mary’s High School. His diverse career spans Kindergarten through Grade 12 education, providing him with a broad and integrative perspective on design-based learning. With an academic background in Biological Science, Jonathan brings a strong biotechnology focus to the Collegiate Program, guiding students through rigorous, interdisciplinary design experiences that address both natural and engineered systems. His work emphasizes innovation, scientific literacy, and real-world problem solving.

Tonia Hemsing brings 28 years of experience with the Calgary Catholic School District in instructional and leadership roles, including work as a Foods and Fashion Career and Technology Studies (CTS) teacher and District Consultant. She also completed a secondment with SAIT, contributing to the development of the Career Exploration Centre and strengthening her focus on bridging secondary and post-secondary education. Currently, Tonia works as an Off-Campus Education Teacher and Dual Credit Program Coordinating Teacher, where she focuses on expanding dual credit opportunities, strengthening post-secondary partnerships, and supporting staff and student success in post-secondary transitions.

Experience a guided tour of SAIT’s Art Smith Aero Centre at the Calgary International Airport, an industry standard aviation training facility that offers an inside look at aircraft maintenance and aviation education. Summit participants will explore classrooms, specialized labs, and a 21,000 square foot hangar, gaining insight into aviation career pathways and the collaborative partnership between education and industry that supports hands on learning.

During the visit, Youth Initiatives will also be hosting approximately 60 junior high students for Exploring Aviation Day, providing participants with the opportunity to observe early career exposure in action.

Capacity is limited to 20 participants.

Buffalo Trail Public Schools (BTPS) continues to strengthen its partnership with Lakeland College to provide high school students—particularly those in rural areas—with access to trade training and post-secondary courses. Through this collaboration, students in Grades 10–12 can enroll in Career and Technology Studies (CTS) programs such as Mechanics, Carpentry, Welding, Electrical, Hairstyling, and Esthetics.

Grade 12 students can also participate in university transfer courses in Psychology and Sociology, earning post-secondary credits while still in high school and building both academic confidence and transferable skills.

In addition, Dual Credit Apprenticeship programs provide over 300 hours of Year One technical training in Welding, Automotive Technician, and Carpentry. Students are eligible to write the AIT exam, giving them a head start on their apprenticeship pathway before graduating high school.

This partnership removes rural access barriers by delivering training locally and allowing students to explore career options, earn credits, and gain experience in post-secondary environments. Students report increased motivation, improved time management, and a clearer sense of direction for life after high school.

Participants will:

• explore how school divisions and post-secondary institutions can collaborate to design meaningful and engaging programs for rural students.
• examine strategies to provide seamless supports from high school to post-secondary learning and hands-on training.
• identify how local delivery of training reduces access barriers and builds student readiness for future careers.
• gain insight into scalable models that connect classroom instruction to real-world experiences.

Presenter Biographies

James Trodden has been an educator across rural Alberta for 30 years. He considers himself fortunate to work with BTPS, a strong rural school division. He has taught in middle and high schools, including on a First Nation, and has served as a school leader in four schools. James also has experience teaching at the post-secondary level, working in not-for-profit organizations, and with Alberta Education in Teaching and Leadership Excellence.

Vince Saretsky has devoted over 30 years to educational leadership within BTPS, serving in key roles including principal and school leader. He currently leads initiatives focused on career education and student development. Formerly the Principal of E.H. Walter School in Paradise Valley, Alberta, Vince played a pivotal role in building inclusive environments and strong community partnerships. His deep commitment to student success and leadership has made a lasting impact on the growth of BTPS programming.

Dr.  Todd Sumner brings over 24 years of leadership experience in post-secondary education. He currently serves as the Vice President of Academic and Research at Lakeland College. Prior to this, he held roles as Interim Dean of Student and Academic Services and Registrar. His previous work at NAIT included academic leadership roles in math, upgrading, continuing education, and the schools of business and trades.

Dr. Sumner also spent eight years teaching in Alberta’s public school system. He holds a Bachelor of Science, a Bachelor of Education, a Master’s in Instructional Technology, and a Ph.D. in Psychological Studies in Education. His work reflects a strong commitment to student learning, innovation, and system-wide advancement.

Career Counsellors and Practitioners play a critical role in helping students navigate informed, confident pathways into skilled trade careers. This session focuses on how career development professionals can support student readiness through intentional planning, meaningful conversations, and aligned career education experiences. Participants will explore how early exposure, structured learning plans, and coordinated supports across K–12 and beyond contribute to successful transitions into skilled trades, apprenticeship, and related training pathways.

Participants will:

• explore key aspects of a student career readiness plan for skilled trades, including the school-based career education roles and supports that align high school experiences with readiness for skilled trade careers.
• network and collaborate with colleagues.
• examine examples of student career readiness learning plans specific to skilled trade pathways.
• consider how to engage in effective coaching conversations that support this career pathway.
• review core career education experiences, including the future impact of the Career Education & Financial Literacy (Draft 7–9) curriculum, and the accomplishments students need to successfully transition into skilled trades.
• strengthen understanding of the range of skilled trades training options, including apprenticeship, certificate and diploma programs, and pre-employment pathways.
• review resources available to support students preparing for skilled trade careers.
• examine and provide feedback on the CASS/Consortium on-demand professional learning resource designed to support teachers and school leaders in the design and delivery of career education in schools.

Presenter Biography

Lynda Kope is a seasoned educator and career development professional with over 30 years of experience in secondary and postsecondary education. She currently serves as a Designer of Professional Learning for The Consortium in Career Education. Her background includes supporting transition research for Alberta high school students with SRDC and teaching career education courses at the University of Alberta.

Lynda spent much of her career with the Battle River School Division, where she held progressive roles such as Student Services Coordinator and Division Career Counsellor. She has led the design of student-centered programs, off-campus learning opportunities, and professional learning for educators.

This session will support foundational understanding and early exposure to trades and technologies across the K–12 continuum.

Participants will:

• gain an understanding of a comprehensive model for delivering exploratory programming in designated career areas, designed to support direct pathway transitions for students.
• have the opportunity to visit the students on campus in one of SAIT’s labs.

Presenter Biography

With a strong background in post-secondary education, student development, and learning advocacy, Ashley Monteiro is passionate about supporting young people as they prepare for their futures. She focuses on fostering self-discovery and helping students recognize and build on their unique strengths. Ashley holds a diploma in Child and Youth Care Counselling from Mount Royal University and has enriched her studies through international experiences in Malaysia and Mexico, gaining valuable insight into diverse cultural perspectives and educational approaches.

Across High Prairie School Division, intentional career coaching is strengthening how students experience and navigate their learning pathways. This presentation highlights how CTS, CTF, RAP, dual credit, collegiate programming, and experiential learning are intentionally aligned to create clear, connected pathways for students. Participants will explore how career coaching supports informed decision-making, smooth transitions, and greater coherence across programs and grade levels, helping students see how their learning connects to future opportunities.

Participants will:

• learn about High Prairie School Division’s Career Coaching program and how it supports student success throughout high school and beyond.
• explore the goals of the program, the role of career coaches, and the range of services offered to students
• examine how career coaching supports career exploration, post-secondary planning, employability skill development, and connections to community and industry partners.
• understand how career coaching helps students stay engaged, set meaningful goals, and make informed decisions that support academic achievement, successful high school completion, and smooth transitions after graduation.

Presenter Biographies

Lisa Gall has been in her current role for the past 6 years, working as a Career Coach at Roland Michener Secondary School in Slave Lake, a small community in Northern Alberta. In her role she enjoys supporting students as they work through their decision making process for their future plans in post secondary and beyond.

A little about Lisa, she graduated as a Therapy Assistant from MacEwan University and then went on to pursue a Bachelor of Science in Nutrition. Her previous work included roles at Alberta Health Services in rehabilitation, Self-Management coaching and chronic disease management in the health promotion fields before jumping into the world of Education. Lisa has two young daughters aged 9 and 11 who keep her busy with their love of sport and activities. She and her husband enjoy sports together including golf, boating, and fishing. Lisa is also a professional figure skating coach with Skate Canada and enjoys coaching at a recreational club in Slave Lake. Working in a high school brings Lisa great joy as she gets to share the excitement of planning futures with the youth in her community.

Breanne Paulson is a Career Coach at Roland Michener School in Slave Lake. She spent twelve years working in recreation, where she had the opportunity to work with youth, before moving over to the local high school three years ago. Breanne is working towards a Business Administration in Management Diploma through NAIT. Outside of work, she is a wife and mother of three busy kids who are involved in a vareity of extracurricular activities. When Breanne is not at work or cheering from the sidelines, she enjoys running and training for marathons.

Katie Ellwood has been working as a Career Coach with the High Prairie School Division for five years, supporting students from grades 9 through 12 with educational pathways, career exploration and high school planning. She believes that success looks different for each student, and appreciates that career coaching that offers flexible pathways plays an important role in helping learners reach their goals.

Ken Janzen lives on a small hobby farm in northern Alberta. He has a MA in Political Science from the University of Waterloo. Over the past 11 years, Ken has been a career coach for students from elementary to university, and currently works with high school students at Prairie River Junior High, Prairie View Outreach and E.W. Pratt School in High Prairie. In his spare time, he enjoys raising small animals, reading, hiking, kayaking, and generally spending as much time outside as he can.

Despite their critical role in preparing students for meaningful careers, Career and Technology Foundations (CTF) and Career and Technology Studies (CTS) are often viewed as secondary to academic programming—by educators, parents, and society at large. These outdated perceptions not only affect student enrollment but also impact how students in CTF/CTS courses view themselves and their future potential.

This session will examine the root causes of the inferior status often assigned to CTF/CTS and offer practical, actionable strategies for shifting those perceptions within schools and across broader communities. Drawing on research and experience from her Master of Education program, Megan will explore how school leaders, educators, and central office staff can work to elevate the profile and legitimacy of CTF/CTS and, in doing so, contribute to a larger societal shift in how vocational and technical learning is valued.

Participants will:

• understand the historical and cultural roots of the perceived inferiority of CTF and CTS.
• explore leadership and school-level strategies to improve the visibility and credibility of these programs.
• reflect on how perception impacts student identity, enrollment, and outcomes.
• consider how changing the narrative within schools can drive broader societal change.

Presenter Biography

Megan Lapp is an Apprenticeship and Collegiate Consultant with Edmonton Catholic Schools, where she supports educators, students, and programs across the division. She has taught in a wide range of secondary subjects including Fashion Studies, Foods, Communication Technology, Math, English, WIN (diverse needs), Art, and Religion.

Megan’s Master of Education (2025) research explored the status perception of CTF and CTS and how school leaders and educators can play a key role in elevating these programs. Her work focused on reframing career and technology-based education as a rigorous, valued, and viable pathway for student success, both within schools and in society.

In this session, participants will:

• assist students on how to explore skilled trades career pathways and understand how they connect to students current grade level and future goals.
• gain clarity on how to share available options to students, including dual credit, pre-employment, apprenticeship, and post-secondary training.
• identify personal student interests, strengths, and skills that align with skilled trades pathways.
• understand how to connect with students on expectations, timelines, and commitments associated with trades training and employment.
• receive individualized guidance and coaching techniques to support informed decision-making at key transition points.
• identify how to work with students on next steps and supports needed to successfully progress toward a skilled trades career.

Presenter Biographies

Brianne Fletcher is an innovative, student-focused pedagogical leader with over 20 years of experience fostering exceptional learning experiences through teaching, counselling, and leadership roles within Chinook’s Edge School Division. Known for her ability to build collaborative and engaging learning environments, Brianne brings strong communication, active listening, and interpersonal skills to her work with students, parents, educators, and administrators. In her previous role as Career Connections Coordinator, Brianne led Chinook’s Edge’s division-wide work in dual credit, trades, and off-campus programming. She applied a highly collaborative approach, partnering with school leaders, educators, post-secondary institutions, and industry to create meaningful, real-world learning experiences. With a deep background in student support and program development, Brianne is passionate about empowering students to discover their path through authentic, hands-on learning that builds clarity, confidence, and career readiness. As she transitions into her new role as Director of the Community Learning Campus—a partnership between Chinook’s Edge School Division and Olds College—Brianne will continue to champion innovative programming that supports student engagement, retention, and career exploration. She will oversee initiatives that prepare students for post-secondary education and the world of work, while continuing to promote pathways through dual credit experiences, with a focus on helping students thrive in both academic and career settings.

Sheila Johnson is the Division Career Connections Practitioner with Chinook’s Edge School Division. With over a decade of experience supporting students in dual credit programming, Sheila works collaboratively with educators and partners to develop key resources and provide coaching that strengthens successful transitions into post-secondary education. She supports all high schools across the division, working closely with both students and staff to design and implement personalized career pathways that align with learners’ interests, strengths, and future goals.

Hands-on, inquiry-based learning can transform curiosity into deep understanding. This session introduces the Wind Powered Transport Kit and the E3 Wind Rally, a student-centred design challenge where learners plan, build, test, and refine wind-powered vehicles.

Participants will explore how this experience aligns with Career and Technology Foundations (CTF) while intentionally developing Alberta’s Core Competencies, including critical and creative thinking, communication, collaboration, and personal responsibility. The challenge explicitly highlights a range of career roles that mirror real-world projects, such as engineering, architecture, construction, logistics, management, and accounting, helping students understand how different professions contribute to a successful outcome.

Using accessible materials and open-ended tasks, the session demonstrates how students take on authentic roles—budgeting resources, planning designs, managing timelines, testing solutions, and evaluating performance—making learning relevant and transferable. The experience is flexible and easily adapted for Grades 7–9 classrooms.

Participants will:

• explore the Wind Powered Transport Kit and its role in inquiry-based, hands-on learning.
• learn how the E3 Wind Rally engages students in designing, testing, and refining wind-powered solutions.
• examine connections to CTF outcomes, Core Competencies, and career awareness for Grades 7–9.
• identify strategies to highlight career roles within student projects.
• take away practical, classroom-ready ideas that can be implemented immediately

Presenter Biographies

Inspired by fostering creativity, independence, and leadership, Peter Gallagher and Lori Adamson bring extensive experience designing and delivering engaging hands-on learning experiences for junior and senior high students. Specializing in career education models such as CTF and CTS, they have experience aligning curriculum with real-world scenarios, exposing students to diverse trades and career pathways. Their commitment to collaboration with schools, colleges, and industry partners ensures innovative, relevant learning opportunities for students.

This session provides an overview of current developments shaping career education across Alberta. Participants will hear updates from Education and Childcare on the new Career Education and Financial Literacy curriculum, along with insights into broader strategic directions influencing career education across the province. The session offers an opportunity to better understand upcoming changes, emerging priorities, and how these developments may inform planning and implementation at the system and school levels.

Participants will hear updates from Education and Childcare about the new career education and financial literacy curriculum along with other strategic directions in Alberta’s career education landscape.

Presenter Biographies

Ryan McFarland is the Executive Director, STEM, Careers and Indigenous Curriculum Sector, Alberta Education and Childcare.

Nathan Stelnicki has worked with the Government of Alberta since 2012 in roles focused on strategic policy development and implementation. For the past two years, he has contributed to curriculum development in mathematics, science, and most recently, in career education. Nathan holds a Bachelor of Science in Physics, a Bachelor of Education in Science Education, and an MBA with a focus on public policy and management.

This session provides an overview of current developments shaping career education across Alberta. Participants will hear updates from Education and Childcare on the new Career Education and Financial Literacy curriculum, along with insights into broader strategic directions influencing career education across the province. The session offers an opportunity to better understand upcoming changes, emerging priorities, and how these developments may inform planning and implementation at the system and school levels.

Participants will explore the new Grades 7–9 Draft Financial Literacy curriculum through an engaging, practical lens; unpack what’s new; examine how learning from Grades 4–6 connects and progresses, and share planning tools you can use immediately in your classroom.

Presenter Biography

Chris Zarski is an Educational Consultant who supports Alberta teachers across multiple school divisions and works as a Designer of Professional Learning with the Alberta Provincial Learning Consortium (APLC) – The Consortium. She is part of a team working on an Alberta Education grant to support teacher implementation of the new Career Education and Financial Literacy (CEFL) curriculum, with a specific focus on Financial Literacy implementation.

Chris has served as a teacher, administrator, Director of Curriculum, Alberta Education examiner, and as an author, assessment consultant, and pedagogical consultant on numerous educational resources. She currently supports Alberta consortia in Mathematics, Science, and curricular assessment implementation.

​In response to Alberta’s growing labour shortage in the skilled trades, the Building Futures program was developed to bridge the gap between students and industry. In this session, Mike Lees—Director of Build Alberta Apprenticeships Foundation—shares how Building Futures offers high school students hands-on, real-world experiences that ignite interest in apprenticeship careers and support local workforce development.

Grounded in firsthand experience as a framing contractor and trades advocate, Mike will highlight how this program equips students with early exposure to trade careers and how divisions and communities can get involved. Attendees can connect with Mike directly if they are interested in starting a Building Futures program in their region.

Participants will:

• learn how the Building Futures program immerses students in trades-focused learning.
• understand how to build partnerships between schools and local industry.
• explore the program’s benefits for students, employers, and communities.
• identify next steps for launching Building Futures in their own context.

Presenter Biography

Mike Lees is the Director of the Build Alberta Apprenticeships Foundation and founder of the Building Futures program. With over 17 years of experience running his own framing company in the Edmonton area, Mike brings real-world insight into the skilled trades and firsthand knowledge of Alberta’s labour shortage.

Passionate about growing Alberta’s future workforce, Mike is committed to promoting apprenticeship pathways for youth. Outside of his work, he is also a U15 AAA hockey coach, outdoor enthusiast, and the discoverer of a 70-million-year-old tree stump—the oldest fossil ever found within Edmonton’s city limits. His leadership reflects a lifelong passion for hands-on learning and mentorship.

Strong industry partnerships can create powerful summer session opportunities for hands-on career exploration beyond the regular school year. This session highlights two school jurisdictions that have partnered with industry to design and deliver meaningful summer session career pathway exploration experiences for students. Participants will learn how these partnerships were established, how summer programming was structured and implemented, and what conditions supported success. Practical strategies and takeaways will support participants in adapting similar summer session, industry-connected experiences within their own contexts.

Participants will:

• learn how two school jurisdictions partnered with industry to deliver hands-on summer session career exploration opportunities.
• examine program design, implementation, and partnership structures that supported success.
• identify strategies and takeaways that can be adapted to create similar summer session career pathway experiences in their own contexts

Presenter Biographies

Sean Lougheed has been in education for 27 years and has served as a teacher, principal, and is the Director of Education Services for Wolf Creek Public Schools. Sean has been involved in Career Education, Dual Credit, Colligates, and Work Integrated learning for over 15 years and is currently the Chair of the CASS TAVE committee.

Tracey Millar has been a divisional leader with Red Deer Catholic for over a decade and has been instrumental in growing her division’s off campus and dual credit ​​programming. Along with her Divisional role​, Tracey is also a part of the CACI operational committee and oversees the facilitation ​of all of the CACI collegiate programming at Red Deer Polytechnic.

Since the introduction of its Grade 1–12 Career Learning Practice Guide in January 2025, Rocky View Schools has taken deliberate steps to move from vision to action. This session shares how the division has operationalized its Career Learning Practice Guide through strategic planning, system alignment, and sustained implementation. Participants will learn about progress in building foundational understanding and providing early and ongoing exposure to career learning, including trades and technologies, across the Grades 1–12 continuum. The session highlights practical implementation strategies such as working with community partners, allocating human and financial resources, supporting teachers with tools and resources, sustaining system-wide focus and conversation, aligning career learning with the Rocky View Schools Education Plan, and using data to inform ongoing improvement.

Participants will:

• learn about the strategic implementation plans Rocky View Schools has undertaken since introducing its Grade 1–12 Career Learning Practice Guide in January 2025.
• examine progress in supporting foundational understanding and early and ongoing exposure to career learning, including trades and technologies, across the Grades 1–12 continuum.
• explore key implementation strategies, including working with community partners, allocating human and financial resources, and providing tools and resources for teachers.
• understand how system-level supports are sustained through ongoing conversation, alignment with the Rocky View Schools Education Plan, and the use of data to inform continuous improvement.

Presenter Biographies

Sandy McDuffe is a Director of Schools with Rocky View Schools, bringing system-level leadership to the development and implementation of career-connected learning across the division.

Earl Castiglione is an Assistant Director of Schools with Rocky View Schools, working to support district-wide alignment of instructional leadership and community engagement strategies that promote student success.

Readiness is often treated as something to be delivered, checked off, or achieved at a single point in time. This session challenges that assumption by reframing readiness as a developmental process that unfolds over time, shaped by experience, reflection, and growing student agency. Participants will explore how career pathways are individualized and continually evolving, how early and intentional advising and scaffolding support students as they build independence, and how readiness-informed practices can move beyond content to support meaningful pathway exploration and decision-making.

​​Participants will:

• reframe readiness as a developmental process rather than content, curriculum, or a discrete topic, and distinguish it from preparedness in secondary-to-postsecondary transitions.
• examine career pathways as individualized and evolving, including how “core” and “optional” learning experiences shift as students’ interests and goals unfold.
• understand advising and scaffolding as early, intentional supports that diminish over time as student agency, self-direction, and lifelong learning capacity grow.
• explore readiness-informed practices and course examples that use reflection and student-centered experiences to drive meaningful pathway exploration and decision-making.

Prairie Sky Collegiate highlights how strategic post-secondary partnerships and the use of internal journeyperson instructors can expand access to dual credit trades programming. This session explores how divisions can leverage existing expertise, build strong institutional relationships, and design sustainable pathways that support student transitions into apprenticeship and post-secondary training. Participants will gain insight into practical structures, implementation steps, and leadership decisions that made this model possible.

Participants will:

• understand the steps required to create in-house dual credit trades programming within their own school division.
• identify internal expertise and resources that can support the development of dual credit trades programming.
• examine key structures, partnerships, and approvals needed to launch in- house dual credit opportunities.

Presenter Biographies

Katie Graham is the Assistant Superintendent of Learning Services for Grasslands Public Schools. Previously, she served as the principal of a large K–12 school, where she was also the guidance counsellor, off-campus teacher, and SKILLS coach. This experience shaped her deep appreciation for careers education and its critical role in preparing students for life beyond school.

Cam Bernhard is the Career Pathways Lead for Grasslands Public Schools. He coordinates Dual Credit, Off-Campus Education, and partnerships with CAREERS. Formerly a vice principal in a rural K–12 school, Cam also served as a guidance counsellor and off-campus teacher. His work is grounded in a strong understanding of the decisions students face as they transition from high school to their future paths.

Dean Brown is the Divisional Principal of Learning and Partnerships for Medicine Hat Public School Division.

Rural and 1A-sized schools are advancing trades programming in innovative and responsive ways. This session introduces the Horizon context and model, highlighting how it supports sustainable, high-impact trades programs in smaller and rural settings. Emphasis will be placed on ways of enhancing learning and opportunities at rural schools, as well as for our LGM and Filipino demographics.

Participants will see the model in action, explore practical examples, I’m and leave with ideas they can adapt to strengthen trades programming within their own local contexts.

Participants will:

• explore the Horizon context and model through practical examples.
• identify adaptable strategies and ideas to strengthen trades programming in their own settings

Presenter Biographies

Bryan Pritchard has been the Off Campus teacher for Horizon School Division for the past two years. Prior to this, Bryan held teaching and administration positions in Lethbridge Public and Horizon School Divisions.

Terri-Lynn Duncan has a wealth of experience at the school and division levels, as a teacher and administrator in Edmonton Public Schools and Palliser School Division, and currently the Associate Superintendent with Horizon School Division.

Hands-on, inquiry-based learning can transform curiosity into deep understanding. This session introduces the Wind Powered Transport Kit and the E3 Wind Rally, a student-centred design challenge where learners plan, build, test, and refine wind-powered vehicles.

Participants will explore how this experience aligns with Career and Technology Foundations (CTF) while intentionally developing Alberta’s Core Competencies, including critical and creative thinking, communication, collaboration, and personal responsibility. The challenge explicitly highlights a range of career roles that mirror real-world projects, such as engineering, architecture, construction, logistics, management, and accounting, helping students understand how different professions contribute to a successful outcome.

Using accessible materials and open-ended tasks, the session demonstrates how students take on authentic roles—budgeting resources, planning designs, managing timelines, testing solutions, and evaluating performance—making learning relevant and transferable. The experience is flexible and easily adapted for Grades 7–9 classrooms.

Participants will:

• explore the Wind Powered Transport Kit and its role in inquiry-based, hands-on learning.
• learn how the E3 Wind Rally engages students in designing, testing, and refining wind-powered solutions.
• examine connections to CTF outcomes, Core Competencies, and career awareness for Grades 7–9.
• identify strategies to highlight career roles within student projects.
• take away practical, classroom-ready ideas that can be implemented immediately

Presenter Biographies

Inspired by fostering creativity, independence, and leadership, Peter Gallagher and Lori Adamson bring extensive experience designing and delivering engaging hands-on learning experiences for junior and senior high students. Specializing in career education models such as CTF and CTS, they have experience aligning curriculum with real-world scenarios, exposing students to diverse trades and career pathways. Their commitment to collaboration with schools, colleges, and industry partners ensures innovative, relevant learning opportunities for students.

This session provides an overview of current developments shaping career education across Alberta. Participants will hear updates from Education and Childcare on the new Career Education and Financial Literacy curriculum, along with insights into broader strategic directions influencing career education across the province. The session offers an opportunity to better understand upcoming changes, emerging priorities, and how these developments may inform planning and implementation at the system and school levels.

Participants will hear updates from Education and Childcare about the new career education and financial literacy curriculum along with other strategic directions in Alberta’s career education landscape.

Presenter Biographies

Ryan McFarland is the Executive Director, STEM, Careers and Indigenous Curriculum Sector, Alberta Education and Childcare.

Nathan Stelnicki has worked with the Government of Alberta since 2012 in roles focused on strategic policy development and implementation. For the past two years, he has contributed to curriculum development in mathematics, science, and most recently, in career education. Nathan holds a Bachelor of Science in Physics, a Bachelor of Education in Science Education, and an MBA with a focus on public policy and management.

This session provides an overview of current developments shaping career education across Alberta. Participants will hear updates from Education and Childcare on the new Career Education and Financial Literacy curriculum, along with insights into broader strategic directions influencing career education across the province. The session offers an opportunity to better understand upcoming changes, emerging priorities, and how these developments may inform planning and implementation at the system and school levels.

Participants will explore the new Grades 7–9 Draft Financial Literacy curriculum through an engaging, practical lens; unpack what’s new; examine how learning from Grades 4–6 connects and progresses, and share planning tools you can use immediately in your classroom.

Presenter Biography

Chris Zarski is an Educational Consultant who supports Alberta teachers across multiple school divisions and works as a Designer of Professional Learning with the Alberta Provincial Learning Consortium (APLC) – The Consortium. She is part of a team working on an Alberta Education grant to support teacher implementation of the new Career Education and Financial Literacy (CEFL) curriculum, with a specific focus on Financial Literacy implementation.

Chris has served as a teacher, administrator, Director of Curriculum, Alberta Education examiner, and as an author, assessment consultant, and pedagogical consultant on numerous educational resources. She currently supports Alberta consortia in Mathematics, Science, and curricular assessment implementation.

This session showcases how the Alberta Motor Association is partnering with schools to bring the learn-to-drive journey directly into the classroom. Participants will explore how school–industry collaboration is making driver training more inclusive, affordable, and accessible, while building real-world skills that support student independence, employability, and future pathways. Practical insights will highlight how schools can play an active role in driver education, navigate implementation challenges, and activate scalable partnership models that strengthen system-level impact.

Participants will:

• learn about AMA’s innovative driver training program that brings driver education into the classroom.
• explore how the program increases inclusivity, affordability, and accessibility for students.
• examine how driver training supports real-world life skills and career readiness.
• identify new roles for schools in supporting students’ learn-to-drive journeys.
• explore pathways for integrating the program within school and system structures.
• consider potential roadblocks and strategies to mitigate challenges.
• examine how to activate an industry partnership model at the system level

Presenter Biography

Dean Darwent is Manager of Business Development at AMA Driver Education, where he’s championed the development of the AMA Driver Ed: School Edition program—a collaboration model that brings professional driver training into Alberta schools. The program, which has been welcomed into schools across the province, makes driver education more affordable and accessible, teaching students an essential skill for both independence and future employment. AMA Driver Ed School Edition provides a practical roadmap for Alberta schools looking to build industry partnerships that deliver real value to students and the communities they call home.

Well-designed dual credit pathways can play a powerful role in strengthening post-secondary and career readiness while expanding access and opportunity for high school students. This session explores how intentional school system design and strong post-secondary partnerships support effective, sustainable dual credit programming. Participants will examine how program organization, collaborative planning, and coordinated awareness strategies—such as school-based communication, student and family engagement, and marketing—contribute to successful implementation. The session concludes with a student panel sharing lived experiences and insights into the impact of dual credit pathways.

Participants will:

• explore how organized, system-level dual credit pathways support post-secondary and career readiness.
• learn how school boards and post-secondary partners collaborate to design and implement effective dual credit programming.
• examine strategies for building program awareness through communication, engagement, and marketing.
• hear directly from students about their lived experiences and the impact of participating in dual credit pathways

Presenter Biographies

Carolyn Mahovlich started her career in Construction and Interior Design before she hammered out an Education Degree and Masters in Educational Leadership. She has been with the Calgary Board of Education for 20 years, having taught K-9 before taking on Dual Credit with Unique Pathways. She is passionate about connecting students for any opportunity, preparing them for future education and their careers.

With over 20 years of experience with the Calgary Board of Education (CBE), Tom Wong has dedicated his career to fostering student success across various disciplines. His journey began in the classroom, teaching Career and Technology Foundations (CTF) Construction, Mathematics, and Science. For the past 10 years, Tom has been deeply involved in Off-Campus Education, working within Unique Pathways to provide students with real-world learning experiences, exploring their career and meaningful learning opportunities that discover their strengths and success beyond the classroom. Marnie White – Marnie White is the newest member of the Unique Pathways team. She brings experience from her career as a high school counsellor with the Calgary Board of Education, where she supported students academically, personally, and in their future planning. Marnie also served as an Off-Campus Coordinator, supervising students in the Work Experience and Registered Apprenticeship Programs and providing guidance in post-secondary and career planning.

How do we bridge the gap between junior high curriculum and real-world career pathways? Join the Central Alberta Collegiate Institute (CACI) to discover how we are transforming Career and Technology Foundations (CTF) through immersive, hands-on camps. Learn how our collegiate partnership model connects students with post-secondary environments to spark curiosity, build confidence, and remove barriers to skilled trades. Leave with a blueprint for creating authentic career exploration experiences in your own division.

Participants will:

• examine how immersive experiences can increase student confidence and engagement during the middle years.
• identify key conditions that make experiential learning both accessible and impactful.
• reflect on how early exposure can influence later program choices and pathway decisions.
• leave with practical considerations for adapting a camp model within their own local context.

Presenter Biographies

Sean Lougheed has been in education for 27 years and has served as a teacher, principal, and is the Director of Education Services for Wolf Creek Public Schools. Sean has been involved in Career Education, Dual Credit, Collegiates, and Work Integrated learning for over 15 years and is currently the Chair of the CASS TAVE committee.

Tracey Millar has been a divisional leader with Red Deer Catholic for over a decade and has been instrumental in growing her division’s off campus and dual credit ​​programming. Along with her Divisional role​, Tracey is also a part of the CACI operational committee and oversees the facilitation ​of all of the CACI collegiate programming at Red Deer Polytechnic. Renée Rudolph,
Career Engagement Coordinator, Red Deer Public School Division

Renée Rudolph has served Red Deer Public School Division for 24 years, including 11 years teaching science and Biology before moving into career-focused leadership. She spent 13 years as Off-Campus Coordinator, overseeing RAP, Green Certificate, and Work Experience while building strong industry partnerships to expand hands-on learning opportunities.

Now a CAREERS secondee and Career Engagement Coordinator, Renée is committed to strengthening experiential learning and helping students confidently explore meaningful career pathways.

Experience a session within SAIT’s Exploring Energy Days, hosted by Youth Initiatives and SAIT’s MacPhail School of Energy. This initiative introduces approximately 100 high school students to the evolving energy sector.

Participants will observe students engaging in hands-on activities, interactive workshops, and career-focused learning experiences that highlight emerging energy technologies, sustainability, and the educational pathways shaping tomorrow’s energy workforce.

Capacity is limited to 20 participants.

With multiple entry points to career education, it is crucial that all aspects of our system work closely together to ensure that students have the necessary support to be successful. Together, we will explore our Black Gold School Division journey in navigating the interplay between career programs, including Career Pathways, Dual Credit, myBluePrint, Career-related events, and our Collegiate School. What role do different career-focused learning paths play in supporting students’ transitions to their chosen career? How can we support students in choosing the program that aligns with their goals? How do we build awareness of career pathways for students before they enter their high school years?

The session includes collaborative discussion, stories of practice, a little humour, and practical strategies designed to energize and inspire leaders working across career education systems.

Participants will:

• deepen their understanding of the connections between Dual Credit, Career Pathways, myBluePrint, Career-related events, and Collegiate Schools.
• explore how each program contributes to student success and transitions in the Black Gold School Division.
• share and reflect on strategies to impact practice in their current context.

Presenter Biographies

Chris Stiles serves as the Director of Strategic Programs and Leadership. In this role, he oversees the administration of Off-Campus Programming, co-organizes large-scale Career Fairs, and facilitates experiential learning opportunities across schools. As Alberta shifts toward a greater focus on career education, Chris looks forward to collaborating with fellow educational leaders to navigate this evolution.

Erin Tisdale is the Director of Curriculum and Instruction for Grade 7-12 in the Black Gold School Division. Her leadership approach is deeply rooted in student-centered practices. She is committed to fostering collaboration, building effective relationships, and inspiring curiosity across schools and systems. She is grateful for the team in Black Gold and the work being done to support holistic career education across the division. As a wife, mom, bonus mom, and grandma, she is humbled to live, work, lead, and play on treaty six territory.

Justin Klaassen is the Principal of Calmar Secondary School which in Fall 2025 began implementing Collegiate programming based on the Electrical, Plumbing and Carpentry Trades with the possibility of developing into other areas in the future. The school’s initial focus on the trades is familiar ground, as Justin spent 10+ years as a trades based CTS teacher prior to entering into administration. He looks forward to the journey ahead and to the necessary collaboration throughout the province to support the development of collegiate programming.

Yolanda Chang is the Dual Credit Lead Teacher with Black Gold School Division. In order to enhance student success in the Dual Credit program, she works closely with schools, post-secondaries, parents, and industry to ensure optimal learning environments and support structures. From start to finish, she uses her comprehensive knowledge of these unique career education programs to enhance student learning, leading to greater success in their transitions to post-secondary and their chosen career paths.

Explore hands-on emerging technologies that spark curiosity and open doors to future careers. This interactive session highlights how digital tools can meaningfully support student career exploration across grade levels, while strengthening connections between learning and real-world applications.

Participants will:

• explore emerging digital technologies through hands-on experiences that support student curiosity and career exploration.
• gain insight into how digital tools can be used intentionally across grade levels to connect learning with real-world applications.
• identify practical strategies for integrating future-focused, technology-enabled learning within schools and across divisions.

Capacity is limited to 32 participants.

Presenter Biographies

Greg Stein has been working with youth and families for over 10 years in a variety of capacities around informal learning, unstructured play, and now in Digital Technology. He is particularly drawn to this role because of the profound impact that technology has on our lives, and the rapid pace of change and adoption of technology across all industries – many of which young people may not be aware of.

Abdullah Rafih – bio to follow

Access to​ career programming should not be limited by geography. This session showcases Northland School Division’s Mobile Collegiate model, an innovative approach that brings high-quality learning opportunities directly to students in small and rural communities. Participants will explore how mobile units expand access to programs traditionally available only in larger centres and how creative scheduling models, including dedicated CTS days, connect students with industry experiences. The session highlights practical strategies for increasing equity, flexibility, and opportunity across diverse contexts.

Participants will:

• learn how Northland School Division’s Mobile Collegiate model expands access to collegiate and career programming in small and rural communities.
• explore how mobile units support equitable opportunities traditionally limited to larger centres.
• examine creative scheduling approaches, including CTS days, that increase student access to industry experiences.
• identify ideas and strategies that can be adapted to strengthen access and equity in their own contexts

Presenter Biographies

Mark Owens was appointed Associate Superintendent on April 17, 2024. Mr. Owens has been with NSD since August 9, 2021. During his tenure with the school division, Mark has served as the Director of Student Engagement and Acting Associate Superintendent. Mark’s education background includes a Master of Education degree from the University of Calgary (U of C) in Education Leadership, a Bachelor of Education degree from the University of Alberta (U of A) in Elementary Education and a Bachelor of Physical Education from U of A. He has 24 years of experience in teaching, school administration and senior leadership.

Amy Savill was appointed Acting Associate Superintendent, effective August 15, 2025. Before stepping into this new role, Amy served as Director of Engagement and High School Completion. Amy completed a Master of Education with a specialization in educational leadership from the University of Calgary. She also holds a Bachelor of Science from the Nova Scotia Agricultural College and a Bachelor of Education from the University of Alberta. She is currently working on a second master’s degree, with a focus on math and literacy.

This 90-minute session provides an in-depth look at the evolving and essential role of the School Engagement Coordinator in advancing career education and work-integrated learning across Alberta. Through panel discussion and participant interaction, attendees will explore how these coordinators work in partnership with school divisions to connect students to meaningful off-campus opportunities and career exploration experiences.

Panelists—including School Engagement Coordinators, school administrators, and system leaders—will highlight promising practices, strategies for maximizing effectiveness, and ways to overcome common challenges. The session will also discuss the broader benefits of Work Integrated Learning (WIL), including increased post-secondary transitions, community engagement, and division-level access to funding.

Participants will:

• learn how to leverage the School Engagement Coordinator role to increase student awareness of, and access to, off-campus learning opportunities.
• examine how this role supports student engagement, successful transitions toward graduation, and readiness for the world of work

Presenter Biography

A strong advocate for youth career development, Holly Bilton serves as the Provincial Manager of School Engagement for CAREERS, a role where she builds bridges between the education system and career opportunities. Her journey with CAREERS since 2004 has provided her with deep insights into effectively supporting students’ transitions to the world of work. Complementing her work with CAREERS, Holly has been a trustee with Chinook’s Edge School Division since 2013, currently in the role of Board Chair. Holly’s commitment to practical application is evident in her support of off-campus through hosting CAREERS interns at her family’s historic farm near Innisfail. Through her diverse experiences, Holly demonstrates a strong commitment to empowering youth and fostering their success.

Across Alberta, off-campus learning continues to evolve through innovative digital models that strengthen oversight, consistency, and student support. This session explores how a digital approach to off-campus programming enables effective tracking, monitoring, and reporting of student progress across RAP, Work Experience, Internships, and Green Certificate programs. Participants will gain insight into how digital systems support clearer pathways, stronger communication, and more responsive guidance, helping students stay on track and succeed in real-world learning environments.

Participants will understand Off-Campus in a digital model that allows for tracking, monitoring, and reporting student progress in RAP, Work Experience, Internships, and Green Certificate programs.

Presenter Biographies

As the Career Connections Teacher for Chinook’s Edge School Division and the CAREERS School Engagement Coordinator, Lisa Seidel has the privilege of supporting students across the division in discovering and pursuing meaningful career pathways. Her role involves traveling to all high schools in Chinook’s Edge, where she facilitates career-focused presentations, supports dual credit skilled trades programming, assists with skilled trades scholarships and Blue Book applications, and helps students prepare for post-secondary transitions and a variety of internship experiences—particularly in the area of pre-employment.

With a strong foundation of experience in career development and student guidance, Lisa brings extensive knowledge of programs such as RAP, Green Certificate, Dual Credit, and other off-campus education opportunities. She is passionate about creating engaging, hands-on learning experiences that help students connect classroom learning to real-world careers.

Lisa is proud to support the continued efforts of both CAREERS and Chinook’s Edge in building innovative career pathway opportunities. She has seen firsthand the impact these experiences have on students—boosting their confidence, developing essential skills, and opening doors to exciting futures.

Driven by a genuine passion for working with youth, Lisa is committed to guiding students toward success by offering insights, resources, and connections that align with their goals. She looks forward to continuing this important work and helping students across the division take on their future.

Brianne Fletcher is an innovative, student-focused pedagogical leader with over 20 years of experience fostering exceptional learning experiences through teaching, counselling, and leadership roles within Chinook’s Edge School Division. Known for her ability to build collaborative and engaging learning environments, Brianne brings strong communication, active listening, and interpersonal skills to her work with students, parents, educators, and administrators.

In her previous role as Career Connections Coordinator, Brianne led Chinook’s Edge’s division-wide work in dual credit, trades, and off-campus programming. She applied a highly collaborative approach, partnering with school leaders, educators, post-secondary institutions, and industry to create meaningful, real-world learning experiences. With a deep background in student support and program development, Brianne is passionate about empowering students to discover their path through authentic, hands-on learning that builds clarity, confidence, and career readiness.

As she transitions into her new role as Director of the Community Learning Campus—a partnership between Chinook’s Edge School Division and Olds College—Brianne will continue to champion innovative programming that supports student engagement, retention, and career exploration. She will oversee initiatives that prepare students for post-secondary education and the world of work, while continuing to promote pathways through dual credit experiences, with a focus on helping students thrive in both academic and career settings.

Across Alberta, students are navigating increasingly complex pathways into trades and technologies. This session examines how thoughtful design, shared leadership, and intentional alignment across the K–12 continuum can create clearer, more connected experiences for learners. Participants will explore how CTS, CTF, RAP, dual credit, collegiate programming, and experiential learning work together to support early exploration, sustained engagement, and advanced skill development. Practical examples will highlight approaches that move beyond pilot initiatives to build scalable, sustainable programming and support confident transitions into post-secondary education, apprenticeship, and the workforce.

Participants will:

• learn about the Calgary Catholic Design Thinking for Innovation (DTFI) Collegiate model as a dynamic, student centered approach to preparing learners for Alberta’s future workforce. The model connects classroom learning with collegiate, dual credit, and off-campus experiences, enabling students to design personalized learning pathways aligned to their interests and goals.
• hear from a system leader, two DTFI teachers from different DTFI collegiate schools, and an Off Campus Teacher, sharing how the Calgary Catholic DTFI Collegiate model builds employability skills such as problem solving, adaptability, collaboration, and innovation across disciplines.

Participants will also experience the model in action through a fast-paced design challenge and rapid prototyping activity, gaining hands-on insight into how design thinking is cultivated as a transferable mindset that students carry into future career pathways, post-secondary transitions, and real-world problem solving.

Presenter Biographies

Steve Laberge is a system leader with the Calgary Catholic School District, providing oversight for CTS and CTF programming, Off Campus Education, Dual Credit, Collegiate programming. He brings 24 years of experience as a teacher and 19 years in school and system administration. His work focuses on supporting schools through district level coordination of coherent, student centred pathways that connect secondary education with post secondary institutions, industry, and the workplace, emphasizing applied learning and sustainable program design.

Karen Hanson has been an educator with the Calgary Catholic School District for over 25 years. Her experience spans elementary through high school, in both regular and special education settings. She is currently a teacher in the Collegiate Design Thinking for Innovation program at Our Lady of the Rockies High School, where she supports students in applying design thinking to real-world challenges.

Jonathan Rosebush is the Teacher of Design Thinking for Innovation in the Collegiate Program at St. Mary’s High School. His diverse career spans Kindergarten through Grade 12 education, providing him with a broad and integrative perspective on design-based learning. With an academic background in Biological Science, Jonathan brings a strong biotechnology focus to the Collegiate Program, guiding students through rigorous, interdisciplinary design experiences that address both natural and engineered systems. His work emphasizes innovation, scientific literacy, and real-world problem solving.

Tonia Hemsing brings 28 years of experience with the Calgary Catholic School District in instructional and leadership roles, including work as a Foods and Fashion Career and Technology Studies (CTS) teacher and District Consultant. She also completed a secondment with SAIT, contributing to the development of the Career Exploration Centre and strengthening her focus on bridging secondary and post-secondary education. Currently, Tonia works as an Off-Campus Education Teacher and Dual Credit Program Coordinating Teacher, where she focuses on expanding dual credit opportunities, strengthening post-secondary partnerships, and supporting staff and student success in post-secondary transitions.

Career education is a student-centred, lifelong process that supports learners in understanding themselves, exploring diverse career pathways, and developing the skills, experiences, and plans needed for future success. It integrates self-awareness, experiential learning, and transferable skill development with strong community and industry partnerships, ensuring relevance and equity across diverse contexts. Ultimately, career education empowers students to make informed decisions, adapt to change, and transition confidently into adulthood with purpose and readiness.

Guided by a vision of ensuring students are prepared through relevant and timely learning opportunities to pursue meaningful and sustainable career pathways, this session will explore the core foundations of Career Education and Alberta Education’s Career Progressions. Participants will engage in reflection on current practice and examine how curriculum and program design can be leveraged to strengthen career education outcomes.

Participants will:

• engage in professional network & collaborate.
• explore system-wide and school-wide considerations for empowering cultures of career readiness and implementation.
• consider strategies for NEW curriculum implementation.
• examine and offer feedback on the CASS/Consortium on-demand professional learning resource designed to support teachers and school leaders in the design and delivery of Career Education within our schools.

Presenter Biographies

Jason Drent has dedicated over 25 years to the students, staff and communities of Chinook’s Edge School Division, serving as a teacher, principal, system leader, and coach. His leadership journey has spanned the K–12 spectrum, from the high school math classroom to principalships in both elementary and secondary schools, and system leadership. Jason is presently the Associate Superintendent of Corporate Services for Chinook’s Edge.
A passionate advocate for collaborative partnerships, Jason was a founding member of the Central Alberta Collegiate Institute. He continues to shape regional educational strategy as a member of the Community Learning Campus (CLC) executive—an innovative partnership between Olds College and Chinook’s Edge. He is particularly proud of CESD’s Career Connections initiative and is a passionate advocate for Dual Credit and other career programming. These initiatives bridge the gap between classroom learning and future-ready skills, ensuring students see a clear, purposeful path toward their careers.

Jackie Taylor is currently serving as the one of the Career Education team members for The Consortium. She has spent the last ten years of her 35 year career specializing in leadership of career education, dual credit, work experience and collegiate programming. Recently as the Executive Director of the Community Learning Campus for Chinook’s Edge School Division and Olds College, as well as the Central Alberta Collegiate Institute (CACI), Jackie has been deeply involved in the development of secondary and postsecondary experiences within the school systems.
Jackie is known for her ability to support development and direction of school programming and capacity building of teams to deliver an impactful learning environment. She is deeply committed to achieving strong career education design across Alberta schools where all students can explore and achieve their goals through meaningful career pathway experiences and support.

Diana White brings with her a strong educational background, having served as a classroom teacher, counsellor, principal, and system leader. Her leadership experience across career education, curriculum implementation, assessment, numeracy, inclusion, and the facilitation of professional learning has equipped her to effectively support educators at all levels. Currently serving as the Director of the Central Alberta Office of The Consortium, Diana leads with a thoughtful and collaborative approach, focused on inspiring and equipping educators to do their most exceptional work for students.
Diana is honored to be supporting the joint CASS-Consortium Career Education grant project; guiding the development of professional learning deliverables focused on strengthening the capacity of teachers and leaders to implement Career Progressions and Alberta’s new CEFLcurriculum.

Chris Adamson was born in Calgary but grew up in Ottawa, attending school from K-12 in French Immersion and receiving a B.Sc. at the University of Ottawa. Following graduation he moved to Fredericton, New Brunswick where he received his B.Ed. at the University of New Brunswick. He began his teaching career with the Fort Vermilion School Division where he later became a Vice-Principal, Principal, and completed his M.Ed. in Assessment and Instructional Leadership at the University of Calgary. In 2018 he had the privilege of moving to Chinook’s Edge School Division where he has served as Vice-Principal, Principal and is currently the Associate Superintendent of Learning Services. Chris published his first paper in June, 2020 titled New Teacher Assessment Literacy: Determining and Narrowing the Gaps. Over the past seven years, he has been presenting and engaging with colleagues around western Canada to improve existing frameworks.