2026 Fall Conference

Host:

Hybrid Format (10 hours) – Participants will begin with 5 hours of in-person learning at the CASS Pre-Conference, followed by two online sessions (2.5 hours each) scheduled in the weeks following the pre-conference.

• In-person – Wednesday, November 4, 2026 (10:00 am – 4:00 pm)
• Online – Thursday, November 12 (3:00 pm – 5:30 pm)
• Online – Thursday, November 19 (3:00 pm – 5:30 pm)

This course will provide opportunities for participants to reflect on their personal leadership values ​​and beliefs and how these align with their role as a system education leader. Participants will conduct an environmental scan of potential leaders within their systems and develop plans to build leadership capacity and enhance stakeholder engagement throughout their school authority. Participants will be challenged to consider what their ripple effect as a system education leader will be.

As a result of attending this course, participants will:

• assess and apply the skills and attitudes that demonstrate an openness to feedback and shared leadership.
• interpret current, relevant theory and research on leadership, change and system coherence, shared leadership, and system thinking.
• describe the various layers of the school authority where leadership capacity can be developed with differentiated strategies, structures, and processes to build leadership capacity.
• plan purposeful and practical ways to engage stakeholders (including consideration for under-represented stakeholder groups).
• exemplify reflective practice, transparency, and effective communication skills.

This course will be facilitated by:

Danica Martin has over 20+ years of experience in educational leadership roles at the school and system level. Danica was an assistant superintendent of education services with a central Alberta school authority. She has led a variety of complex teams and worked strategically with them to build leadership capacity and cohesion. Danica holds a Master of Education degree in Educational Leadership as well as a Bachelor of Education degree. Additionally, she is a certified Working Genius facilitator and a certified professional and business coach. Danica believes strongly in the impact of leadership and the ripple effect that leaders can have throughout their organizations. Danica is the founder and principal coach of Danica Designs Coaching and Consulting.

Erin Tisdale is the Director of Curriculum and Instruction for Grades 7-12 in the Black Gold School Division. Her leadership approach is deeply rooted in providing holistic support to build teacher and leader capacity, and championing student-centered practices across the system. She is committed to fostering collaboration, building effective relationships, and inspiring curiosity. As a wife, mom, bonus mom, and grandma, she is humbled to live, work, lead, and play on Treaty Six Territory.

Host:

Hybrid Format (10 hours) – Participants will begin with 5 hours of in-person learning at the CASS Pre-Conference, followed by two online sessions (2.5 hours each) scheduled in the weeks following the pre-conference.

• In-person – Wednesday, November 4, 2026 (10:00 am – 4:00 pm)
• Online – Thursday, November 12 (8:30 am – 10:30 am)
• Online – Thursday, November 19 (8:00 am – 10:30 am)

This course on leading to support effective governance is designed to take participants through readings, discussion, and reflection on their roles and responsibilities. Participants will be provided with concrete governance examples and approaches, and participants will apply their learning and experiences through structured activities. Topics include the examination of governance models and approaches, building relationships and communicating effectively with the board, as well as how to manage conflict productively. Learning modules open with a guiding question, which will focus the presentation of information and discussions.

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

• concretely state their role in effective governance within the school authority and identify actions in effective governance within the school authority.
• take away tactics for developing trustee understanding of governance.
• take away communication skills needed to help them achieve the learning outcomes.
• create their own “roadmap” of working productively with the Board.

Note: This course is open to CASS members and non-CASS members. Regulated members will earn 10 CEP credits upon course completion.

About the Facilitators:

Dr. Edgar Schmidt is an independent leadership consultant with CASS. He has a long career history in public education in Alberta. He has been a teacher, principal, supervisor, and superintendent. He is a retired associate professor, researcher, and dean of the Faculty of Education at Concordia University of Edmonton. Most recently he is interested in supporting educational leadership development, mentorship, governance, and applied educational research.
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Dr. Dwayne Zarichny, Superintendent, Medicine Hat Catholic Schools brings vast experience and studies to this topic. He completed research and writing on governance in Alberta and offers insights into leading for effective governance. He is able to provide concrete, positive ways in working with elected boards.

Host:

Hybrid Format (10 hours) – Participants will begin with 5 hours of in-person learning at the CASS Pre-Conference, followed by two online sessions (2.5 hours each) scheduled in the weeks following the pre-conference.

• In-person – Wednesday, November 4, 2026 (10:00 am – 4:00 pm)
• Online – Thursday, November 19 (8:30 – 11:00 am)
• Online – Thursday, December 3 (8:30 – 11:00 am)

This course, designed specifically for system education leaders, offers a powerful exploration of strategies to foster effective, authentic relationships within complex educational environments. The course is organized across five engaging and practical modules:

1. Defining Relational Leadership;
2. Empowering Positive Professional Relationships;
3. Navigating Challenging Conversations and Building Community;
4. Relational Leadership in Practice;
5. Envisioning and Committing to Meaningful Change.

As a result of attending this course, participants will:

• recognize how strong relationships impact educational communities.
• reflect on compassion, collaboration, trust, and growth to build positive professional connections.
• learn strategies for handling difficult dialogues and resolving conflicts.
• evaluate and enhance their leadership using relational tools.
• envision meaningful improvements in education, drawing from their own leadership experience.

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

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

Host: Dr. Reagan Weeks

Description: Alberta’s students are preparing for a future shaped by changing industries, emerging opportunities, regional realities and multiple pathways into work, learning and community life. Yet students cannot pursue possibilities they have never had the opportunity to see. This plenary invites system education leaders to consider how education, industry, and communities can build a more connected ecosystem around young people. Following a 15-minute perspective from Adam Legge, President of the Business Council of Alberta, a cross-sector panel will explore how earlier exposure, authentic experiences, relationships and locally responsive partnerships can broaden students’ horizons. The focus is not on directing students toward a single occupation or sector, but on helping every student make informed decisions from a broad field of possibilities.

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

About the Moderators and Panelists: 

Adam Legge is the President of the Business Council of Alberta. He worked with the founders to create something unique—an organization of Alberta business leaders championing an economic vision to grow Alberta’s prosperity and opportunities for Albertans. He was the 18th President and CEO of the Calgary Chamber where he transformed a struggling organization into a national and international award-winning entity. He was previously a Director at the Haskayne School of Business, and Vice President and Chief Economist at Calgary Economic Development. He is the author of Making Remarkable. Adam currently serves on the boards of the Vancouver Fraser Port Authority and the Calgary Counselling Centre.

Stefan Rutkowski is President and CEO of CAREERS: The Next Generation, an Alberta-wide non-profit organization connecting youth with career pathways through industry-based, work-integrated learning opportunities. Prior to joining CAREERS, Stefan was a global director with an international engineering and consulting firm and lived and worked in several countries. Passionate about helping young people discover rewarding career pathways, Stefan is a member of the CASS Trades and Vocational Education (TAVE) Committee and previously served on Alberta Education’s Career Education Task Force. He also serves on the University of Alberta’s Frank Robinson Youth Academy for Agriculture steering committee and the Board of enCompass Community Safety Agency. Stefan holds master’s degrees from Philipps University Marburg in Germany and the University of Bath in the United Kingdom.

Dr. Reagan Weeks serves as Superintendent of Prairie Rose Public Schools and 2026/2027 President of the College of Alberta School Superintendents. Beginning her career as a primary teacher, she spent more than two decades in classroom and administrative roles before becoming a superintendent. Her leadership reflects a commitment to high-quality, equitable education, ensuring every student has the support and opportunities to reach their potential. Under her leadership, Prairie Rose has expanded specialized learning opportunities that strengthen student engagement and achievement. She has advanced division-wide foundational literacy programming alongside hands-on pathways in flight training, agricultural science, trades, and dual credit post-secondary partnerships. This combination of strong academic foundations and career-connected learning supports student achievement and completion across rural southeastern Alberta. Reagan holds a Bachelor of Education, MBA, and Doctor of Education from Johns Hopkins University. In 2026, she received Medicine Hat College’s Honorary Applied Degree and the Women in Business Inspire Award.

Additional panelists coming soon.

Host: TBD

Overview of CoP: School authorities are navigating evolving expectations related to curriculum implementation, assessment and reporting, instructional leadership, educational flexibility, technology, and the increasing complexity of leading learning across systems. This Community of Practice creates space for system education leaders to exchange perspectives, explore emerging opportunities and challenges, and strengthen collective capacity to support coherent, responsive, and effective teaching and learning.

Purpose Statement Groups: Upon registration or at this session, participants select a purpose statement that most closely aligns with their current interests, questions, or areas of professional practice. Each Purpose Statement Group will provide an opportunity for focused dialogue, shared learning, and collaborative exploration.

1. Assessment and Reporting – System education leaders will explore approaches to strengthening assessment and reporting practices that support student learning and system improvement. Participants will share practices, examine evolving approaches, and consider the opportunities and challenges presented by technology, emerging tools, and changing expectations for how evidence of student learning is gathered, interpreted, and communicated.

2. Building Instructional Leadership Capacity – System education leaders will explore how school authorities can strengthen instructional leadership across schools. Participants will share practices and consider the structures, processes, professional learning, and organizational conditions that build leadership capacity and enable school leaders to effectively lead teaching, learning, and continuous improvement.

3. Curriculum Implementation – System education leaders will explore approaches to leading effective curriculum implementation across Alberta school authorities. Participants will share practices, examine implementation challenges and emerging needs, and consider strategies for building educator capacity, aligning professional learning and resources, monitoring implementation, and supporting coherent and responsive curriculum enactment across schools.

4. Digital Learning and Artificial Intelligence – System education leaders will explore the evolving role of digital technologies and artificial intelligence in teaching and learning. Participants will share practices, examine emerging opportunities and challenges, and consider approaches to building educator capacity, supporting responsible use, and making system-level decisions that strengthen learning while responding to rapidly changing technologies.

5. Educational Flexibility and Responsive Learning – System education leaders will explore approaches to educational flexibility that respond to the evolving strengths, needs, and interests of learners. Participants will share practices, examine opportunities and challenges, and consider system-level conditions that enable responsive, flexible, and meaningful learning experiences for students.

6. Emerging Purpose Statement – System education leaders will identify and explore a shared area of professional practice not represented in the other Purpose Statement Groups. Participants will determine the focus during the session and engage in collaborative dialogue around the questions, challenges, or opportunities they identify.

7. Leading Learning within Complex Portfolios – System education leaders will explore how to maintain a strong focus on leading learning while navigating increasingly complex portfolios and responsibilities. Participants will share experiences, collaboratively examine problems of practice, and consider approaches to managing competing priorities, building coherence, and sustaining attention on teaching and learning across the system.

8. System Coherence in Teaching and Learning – System education leaders will explore approaches to strengthening coherence in teaching and learning across schools. Participants will share practices and consider how instructional priorities, curriculum, professional learning, resources, evidence, and leadership practices can be aligned to establish shared direction, reduce fragmentation, and support consistent, high-quality learning experiences for students.

About the Facilitator:

Nicole Lakusta from Black Gold School Division is the Director of Curriculum & Instruction K–6. An educational leader with a passion for lifelong learning, Nicole focuses on driving systemic change by translating complex data into clear, evidence-informed strategies that strengthen teaching and support student success. She is deeply committed to instructional leadership and continually explores innovative ways to leverage technology to enhance learning.

When Nicole steps out of the office, she is an avid explorer of global cultures, an insatiable reader, and the proud matriarch of a beautifully blended family with four kids and four grandkids (Je suis une Mamie!). Whether she is mapping out a new curriculum framework, hitting the road on her motorcycle to support a community event, or exploring the great outdoors, she brings the same high-octane energy and love for learning to everything she does.

Host: TBD

Overview of CoP: School authorities are navigating increasingly complex questions related to data governance, reporting, analytics, accountability, student information systems, and emerging technologies. While many jurisdictions are addressing similar opportunities and challenges, this Community of Practice creates space for colleagues across Alberta to connect, exchange perspectives, and learn from one another’s experiences.

Purpose Statement Groups: Upon registration or at the session, participants will select the purpose statement that most closely aligns with their current interests, questions, or areas of professional practice. Each Purpose Statement Group will provide an opportunity for focused dialogue, shared learning, and collaborative exploration. This new CoP will focus their intial dialogue on this purpose statement:

1. Data-Informed System Education Leadership – System education leaders will explore how data, research, assessment, analytics, and other forms of evidence can inform leadership practice and system improvement. Participants will share practices and consider approaches to evidence-informed decision-making, organizational learning, and the effective use of data to strengthen system planning and improve student outcomes.

About the Facilitator:

Michael Craig is the Education Director, Research & Strategy, with the Calgary Board of Education, where he leads system-wide work in data governance, analytics, reporting, research, program evaluation, accountability, assessment administration, strategic planning, and student information systems. His portfolio focuses on ensuring high-quality evidence informs decision-making, organizational learning, governance, and continuous improvement.

Michael works closely with senior leadership, schools, and operational teams to strengthen data infrastructure, develop actionable reporting and analytics, support provincial and local accountability requirements, and advance evidence-informed planning and improvement. His experience includes data governance, dashboard development, program evaluation, educational research, assurance processes, student information management, and strategic planning.

Passionate about building organizational capacity, Michael is particularly interested in helping education leaders leverage data, research, and emerging technologies to strengthen decision-making and improve student outcomes. Through the Data Analytics and Reporting Community of Practice, he looks forward to sharing emerging practices and fostering collaboration across Alberta.

Host: TBD

Overview of CoP: Designed specifically for deputy superintendents, this Community of Practice offers a collegial forum to explore the realities of system education leadership. Through candid conversation and the exchange of perspectives, participants can gain new insights, consider approaches to shared challenges, and develop relationships with peers from across Alberta.

Purpose Statement Groups: Upon registration or at the session, participants will select the purpose statement that most closely aligns with their current interests, questions, or areas of professional practice. Each Purpose Statement Group will provide an opportunity for focused dialogue, shared learning, and collaborative exploration. This CoP will begin their dialogue with a focus on this purpose statement:

1. Deputy Superintendent Leadership – Deputy superintendents will explore opportunities for professional growth, leadership development, and connection with colleagues in similar roles. Participants will share experiences, examine common challenges and opportunities, and learn collaboratively from one another to strengthen leadership practice, build capacity, and support continuous professional learning.

About the Facilitator:

Jody Seymour serves as Deputy Superintendent of System Excellence at Lakeland Catholic School Division. With 28 years of experience in Catholic education, she has served as an educational assistant, teacher, counsellor, classroom support teacher, vice-principal, principal, and Division Religion and Faith Lead. She understands Catholic leadership not simply as a role, but as a vocation.

A servant leader, Jody is committed to supporting students, families, staff, and colleagues as they grow in faith, dignity, well-being, and success. She leads with authenticity, empathy, courage, and conviction and is especially passionate about encouraging others, particularly women, to recognize and confidently embrace their God-given gifts.

Jody holds degrees from Memorial University of Newfoundland, the University of Alberta, and the University of Prince Edward Island, as well as certificates in Native Child and Family Development and Human Resources.

Host: TBD

Overview of CoP: School authorities share a responsibility to strengthen learning experiences and outcomes for First Nations, Métis, and Inuit students and advance reconciliation through meaningful action. This Community of Practice creates space for system education leaders to build relationships, exchange perspectives and practices, examine systemic barriers, and strengthen collective capacity to foster belonging, engagement, achievement, and student success.

Purpose Statement Groups: Upon registration or at the session, participants will select the purpose statement that most closely aligns with their current interests, questions, or areas of professional practice. Each Purpose Statement Group will provide an opportunity for focused dialogue, shared learning, and collaborative exploration. This CoP will begin their dialogue with a focus on this purpose statement:

1. Advancing First Nations, Métis, and Inuit Student Success – System education leaders will explore approaches to strengthening outcomes for First Nations, Métis, and Inuit students through relational leadership and collective responsibility. Participants will share practices, examine systemic barriers, and consider strategies that foster belonging, engagement, achievement, and student success while advancing reconciliation through meaningful relationships, system-level action, and accountability.

About the Facilitator:

Billie-Jo Grant is a proud Métis woman and citizen of the Otipemisiwak Métis Government. She currently serves as Director of Indigenous Education for Wild Rose School Division. Billie-Jo believes Indigenous education is not a program or initiative but a responsibility carried every day in how systems support students, honour identity, and strengthen learning environments.

With more than 25 years in education, Billie-Jo has contributed locally, provincially, and nationally to professional learning, curriculum development, and leadership practices that support the meaningful inclusion of Indigenous perspectives across schools. Her work emphasizes relational leadership, ethical stewardship of resources, and accountability to students, families, and community.

She holds a Master’s degree in Religious Education completed through an Indigenous lens. Billie-Jo led Métis Memories, a legacy project honouring Métis resilience, and presented this work at the Canadian Museum for Human Rights. The project was later gifted to Pope Francis at the Vatican by Métis Elder Angie Crerar.

Host: TBD

Overview of CoP: School authorities are navigating evolving workforce realities related to recruitment and retention, employee well-being, workplace culture, leadership development, succession planning, and employee and labour relations. This Community of Practice creates space for system education leaders to exchange practices, explore shared challenges and emerging workforce needs, and strengthen approaches to building and sustaining healthy, effective, and future-ready organizations.

Purpose Statement Groups: Upon registration or at the session, participants will select the purpose statement that most closely aligns with their current interests, questions, or areas of professional practice. Each Purpose Statement Group will provide an opportunity for focused dialogue, shared learning, and collaborative exploration.

1. Emerging Purpose Statement – System education leaders will identify and explore a shared area of professional practice not represented in the other Purpose Statement Groups. Participants will determine the focus during the session and engage in collaborative dialogue around the questions, challenges, or opportunities they identify.

2. Employee and Labour Relations – System education leaders will explore approaches to navigating complex employee and labour relations within school authorities. Participants will share practices, examine emerging challenges, and consider strategies related to collective agreements, employee relations, performance management, workplace conflict, investigations, and difficult conversations while supporting fair, consistent, and effective organizational practices.

3. Employee Wellness and Workplace Culture – System education leaders will explore approaches to supporting employee wellness and creating healthy, sustainable workplaces. Participants will share practices, examine emerging challenges and opportunities, and consider organizational conditions and strategies that strengthen employee well-being, engagement, and a positive workplace culture.

4. Leadership Development – System education leaders will explore approaches to identifying, developing, and supporting current and aspiring school leaders. Participants will share practices and consider mentorship, professional growth, leadership development, and succession planning strategies that strengthen leadership capacity across the organization.

5. Workforce Planning, Recruitment, and Retention – System education leaders will explore approaches to building and sustaining the workforce needed to meet current and emerging staffing demands. Participants will share practices, examine workforce trends and challenges, and consider strategies for workforce planning, recruitment, retention, and responding to changing workforce expectations.

About the Facilitator:

Mark Siemens is the Assistant Superintendent of Human Services with Clearview Public Schools. A former teacher and principal, he now leads HR and Safety, focusing on the conditions that help staff grow and excel in their work. His leadership emphasizes professional learning, authentic coaching, and clear expectations within a culture that balances relationships and accountability.

Host: TBD

Overview of CoP: School authorities are responding to increasingly diverse and complex student strengths and needs while working to provide inclusive, responsive, and sustainable learning environments. This Community of Practice creates space for system education leaders to exchange perspectives and practices, explore shared challenges, and strengthen system-level approaches to inclusive education that support students, families, staff, and schools.

Purpose Statement Groups: Upon registration or at the session, participants will select the purpose statement that most closely aligns with their current interests, questions, or areas of professional practice. Each Purpose Statement Group will provide an opportunity for focused dialogue, shared learning, and collaborative exploration.

1. Classroom Complexity Teams – System education leaders will explore approaches to implementing and strengthening Classroom Complexity Teams. Participants will share emerging practices and challenges and consider strategies for planning, implementation, monitoring, and evaluation to support effective responses to the needs of students, staff, and schools.

2. Continuum of Supports and Services – System education leaders will explore approaches to implementing and strengthening a coherent Continuum of Supports and Services. Participants will share practices, examine common challenges, and consider the structures, processes, and leadership approaches that support responsive and coordinated services for students across a school authority.

3. Emerging Purpose Statement – System education leaders will identify and explore a shared area of professional practice not represented in the other Purpose Statement Groups. Participants will determine the focus during the session and engage in collaborative dialogue around the questions, challenges, or opportunities they identify.

4. Partnering with Families in Inclusive Education – System education leaders will explore approaches to navigating complex conversations and strengthening partnerships with families advocating for their children. Participants will share experiences, examine common challenges, and consider strategies for building trust, navigating differing perspectives, and working collaboratively with families to support inclusive educational experiences and positive outcomes for students.

5. Students with Complex Behavioural Needs – System education leaders will explore approaches to strengthening system responses for students with complex behavioural needs. Participants will share experiences, examine research and promising practices, and consider strategies for supporting students, staff, and schools when student needs require targeted and individualized approaches beyond universal supports.

6. System Planning for Inclusive Education – System education leaders will explore approaches to planning and leading inclusive education across a school authority. Participants will share practices, examine common challenges, and consider the structures, processes, resource decisions, and leadership practices needed to build coherent and sustainable systems that respond effectively to diverse student strengths and needs.

About the Facilitator:

Irene Donaldson is Director of Education Services, Diverse Learning Supports, with Wolf Creek Public Schools. Her career began with teaching in various unique settings, including a fly-in reserve in northern Alberta and private schools in Venezuela and Paraguay. After teaching junior high in Blackfalds, Alberta for 18 years, her passion for student success and increasing staff capacity shifted Irene to district-based positions focused on supporting inclusion across the school authority.

Host: TBD

Overview of CoP: Superintendents lead within increasingly complex governance, organizational, and educational environments while maintaining responsibility for the overall success of their school authorities. This Community of Practice creates a dedicated space for superintendents to engage with colleagues around shared areas of professional practice, exchange perspectives and promising practices, and strengthen leadership capacity through candid dialogue, collaborative learning, and professional connection.

Purpose Statement Groups:Upon registration or at the session, participants will select the purpose statement that most closely aligns with their current interests, questions, or areas of professional practice. Each Purpose Statement Group will provide an opportunity for focused dialogue, shared learning, and collaborative exploration.

1. Central Office Leadership Structures – Superintendents will explore how central office leadership structures, roles, and responsibilities can best support the superintendent and advance divisional priorities. Participants will consider approaches to distributing leadership, clarifying roles, building leadership capacity, and structuring central teams to strengthen organizational effectiveness and system-level impact.

2. Charter School Leadership – Charter school superintendents will explore issues, opportunities, and challenges related to leading and delivering education services within the charter school context. Participants will share experiences and promising practices, consider common leadership challenges, and identify areas for continued learning and collaboration.

3. Classroom Complexity – Superintendents will explore the increasing complexity of classrooms and the system-level conditions required to respond effectively to diverse student strengths and needs. Participants will share approaches to supporting inclusive learning environments, allocating resources, building staff capacity, and navigating competing demands while maintaining a focus on student learning, well-being, and success.

4. Emerging Purpose Statement – Superintendents will identify and explore a shared area of professional practice not represented in the other Purpose Statement Groups. Participants will determine the focus during the session and engage in collaborative dialogue around the questions, challenges, or opportunities they identify.

5. Leading Through Complexity and Change – Superintendents will explore how to lead effectively through increasing complexity, uncertainty, and organizational change. Participants will share approaches to setting direction, communicating with clarity, building organizational trust, managing competing priorities, and sustaining leadership capacity while responding to emerging challenges and opportunities.

6. Public and Charter School Collaboration – Superintendents from public and charter school authorities will explore opportunities to strengthen educational practice through shared professional learning and collaboration. Participants will exchange research, promising practices, successes, and challenges; explore areas of common interest; and identify opportunities for collaborative inquiry while building professional relationships, mutual understanding, and trust across different contexts.

7. Superintendent–Board Relationships and Governance – Superintendents will explore practices that strengthen the relationship between the superintendent and board while supporting effective governance. Participants will consider role clarity, communication, trust, strategic alignment, decision-making, and approaches to navigating challenging issues while maintaining a productive distinction between governance and administration.

About the Facilitator:

Dr. Reagan Weeks serves as Superintendent of Prairie Rose Public Schools and 2026/2027 President of the College of Alberta School Superintendents. Beginning her career as a primary teacher, she spent more than two decades in classroom and administrative roles before becoming a superintendent. Her leadership reflects a commitment to high-quality, equitable education, ensuring every student has the support and opportunities to reach their potential.

Under her leadership, Prairie Rose has expanded specialized learning opportunities that strengthen student engagement and achievement. She has advanced division-wide foundational literacy programming alongside hands-on pathways in flight training, agricultural science, trades, and dual credit post-secondary partnerships. This combination of strong academic foundations and career-connected learning supports student achievement and completion across rural southeastern Alberta.

Reagan holds a Bachelor of Education, MBA, and Doctor of Education from Johns Hopkins University. In 2026, she received Medicine Hat College’s Honorary Applied Degree and the Women in Business Inspire Award.

Host: TBD

Session Description:
As the professional regulatory body for Alberta’s system education leaders, CASS holds a unique and legislated responsibility. This session will clarify what it means for CASS to function as a regulatory body under the College of Alberta School Superintendents Act. Participants will gain a clear understanding of CASS’ regulatory mandate, including continuing education requirements, professional standards, and the accountability processes that guide and sustain the profession. This session will provide both clarity and context for members, ensuring a shared understanding of how regulation supports excellence and integrity in educational leadership across Alberta. Members will also learn how regulatory responsibilities are distinct from association or advocacy functions, and why this distinction matters. Practical examples will be shared to illustrate how regulation directly affects the professional lives of system education leaders. Participants will leave with greater confidence in navigating their roles and responsibilities within this regulatory framework.

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

• explore how CASS’s regulatory role strengthens professional practice and public confidence.
• understand member responsibilities within the regulatory framework.
• learn how regulatory functions connect with professional learning, accreditation, and assurance.

About the Presenter: 

David Keohane is the Chief Executive Officer of the College of Alberta School Superintendents (CASS). He leads the organization’s dual mandate as both a professional regulatory body and a professional learning association, ensuring Alberta’s system education leaders uphold the highest standards of practice while advancing professional growth. With extensive experience as a superintendent and executive leader, David has guided CASS through its transition to regulatory status, spearheading the development of bylaws, policy, and the Continuing Education Program framework. He works closely with the CASS Board of Directors, the Ministry of Education and Child Care, education partners, and CASS members to strengthen CASS’ provincial voice in system education leadership and its impact on student success. For his contributions, David has received the Canadian Superintendent of the Year award from CASSA and was twice named a Gallup Manager of the Year finalist for his leadership in the Canada/U.S. public sector.

Host: TBD

Session Description:

Following the Data Analytics, Accountability, and Reporting Community of Practice, this session provides an opportunity to continue and broaden the conversation, while welcoming additional participants to join the discussion. Participants who attended the Community of Practice prior to this session are encouraged to stay to continue their learning, while those who were participating in other Communities of Practice or were unable to attend the earlier session are equally welcome. No previous participation is required.

The session will provide an informal, collaborative forum for education leaders and practitioners whose work intersects with data, research, reporting, assessment, accountability, analytics, technology-enabled data solutions, and system improvement. Conversations may explore data governance and stewardship; analytics and reporting practices; dashboards and data visualization; student information systems and infrastructure; assessment and accountability; data literacy; strategic planning and evaluation; and the implications of automation, artificial intelligence, and other emerging tools.

The specific direction of the conversation will be shaped by participants and the questions, challenges, and promising practices they bring. Participants will have opportunities to share experiences from their own jurisdictions, seek advice from colleagues, explore common challenges, and identify areas where continued collaboration may be valuable.

Ultimately, this session is intended to strengthen connections across Alberta’s education system and build collective capacity to leverage data, evidence, and emerging technologies in ways that support organizational learning, informed decision-making, continuous improvement, and improved outcomes for students.

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

• explore common opportunities, challenges, and emerging practices related to data analytics, accountability, reporting, and the use of evidence and technology across Alberta school authorities.
• exchange experiences, strategies, and promising practices with colleagues to strengthen the effective use of data and evidence for informed decision-making, organizational learning, and continuous improvement.
• identify ideas, approaches, and opportunities for collaboration that can inform data-related practices and priorities within their own school authority contexts.

About the Presenter:

Michael Craig is the Education Director, Research & Strategy, with the Calgary Board of Education, where he leads system-wide work in data governance, analytics, reporting, research, program evaluation, accountability, assessment administration, strategic planning, and student information systems. His portfolio focuses on ensuring high-quality evidence informs decision-making, organizational learning, governance, and continuous improvement.

Michael works closely with senior leadership, schools, and operational teams to strengthen data infrastructure, develop actionable reporting and analytics, support provincial and local accountability requirements, and advance evidence-informed planning and improvement. His experience includes data governance, dashboard development, program evaluation, educational research, assurance processes, student information management, and strategic planning.

Passionate about building organizational capacity, Michael is particularly interested in helping education leaders leverage data, research, and emerging technologies to strengthen decision-making and improve student outcomes. Through the Data Analytics and Reporting Community of Practice, he looks forward to sharing emerging practices and fostering collaboration across Alberta.

Host: Colleen Symyrozum-Watt

Session Description:

Dual credit programming is transforming career education across Alberta. What does successful implementation actually look like?

Join five Alberta school authorities as they share how they have designed, expanded, and sustained innovative dual credit opportunities that are opening doors for students while strengthening pathways to post secondary education, apprenticeship education, and careers. Through candid stories of practice, participants will gain an inside look at the leadership decisions, partnerships, challenges, and successes that have shaped their work. Representing diverse rural, urban, and regional contexts, Buffalo Trail Public Schools, Calgary Board of Education, Chinook’s Edge School Division, St. Albert Public Schools, and Wolf Creek Public Schools will showcase practical approaches that have increased student participation, strengthened partnerships with post secondary institutions and industry, and created meaningful learning experiences aligned with local workforce needs.

This interactive learning experience invites participants to engage directly with system leaders through facilitated conversations and table discussions. Ask questions, exchange ideas, and explore strategies that can be adapted to your own school authority, whether you are launching new dual credit opportunities or strengthening existing programming. Through authentic Alberta stories of practice, participants will examine how system and school leaders create a shared vision for career-connected learning, strengthen collaborative partnerships, foster professional learning, and lead sustainable innovation that improves student success and supports transitions to post-secondary education, apprenticeship education, and careers.

If you are looking for practical, scalable approaches that move beyond theory and demonstrate what is possible for Alberta students, this is a session you won’t want to miss.

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

• explore Alberta’s dual credit landscape and emerging practices.
• examine Alberta stories of practice that showcase innovative programming.
• analyze leadership strategies that strengthen partnerships.
• assess approaches to expanding student access and pathways.
• leverage the CASS eLeadership Guide – Exploring Alberta’s Dual Credit Pathways – Expanding Opportunities for Student Success, shared Alberta stories of practice, and collaborative dialogue to support local planning and implementation.

About the Presenters: 

Brianne Fletcher is the Director of the Community Learning Campus, a partnership between Chinook’s Edge School Division and Olds College. With more than 20 years of experience in teaching, counselling, and educational leadership, she is recognized for her collaborative approach to supporting student success and career development. Brianne leads dual credit and off-campus education initiatives, working closely with post-secondary institutions, industry, and community partners to expand authentic learning opportunities. She is committed to creating innovative pathways that help students explore career possibilities, develop essential skills, and successfully transition to post-secondary education, apprenticeship, and employment.

Les Kirchner is the Director of Leadership, Human Resources with St. Albert Public Schools. An experienced educational leader, he has served as a teacher, school administrator, and system leader, supporting leadership development, inclusive learning environments, and organizational excellence. In his current role, Les provides leadership in human resources, leadership development, and initiatives that strengthen student and staff success across the division. He is committed to fostering collaborative cultures, supporting educator growth, and building strong learning communities through innovative, student-centered practices. Les is passionate about creating opportunities that prepare students for success in school, work, and life.

Natasha Pearson is the School Engagement Coordinator with St. Albert Public Schools, where she helps students connect their learning to future career and post-secondary opportunities. She works with students, families, schools, employers, and post-secondary partners to expand access to career exploration, work experience, dual credit, and the Registered Apprenticeship Program (RAP). Natasha is passionate about creating authentic learning experiences that help students discover their strengths, explore possibilities, and confidently navigate the transition from high school to further education, apprenticeship, and employment.

James Trodden is the Assistant Superintendent of Learning Services with Buffalo Trail Public Schools. He has served as a teacher, school leader, and system education leader in a variety of rural, First Nation, middle, and high school settings. He holds a Bachelor of Education from the University of Alberta and a Master of Arts in Leadership and Training from Royal Roads University. James is committed to strengthening instructional leadership, supporting educator growth, and fostering collaborative learning environments that enhance student success across the division.

Sean Lougheed is the Director of Educational Services with Wolf Creek Public Schools, providing leadership in instruction, learning support, and career education. He is passionate about creating opportunities for students through dual credit, off-campus education, and career pathway initiatives that connect learning with future possibilities. Sean works collaboratively with post-secondary institutions, industry, and community partners to expand authentic learning experiences that prepare students for success in post-secondary education, apprenticeship, and employment. He is committed to ensuring students have meaningful opportunities to explore their interests, develop workplace skills, and confidently navigate their chosen pathways.

Host: TBD

Session Description:

Assessment change is complex, contextual, and deeply human. In this interactive session, participants will explore how five guiding principles of assessment can be used as a leadership entry point for reflecting on current practice and determining the next right phase of system growth. Drawing on the Calgary Board of Education’s ongoing work with fair, transparent, and equitable outcome-based assessment practices, the session will invite system leaders to consider how context informs process, how clarity of purpose and role supports implementation, and how multiple sources of data can help leaders understand whether assessment practices are making a meaningful difference for student learning, teachers, and families.

Participants will engage in structured reflection and dialogue connected to assessment principles, role clarity, implementation of success criteria, and data-informed leadership. Particular attention will be given to the use of street data and stakeholder voice, including how leaders might gather richer evidence from students, families, teachers, and principals who may be experiencing assessment practices in different ways. Rather than offering a single implementation roadmap, this session will support participants in reflecting on their own district context, identifying what is already living in practice, considering what may need to shift, and naming a possible next leadership move to strengthen assessment practice in their own system.

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

• reflect on their school authority’s assessment context, examine how guiding principles can support clarity and coherence, consider multiple sources of evidence including stakeholder voice and street data, and identify a next leadership move to strengthen fair, transparent, and equitable assessment practices.

About the Presenters:

Dr. Lori Cooper is an Education Director with the Calgary Board of Education, where she provides system and school leadership and leads the Core Curriculum and Assessment K–12 portfolio. Her work includes leading the evolution of assessment and reporting practices across CBE, supporting the development of shared assessment principles, and designing professional learning that strengthens clarity, consistency and responsiveness in assessment practice. She has also led large-scale curriculum implementation and the development of CBE’s Literacy and Mathematics Frameworks, with a focus on connecting curriculum, instruction, assessment and student achievement. Her work is grounded in the belief that effective assessment practices support both improved learning and greater equity for students.

Michelle Howell is an Education Director with the Calgary Board of Education, where she provides leadership and strategic support to school principals across K–12 schools. Her portfolio supports high schools and Program Evaluation and focuses on building strong assessment and reporting practices, with evidence-informed instructional leadership across all schools. Michelle is committed to improving student learning outcomes through effective instruction, meaningful assessment, and collaborative leadership that advances excellence for all learners.

Host: TBD

Session Description:

School authorities are operating in an increasingly complex communication environment where families expect timely information, staff need clarity, media inquiries can escalate quickly, and social media can amplify concern before all facts are known. This session will explore the strategic contribution of school communications in supporting system leadership, public trust, issues management, crisis response, media relations, and reputation management. The presenters will share how communications leaders can help school authorities anticipate public response, identify risk, prepare key messages, support principals and senior leaders, reduce confusion, and strengthen trust when decisions or issues become public. Co-presented by a communications director and superintendent, the session will include practical examples of how early communications involvement can strengthen leadership response.

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

• reflect on how communications is currently positioned within their school authority.
• examine the strategic role communications plays in supporting system leadership, public trust, issues management, crisis response, media relations and reputation management.
• consider how early involvement of communications leaders can strengthen decision-making before issues or decisions become public.
• explore how superintendent–communications partnerships can support clearer messaging, stronger internal alignment and more confident public response.
• identify practical ways to involve communications earlier in leadership conversations, crisis planning, media response and reputation-building.
• reflect on how communications can help school authorities anticipate public response, reduce confusion and strengthen trust with families, staff and communities.

About the Presenters:

Cindy Nickerson is the Director of Communications for Christ The Redeemer Catholic Schools and has worked in school communications for more than a decade. Her work includes strategic communications, media relations, crisis and issues management, school and division storytelling, key message development, and reputation management. A former journalist and editor, Cindy brings a strong understanding of media, public perception, and trust in public education. She supports senior administration, school leaders, and staff in communicating clearly with families, media, community partners, and the public. She has also helped build division-wide communications capacity by leading school-based communications and social media leads. Cindy is an active member of the Canadian Association of Communicators in Education (CACE) and a CACE BRAVO! Award recipient.

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

Host: TBD

Session Description:

School authorities operate within a complex human resources environment shaped by legislation, collective agreements, employment practices, and evolving legal requirements. Within this environment, some of the most consequential HR issues can arise from requirements that are easily overlooked, misapplied, or misunderstood.

This session will examine commonly missed HR requirements and potential pitfalls that system education leaders may encounter when managing employee matters. Through practical examples, participants will explore how greater awareness, careful processes, and proactive approaches can help reduce risk and support effective human resources practices. Topics will include emerging requirements and recurring areas of concern within the education sector, including the new ATA collective agreement provisions related to required notice for disciplinary investigative meetings.

Participants will leave with increased awareness of less obvious HR requirements and practical considerations to support sound decision-making and help avoid common procedural and compliance challenges.

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

• identify commonly overlooked or misunderstood HR requirements that may create procedural, compliance, or legal risks for school authorities.
• examine emerging HR requirements, including provisions in the new ATA collective agreement related to notice for disciplinary investigative meetings, and consider their implications for practice.
• apply practical strategies to strengthen HR processes, support sound decision-making, and reduce the risk of common procedural and compliance challenges.

About the Presenter:

Colin Fetter takes a proactive approach to workplace management, helping employers achieve their business objectives while effectively managing risk and reducing liability. With extensive experience in both non-unionized and unionized environments, Colin provides strategic advice on hiring, discipline, termination, and the development of policies and contracts, as well as guidance in responding to Employment Standards Code, Canada Labour Code, and Human Rights complaints. In unionized settings, Colin advises on all aspects of labour relations, including collective bargaining, grievances, arbitrations, and classification issues. Actively engaged in the legal community, Colin is a member of the Canadian Bar Association’s Labour and Employment Law Subsection and Education Law Subsection, as well as the Edmonton Bar Association. Colin has provided specialized advice and support to school authorities for over 25 years.

Host: TBD

Session Description:

What if the biggest barrier to leadership effectiveness isn’t the leader, but the system around them?

Over the past year, a partnership with the University of Calgary has explored an important question: What actually supports leaders to thrive amid the complexity of today’s schools and school systems? Emerging findings challenge common assumptions about leadership development and point toward approaches that are deeper, more connected, and more actionable. Grounded in the experiences of system and school leaders, this session will share emerging insights, tensions, and practical structures from the Leadership Support Framework research. Participants will explore what these findings mean for how leadership support is organized across a school authority and consider how greater coherence among structures, relationships, and supports can contribute to leader well-being, effectiveness, and system impact.

The session will invite participants to examine assumptions about how leaders are supported and consider opportunities to strengthen the conditions that enable leaders to thrive within increasingly complex education systems.

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

• examine emerging findings from the Leadership Support Framework research and their implications for supporting school and system leaders.
• explore how organizational structures, relationships, and supports can be aligned to strengthen leadership effectiveness, well-being, and system coherence.
• identify opportunities within their own school authority to strengthen the conditions and structures that enable leaders to thrive in increasingly complex education environments.

About the Presenters: 

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

Dr. Nadia Delanoy is the Director of Student Experience and an Assistant Professor in Leadership, Policy, and Governance, at the University of Calgary’s, Werklund School of Education. Her research interests include evidence-based practice in assessment, leadership, and innovative pedagogies in technology-enhanced environments, AI in education as well as big data and social media analytics to support innovative business and leadership practices. She is an award-winning educator and prioritizes research that has an impact in the K-12 space.

Dr. Stephen MacGregor is an Associate Professor at the University of Calgary’s Werklund School of Education, where he works closely with schools and communities to strengthen leadership and teaching practice. His research focuses on how educators and leaders can work together to share knowledge, build strong networks, and co-create solutions that support student learning and well-being. He leads projects on social-emotional learning in Alberta schools and on experiential learning in teacher education, and is committed to making research practical and useful for leaders and teachers in their everyday work.

Host: Dr. Edgar Schmidt

Session Description:

The Alberta School Nutrition Programs Learning Lab is designed to support system education leaders seeking to initiate, strengthen, or enhance school nutrition programs within their school authorities. The session will build participants’ capacity to develop effective relationships, manage operations and resources, and understand and respond to the broader societal context in which school nutrition programs operate. School nutrition programs are an increasingly important component of school authority operations, with implications for student learning, well-being, equity, and system planning. Drawing on case studies and Stories of Practice from experienced system education leaders, participants will explore the practices and conditions that contribute to effective and sustainable school nutrition programs.

The session will examine the importance of policy and procedures; the role of leadership and direction; approaches to cultivating collaboration; accountability for resources and outcomes; and strategies for leading with coherence across the system. Participants will leave with practical insights, promising practices, and concrete next steps to strengthen school nutrition programming within their own contexts.

The development of this Learning Lab was made possible through conditional grant funding provided by Alberta Education.

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

• examine how experienced system education leaders structure and support effective school nutrition programs.
• consider policies, procedures, and promising practices that may be adapted to their local school authority context.
• identify practical strategies and next steps to strengthen school nutrition programming within their own school authority.

About the Presenters: 

Corinne Kruse – With 35 years in education, Corinne Kruse has served in a variety of classroom teaching roles, as a vice principal and principal, and for the past five years as Director of Teaching and Learning with Grande Prairie Public School Division (GPPSD). Her portfolio focuses on curriculum and assessment, with a strong emphasis on influencing school leaders in the continued development of their instructional leadership. She works alongside leaders to build their capabilities as instructional leaders, strengthening system coherence and creating the conditions for optimum learning for all students.

Trevor Mitchell is an education leader with nearly 30 years of experience in K-12 education, including eight years as Deputy Superintendent at Living Waters Catholic Schools. Throughout his career, he has served as a teacher, principal, and district leader, while also bringing his perspective as a parent. His work spans division-level operations, including human resources, technology integration, and strategic planning. Having overseen the implementation of the School Nutrition Program, Trevor has directly observed its practical impact on student readiness, daily attendance, and school culture. Trevor focuses on operational strategy, system building, and collaborative team leadership. His administrative approach centers on creating structured, equitable environments that support both staff development and student achievement.

Cheryl Shinkaruk is the Manager of Programs & Projects with Edmonton Catholic Schools. She holds a Master of Education in Curriculum and Pedagogy from the University of Alberta and has served as a sessional instructor in Secondary Education. Cheryl is passionate about championing healthy living, active learning, and student well-being through a Comprehensive School Health approach. Her leadership portfolio includes school nutrition, student mental health and wellness, research, newcomer supports, and partnerships with community organizations and external agencies. Cheryl has presented and facilitated professional learning opportunities at provincial, national, and international conferences. Her work has been published in scholarly journals and educational leadership publications. She believes healthy, active, and well-supported students are better positioned to learn, thrive, and experience success.

Garry Tink is an Education Director for Area 7 with the Calgary Board of Education, leading a portfolio that includes Nutrition, Off-Site Activities, Athletics, and Partnerships. With more than 30 years of experience in public education, he has served in a variety of leadership and instructional roles across two school divisions, including teacher, assistant principal, principal, and staffing consultant. He believes in fostering inclusive, student-centered learning environments, and advancing equity, Indigenous education, and student well-being through collaborative and innovative educational practices.

Host: TBD

Session Description:

Navigating complex conversations with parents and families is an important dimension of leadership in inclusive education. This session will explore the challenges that can arise when differing perspectives, expectations, and responsibilities intersect within educational systems. Drawing on the lived and professional experiences of presenters and participants, the session will provide opportunities to reflect on current approaches and consider additional strategies for strengthening relationships and supporting student success.

Through case studies and collaborative problem-solving, participants will examine practices and structures that support effective relationships between educational staff and parents. Particular attention will be given to moving from reactive responses toward proactive, solution-focused communication and shared problem-solving.

Participants will explore how visionary leadership can foster trust, clarify shared responsibilities, and create conditions in which parents and educational staff work together as partners in supporting students. The session positions effective relationships as an essential foundation for navigating complexity, strengthening inclusive learning environments, and advancing shared responsibility for student success.

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

• examine strategies for navigating complex parent advocacy while building trust, strengthening relationships, and maintaining a shared focus on student success.
• explore communication and collaborative problem-solving approaches that support effective partnerships and shared responsibility between parents and educational staff in inclusive learning environments.
• reflect on current leadership practices and identify practical strategies that can be applied within their own context to strengthen parent–school partnerships and support student success.

About the Presenters:

Irene Donaldson is Director of Education Services, Diverse Learning Supports, with Wolf Creek Public Schools. Her career began with teaching in various unique settings, including a fly-in reserve in northern Alberta and private schools in Venezuela and Paraguay. After teaching junior high in Blackfalds, Alberta for 18 years, her passion for student success and increasing staff capacity shifted Irene to district-based positions focused on supporting inclusion across the division.

Leah Odynski is the Director of Student Support Services with Wild Rose School Division. Driven by a longstanding commitment to supporting inclusive learning environments, she brings diverse educational experience to her role. Leah began her career teaching in Indigenous communities across Alberta, Nunavut, and the Northwest Territories before joining Wild Rose School Division in 2009. Since then, she has served in several roles, including School Student Support Facilitator and Student Services Coordinator, with areas of focus including assistive technology, PUF, and early learning.

Kevin Newman is the Assistant Superintendent of Education Services with Wolf Creek Public Schools. He previously held a variety of roles with Foothills School Division, including Elementary School Principal, Outreach School Principal, Director of Early Learning, Director of Student Learning, and Director of Inclusion. Kevin currently provides leadership across all aspects of student learning, including inclusion, mental health, Indigenous education and reconciliation, and curriculum, instruction, and assessment.

Host: TBD

Session Description:

Broad and complex access requests can present significant challenges for school authorities, particularly when they involve large volumes of records, multiple departments, sensitive matters, or parallel litigation. Navigating these requests effectively requires careful attention to legislative requirements, organizational processes, and potential risks.

This session will provide a practical roadmap for responding to complex requests under Alberta’s Access to Information Act (ATIA). Participants will explore approaches to identifying opportunities for clarification, assessing and refining scope, applying time extensions appropriately, determining when requests may be disregarded, preparing fee estimates, coordinating internal records searches, and documenting key decisions. The session will also consider when and how legal counsel may support the response process. Participants will leave with practical considerations and strategies to support consistent, well-documented, and compliant approaches to managing complex access requests within their school authority.

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

• examine key legislative and procedural considerations for responding to complex access requests under Alberta’s Access to Information Act (ATIA).
• apply practical strategies for managing the scope, timelines, fees, internal searches, and documentation associated with complex access requests.
• identify approaches to managing organizational risk, including when legal counsel may be appropriate, while supporting consistent and compliant responses within their school authority.

About the Presenter:

Lorne Randa is a Partner with Brownlee LLP and has been a member of the firm’s municipal team for nearly 20 years. He serves as Practice Group Leader for Privacy and Access to Information Law and for Development Agreements, Offsite Levies and Cost Recovery. Lorne is a member of the Law Societies of Alberta, Saskatchewan, and the Northwest Territories. He has appeared before all levels of court in Alberta, the Federal Court of Appeal, and numerous administrative tribunals and boards, including provincial and federal privacy commissioners. His practice focuses on Privacy and Access to Information Law, Municipal Law, Contract Law, and Administrative Law, with particular expertise in planning and development, development agreements, offsite levies, expropriations, and infrastructure and utility cost recovery. Lorne is a past Chair of the Canadian Bar Association National Privacy and Access Law Section and former Chair of its Northern Alberta Privacy and Access Law Section.

Host: TBD

Session Description:

Are literacy interventions unintentionally stalling student growth? This session examines why strong readers continue to advance while struggling readers can remain focused on lower-level skills and pull-out interventions. Drawing on Black Gold School Division’s experience, the presenters will share the division’s journey from reliance on at-risk pull-out interventions toward a robust Tier 1 structured literacy model designed to advance reading, writing, and critical thinking for all elementary students in Literacy Cohort schools.

Grounded in instructional leadership and learning within a professional community, the session will examine how Black Gold developed a comprehensive system of support while navigating challenges such as gaps in teacher preparation, initial staff capacity and workload, and significant shifts in instructional practice. Case studies will illustrate the experiences of educators and students throughout the transition. Participants will explore leadership and implementation considerations, including scheduling, resource allocation, financial implications, and embedded professional learning for administrators, coaches, learning support teachers, and educational assistants. The session will also examine system alignment among progress monitoring, Alberta’s K–5 screening requirements, CORE multiple measures, and EAL benchmarking.

Participants will consider the impact of this approach on student confidence, self-regulation, independence, comprehension, and engagement, as well as educator capacity and workload, and identify strategies that may be adapted within their own local contexts.

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

• examine system education leadership strategies and implementation considerations for shifting from reliance on pull-out interventions toward a robust Tier 1 structured literacy approach.
• explore logistical frameworks and collaborative professional learning models that align assessment, instructional practices, resources, and supports across the school authority.
• identify practical strategies that can be adapted within their own context to strengthen educator capacity, reduce workload, and accelerate literacy growth for all students.

About the Presenters:

Nicole Lakusta is an educational leader with a passion for instructional leadership, evidence-informed practice, and systemic improvement. She specializes in translating complex data into clear, actionable strategies that strengthen teaching practice and improve student outcomes. Deeply curious and committed to continuous learning, Nicole brings an innovative approach to the use of curricular and digital resources to support educators and advance student learning.

Beyond her professional role, Nicole enjoys exploring global cultures, reading, spending time outdoors, and travelling by motorcycle. She is also the proud mother of four and “Mamie” to four grandchildren. Whether advancing a curriculum framework or exploring new places, Nicole brings energy, curiosity, and a commitment to lifelong learning to her work and life.

Julie Reed is an educational leader and coach focused on strengthening instructional practice and cultivating collaborative professional learning communities. Her work includes collaborating with administrators, mentoring teachers, and supporting educational staff to create inclusive environments where educators can learn, seek support, and grow together. She leads with compassion and uses evidence and data to build capacity and maximize the strengths and potential of students and educators.

Outside of her professional work, Julie values time with her close-knit family and is the proud mother of four and Nana to two granddaughters. She enjoys kayaking, long walks on the beach, travelling, and discovering local restaurants. Her commitment to relationships, growth, and supporting others is reflected in both her professional practice and personal life.

Host: TBD

Session Description:

St. Albert Public Schools is one of four school divisions participating in Dr. Dwayne Donald’s five-year research project, Reimagining Teacher Education With Indigenous Wisdom Traditions. Now entering its third year, the research provides an opportunity to explore how Indigenous wisdom traditions can inform and transform teacher education and professional learning. This session will provide an overview of the research project, share key insights and learning to date, and invite participants to reflect on their own practices.

The research acknowledges that educational practices continue to be influenced by a colonial worldview that can limit opportunities to learn “from” Indigenous peoples rather than “about” them. Reimagining teacher education requires learning to relate differently not only to knowledge, but also to people and other living beings. Dr. Dwayne Donald, Canada Research Chair in Reimagining Teacher Education With Indigenous Wisdom Traditions, and his research team are exploring the experiences of educators and conceptualizing a teaching model for unlearning colonialism. Over the past two years, St. Albert Public Schools research participants have engaged with Indigenous wisdom insights and deliberated together about how these insights can inform their teaching practices. This session will share emerging learning and invite participants to consider innovative, transformative, and research-informed approaches to professional learning and teacher education grounded in Indigenous wisdom traditions.

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

• examine emerging insights from the Reimagining Teacher Education With Indigenous Wisdom Traditions research project and their implications for professional learning and educational practice.
• reflect critically on how colonial worldviews may continue to influence educational practices and consider the distinction between learning “from” Indigenous peoples and learning “about” them.
• identify opportunities to apply Indigenous wisdom insights within their own contexts to inform transformative, research-informed approaches to teaching, leadership, and professional learning.

About the Presenters:

Marianne Barrett is the deputy superintendent for St. Albert Public Schools and has served in that role for 11 years. Prior to that, Marianne served in multiple roles at both the school and division-office levels with Elk Island Public Schools. Throughout her career, Marianne has been described as “tenacious”—a kinder way of saying that she is a relentless and steadfast advocate for equity, work that is close to her heart. Although she has lived in Alberta for more than 30 years, she will always be a “Newfoundlander.”

Dr. Dwayne Donald was born and raised in Edmonton and is a descendant of amiskwaciwiyiniwak (Beaver Hills people), also known as the Papaschase Cree. His Blackfoot name is Aipioomahkaa (Long Distance Runner). Dwayne is the son of Allen and Darlene, husband to Georgina, father to Kesho, and uncle to Taryn, Taylor, Kennedy, Kristofer, Sarah, Marshall, Breanne, and Lauren. Dwayne is a professor in the Faculty of Education at the University of Alberta and holds the Canada Research Chair in Reimagining Teacher Education with Indigenous Wisdom Traditions. His work focuses on ways Indigenous wisdom traditions can expand and enhance understandings of curriculum and pedagogy.

Catherine Coyne – coming soon

Heather Friedenthal – coming soon

Kim Smollie – coming soon

Geoff Howard – coming soon

Host & Co-facilitator: Danica Martin

Session Description:

Supporting student mental health and well-being is not simply the work of counsellors, wellness teams, or student services. Creating the conditions that support well-being across an education system is leadership work. System education leaders play a critical role in shaping the conditions, structures, and shared understanding that enable coherent and sustainable approaches to well-being.

This interactive session invites system education leaders to examine well-being through a system leadership lens. Drawing on the CASS System Leadership for Inclusion eLeadership Guide and Strengthening System Education Leadership in Support of Student Mental Health and Well-Being: A Leadership Reflection Guide, participants will explore what it means to move beyond individual programs and initiatives toward a coordinated continuum of supports. Attention will be given to building system capacity, supporting early identification and intervention, strengthening partnerships and pathways, aligning policy and practice, and ensuring equitable access to supports for students with complex needs.

The session will also draw on research and practice related to school leader well-being to consider the conditions leaders themselves need to lead this complex work effectively and authentically. Through guided reflection, dialogue, and application to their own contexts, participants will examine areas of strength, variability, and tension within their systems and consider the leadership implications. The session will support Visionary Leadership by examining how shared values and priorities are translated into system conditions and practices, and Leading Learning by strengthening leaders’ capacity to use reflection, research, and evidence to inform improvement. Participants will leave having identified a strategic priority or initial action to strengthen the coherence, responsiveness, and sustainability of well-being supports across their system.

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

• examine the role of system education leaders in creating conditions that support student mattering, well-being, belonging, and optimum learning.
• reflect on the coherence of their own system’s approach to student mental health and well-being, including capacity building, early identification and intervention, partnerships and pathways, alignment between policy and practice, and supports for students with complex needs.
• identify a leadership priority or action that could strengthen alignment, responsiveness, or sustainability within their local continuum of supports.

About the Presenters:

Dr. Jodie Mattia (PhD, 2025) is the Superintendent of Schools in Wild Rose School Division and has more than 30 years of experience in education. Her research focused on the complexities of “rurban” school leadership. Her doctoral work identifies “internal permission” as a critical missing link between wellness policy and practice, exploring how the lack of anonymity in rural communities impacts leader well-being. As a system education leader, Dr. Mattia is committed to operationalizing research to create organizational cultures that disrupt the “martyrdom” narrative and support sustainable leadership identities through clarity, care, and compassion.

Danica Martin is an education leader, facilitator, and consultant with more than 25 years of experience in Alberta education. Her career has included roles as a teacher, school administrator, and Assistant Superintendent, with a particular focus on inclusive education, student well-being, leadership development, and supporting students with complex needs. Danica works with education organizations and system leaders to design professional learning, facilitate strategic conversations, and strengthen leadership practice. Danica holds a Master of Education in Educational Leadership and is an Associate Certified Coach (ICF), Certified Working Genius Facilitator, and Professional and Business Coach. She is passionate about helping leaders create coherent, inclusive systems where students and staff can thrive.

Host: TBD

Session Description:

Across Alberta, school divisions are offering an increasing range of programs of choice from STEM and STEAM to fine arts, sport academies, language programs, and other specialized pathways. But creating a program is not the same as creating the conditions for it to thrive.

This session invites system education leaders to examine programs of choice through a systems-thinking lens and consider the interconnected infrastructure required for long-term success. Participants will explore how vision and purpose, administrative procedures, human resources, staffing, leadership capacity, professional learning, standards of practice, data, and accountability must work together to support program quality and sustainability.

Designed for system education leaders who lead leaders, this session moves beyond individual schools and programs to consider the responsibilities of the broader system. Participants will leave with a practical framework for examining existing or emerging programs of choice, along with a checklist of the essential conditions needed to move programs from simply existing to thriving.

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

• reflect on programs of choice within their school divisions and examine the system-level infrastructure required to support their quality, sustainability, and long-term success.
• identify the essential conditions that contribute to successful programs of choice, including vision and purpose, administrative procedures, staffing, leadership capacity, professional learning, standards of practice, data, and accountability.
• apply a systems-thinking lens to assess existing or emerging programs of choice and identify opportunities to strengthen alignment, coherence, and support across the school division.

About the Presenters:

Sarah Fedoration is the Manager of EAL and Language Programs for Edmonton Catholic Schools. If she isn’t reimagining what it means for language programs to truly thrive, you can generally find Sarah in the dance studio choreographing French Canadian jigs.

Nicole Lafrenière is the Director of Curriculum and Assessment for Edmonton Catholic Schools. If she isn’t analyzing data or planning professional learning, you can generally find Nicole reading a book or planning her next fishing trip to Victoria.

Host: TBD

Session Description:

When health and well-being are prioritized as foundational pillars of the student experience, learning conditions are strengthened, mental and physical health are enhanced, a sense of belonging is fostered, and overall school culture is transformed. System leaders play a pivotal role in ensuring Wellness Education is recognized as a core component of quality pedagogy and holistic education.

Addressing the persistent challenge of delivering quality Wellness Education in K–12 schools, this session presents findings from a series of national research studies examining the delivery of Wellness Education in Canadian schools and identifies actionable strategies for strengthening its implementation. Drawing on this research, presenters will highlight essential conditions for prioritizing quality Wellness Education, including access to the full curriculum, instruction by qualified teachers, consistent delivery across grades K–12, and protected instructional time. Delegates will explore evidence-informed examples from Alberta and other Canadian school authorities where placing student well-being at the heart of system and school vision has contributed to improvements in student engagement, academic achievement, belonging, and holistic learning.

Presenters will also share the newly developed Pan-Canadian Health Education Strategy, designed to support the implementation of meaningful, quality Wellness Education. Through interactive reflection, delegates will examine their leadership practices and leave with practical, scalable strategies to embed wellness into system culture, policy, and professional learning frameworks.

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

• analyze key findings from national research and the Pan-Canadian Health Education Strategy to deepen their understanding of student well-being and the delivery of quality K–12 Wellness Education.
• identify evidence-informed conditions and system-level strategies for embedding Wellness Education within school authority culture, policy, professional learning, and long-term planning.
• reflect on their own leadership practices and contexts to identify practical, adaptable actions for strengthening Wellness Education and supporting student well-being across their school authority.

About the Presenters:

Dr. Lauren D. Sulz is a Professor and the Associate Dean of Research in the Faculty of Education at the University of Alberta. She teaches undergraduate courses in physical and health education curriculum and pedagogy, and graduate courses on physical and health literacy and health-promoting schools. Dr. Sulz’s research is focused on healthy school communities and further includes physical and health literacy, school sport and school-based physical activities, whole-child education, comprehensive school health, and health and physical education pedagogy.

Dr. Jonathan Mauro is the Indigenous Education Services Coordinator for Red Deer Catholic Regional Schools. His research focuses on creating inclusive, holistic, and culturally relevant learning opportunities through movement and wellness practices.

Dr. Hayley J. Morrison is an Associate Professor in the Faculty of Education at the University of Alberta. She teaches health and physical education curriculum and pedagogy courses to undergraduate students and instructs graduate courses in educational research and inclusive health and physical education. Her research areas include inclusive/adaptive physical education, health and physical education pedagogy, and professional development.

Dr. Douglas L. Gleddie is the Dean in the Faculty of Health, Community, and Education at Mount Royal University. Dr. Gleddie’s research foci include: narratives of physical education, school sport, physical literacy praxis, meaningful physical education, and teacher education.

Host: TBD

Session Description:

Spoiler alert: In this session, you’ll spend an hour sharing, discussing, borrowing, experiencing, and learning about practical ideas from your CASS colleagues on how to make meetings more effective and efficient in Alberta school authorities.

The notion of “meetings” is fascinating to Alberta system leaders, if you’re into that sort of thing. Ironically, most of us are “in” more than we want to be. We spend countless hours each week scheduling, hosting, planning, facilitating, and attending meetings. Meetings are a powerful leadership tool with which we share a love-hate relationship. While we value collaboration, policies, administrative procedures, school authority processes, and provincial legislation contribute to a demanding number of meetings that span the SLQS and LQS competencies.

Our plan for this session is based on your next 25 days and all the meetings on your horizon. Consider your executive team, board, division-office, committee, one-on-one, virtual, administrator, staff, engagement, parent, union, and sensitive meetings, not to mention those you might be losing sleep over or those that happen by chance as you walk through a school. We’ll share concrete, practical ideas and adaptable tools ready to implement immediately.

Come prepared to meet new CASS colleagues, discuss problems of practice, share ideas, explore common pitfalls, and hear the facilitators’ five-minute version of “Meetings: The Good, the Bad, and the Ugly”—a light-hearted take on their own trials and tribulations as system education leaders. They will also model five different meeting strategies and award prizes!

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

• explore practical strategies and tools for planning, facilitating, and participating in more effective and efficient meetings within Alberta school authorities.
• examine common meeting challenges and problems of practice and share approaches with CASS colleagues for strengthening collaboration, engagement, and productivity.
• identify adaptable meeting strategies that can be immediately applied within their own leadership context to improve the purpose, structure, and effectiveness of meetings.

About the Presenters:

Anthea Boras currently serves as Deputy Superintendent of Holy Spirit Catholic School Division and brings more than 30 years of diverse educational experience, anchored by a clear mission: Lead with Love. As a dedicated servant leader, she places people and relationships at the heart of her decision-making. Driven by a passion for connecting with people of all ages, Anthea focuses on empowering others, cultivating individual strengths, and helping people reach their full potential. Anthea looks forward to sharing lessons learned from her journey as a teacher, school administrator, and system education leader in the school division she continues to call home.

Ray Hoppins landed his first ‘division office gig’ in 2006 and noticed that his number of meetings immediately quadrupled in comparison to his experience as a principal. And thus began his journey of stealing and sharing practical ideas to enhance meetings. Ray was blessed with a fulfilling 33-year career as a teacher, principal, system leader, associate superintendent and chief human resources officer. He retired in 2024, and now draws energy from partnering with school divisions, post-secondary institutions, corporations, municipalities and not-for-profit societies in growing leaders and inspiring teams. For the past 27 years, he has facilitated workshops, short-courses and CASS sessions for system and school leaders on topics such as leadership, communication, staff health & wellness, human resources, relationships, culture, and, yes, meetings.

Host: TBD

Session Description:

As Alberta school authorities continue to navigate the Protection of Privacy Act (POPA), system education leaders are considering what evolving privacy requirements mean for leadership practice, organizational processes, and day-to-day operations. While the legislative requirements are shared, implementation can look different depending on the size, structure, capacity, and local context of each school authority.

This session will bring together system education leaders from Alberta school authorities to share emerging stories of practice related to POPA implementation. Presenters representing different school authority contexts will discuss their experiences, lessons learned, emerging considerations, and approaches to translating privacy requirements into practice. The conversation will provide an opportunity to consider both common challenges and the different realities that may influence implementation across rural and urban systems.

Rather than positioning the session as a technical examination of privacy legislation, the focus will be on the leadership and operational considerations arising as school authorities work through implementation. Participants will have opportunities to engage with presenters and colleagues, ask questions, share experiences, and consider implications for their own local contexts.

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

• explore emerging lessons and considerations from Alberta school authorities as they navigate POPA implementation.
• examine how local context, organizational structures, and system capacity may influence approaches to privacy requirements and practices.
• identify leadership and operational considerations that can inform ongoing POPA implementation within their own school authorities.

About the Presenters:

Coming soon

Host: TBD

Session Description:

The first years of the superintendency bring new responsibilities, relationships, expectations, and decisions often accompanied by a steep learning curve. While every school authority context is different, there is much to be gained from the experiences and perspectives of colleagues who have navigated the role. Designed specifically for new and newly appointed superintendents, this session brings together four practicing and former superintendents representing different stages of experience for a candid, moderated conversation about the realities of leading a school authority. Panelists will share lessons learned, early priorities, challenges and surprises, and what they wish they had known when they first entered the role.

Particular attention will be given to establishing and sustaining an effective superintendent–board relationship, including building trust, clarifying roles and expectations, communicating effectively, and navigating challenging conversations. Panelists will also reflect on developing their own leadership practice, building relationships across the organization, managing competing priorities, and sustaining themselves in the role.

Time will be reserved for participant questions and discussion, providing new superintendents with an opportunity to explore the issues most relevant to their own leadership contexts and learn from the experiences of colleagues.

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

• explore lessons learned, priorities, and practical considerations for navigating the first years of the superintendency.
• examine approaches to building and sustaining effective superintendent–board relationships through trust, role clarity, communication, and shared understanding.
• identify leadership practices and strategies that can strengthen decision-making, relationships, and personal leadership capacity during the transition into the superintendent role.

About the Presenters: 

Coming soon

Host: TBD

Session Description:

Established in 2023 alongside the Alberta Teaching Profession Commission (ATPC), the Professional Conduct and Competency General Panel supports the fair and consistent resolution of complaints involving the professional conduct and competence of Alberta certificated teachers, school leaders, and system education leaders.

The Panel comprises 37 members, including public representatives and active or retired teachers, principals, and system leaders. Members conduct dispute resolution and mediation processes and serve on hearing committees responsible for considering and deciding complaints related to professional conduct and competence. They may also serve on appeal hearing committees when a party appeals a hearing committee’s decision, or on complainant appeal committees when a complainant appeals the ATPC Commissioner’s decision to dismiss a complaint.

Barry Litun, former CASS Executive Director and Chair of the Panel since its inception, will provide an overview of the Panel’s mandate, processes, and work. Supported by current and former CASS members, he will discuss challenges addressed by the ATPC and the Panel over the past four years and share data on complaints, completed files, and files currently under review.

Participants will have an opportunity to ask questions and identify concerns for Barry to raise in future discussions with the Governance Secretariat and the Alberta Education Registrar.

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

• develop an understanding of the mandate, structure, and processes of the Professional Conduct and Competency General Panel and its role within Alberta’s professional conduct and competency framework.
• examine trends and emerging considerations related to professional conduct and competency complaints, including the nature and status of files addressed by the ATPC and the Panel.
• identify implications for system education leaders and explore questions and concerns related to professional conduct and competency processes that may inform future discussions with the Governance Secretariat and the Alberta Education Registrar.

About the Presenter:

Barry Litun is a Life Member and former President of CASS, having served as President in 2010/11 and as Executive Director from 2013 to 2020. During his tenure as Executive Director, he worked with the CASS Board of Directors to advance significant initiatives for the profession, including the reinstatement of full pensions for CASS members and the achievement of professional status for CASS. Since January 2023, he has served as Chair of the Professional Conduct and Competency General Panel.

Barry’s extensive career in education included serving as Superintendent of Lethbridge School District and Deputy Superintendent with Red Deer Public Schools, as well as leadership and teaching roles in Red Deer, Whitecourt, and Lamont. He received the Alberta School Councils’ Association President’s Award in 2017 and a Life Membership Award from the Canadian Association of School System Administrators in 2023.

Host: TBD

Session Description:

In school-based mental health, the challenge is rarely whether to measure. It is how assessment information is understood and used to support timely decision-making. Schools use a range of assessment approaches, but there is often limited clarity about what each is designed to do, how they fit together, and who is responsible for each part of the process. When roles and pathways are unclear, students may experience delays in having their needs recognized, inconsistent referral practices, uneven access to support, and long waits for psychological and clinical services.

This session will introduce a continuum of assessment and support used in schools, distinguishing among educational assessment, mental health screening for referral, diagnostic assessment, and measurement-based care. The session will explore how these approaches can connect, what information is needed at different points, and how roles and decision-making can be better aligned—from early identification and universal support through targeted intervention, referral, and, when appropriate, clinical assessment and direct care. The CBE Student Well-Being Framework will provide a foundation for considering how assessment information can better inform decisions about student support.

Particular attention will be given to how educators, school-based teams, and clinical professionals contribute across this continuum. Administering a screener and understanding when it is appropriate are distinct from interpreting results, reaching diagnostic conclusions, or providing clinical care. Clear boundaries can build staff confidence and strengthen cross-sector collaboration. The session will also share the design phase of a research-practice partnership developing a practical, evidence-informed approach to school-based mental health screening, including establishing the evidence base, reviewing a validated tool, and engaging school staff and risk teams to determine what is workable in school contexts.

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

• dstinguish among key forms of assessment and screening and clarify the respective roles and responsibilities of education and clinical professionals across the continuum of student supports.
• examine how assessment and mental health screening can inform timely decision-making, from early identification and universal supports through referral, targeted intervention, and clinical care, while considering requirements for responsible implementation, including training, consent, privacy, and follow-up.
• reflect on their own system contexts and identify opportunities to strengthen assessment, referral, and support pathways using an established well-being framework and evidence-informed practices.

About the Presenters:

Dr. Jennifer Turner is Superintendent of School Improvement with the Calgary Board of Education, a role she has held since June 2024. Previously, she served as Director of the Centre for Wellbeing in Education at the University of Calgary and as Chief Superintendent of the Fort McMurray Public School District. Her career has included roles as an assistant superintendent, district principal, principal, teacher, and registered psychologist. Jennifer was appointed to Alberta’s Child and Youth Wellbeing Panel in 2021. She holds a Doctor of Education in Educational Leadership from the University of Calgary, a Master of Science in Psychology, and a Bachelor of Education from the University of Alberta. Her work focuses on diverse learners, school-based mental health promotion and intervention, system improvement, and collaborative partnerships.

Dr. Gina Cherkowski is a learning scientist, researcher, and social justice advocate focused on advancing mental health, social-emotional learning (SEL), and belonging in schools and communities. She holds a PhD with a double cognate in Mathematics Education and Culture Studies. Gina leads large-scale initiatives that strengthen mental health supports and embed SEL practices across schools, helping educators, students, and families thrive academically, socially, and emotionally. She is a member of CASEL’s International SEL Fellows Academy and founder of the Mental Health Summit. With expertise in neurodiversity and learning science, Gina supports schools and organizations in creating inclusive learning environments that foster well-being, connection, and success. Her work is grounded in systems change and a commitment to ensuring every learner experiences a genuine sense of belonging.

Loriann Stienwand brings experience across all levels of education, having served as a teacher, learning coach, school administrator, director of inclusive learning, and mental health in schools specialist with Alberta Education. She is currently Superintendent of Valhalla Charter School and works as a consultant with the Calgary Board of Education. Loriann has extensive experience strengthening individual and organizational capacity at the school, school authority, and provincial levels. She has contributed to foundational frameworks for inclusion, including Implementing a Continuum of Supports and Services, and played a key role in Alberta’s Mental Health in Schools Pilots. Her work has also focused on translating research into practice through targeted mental health supports. Loriann holds a Master of Education in Educational Leadership from Gonzaga University and degrees from the University of Saskatchewan. She is passionate about advancing equity, mental health, well-being, and the power of collective action.

Host: Dr. Gloria Antifaiff

Session Description:

How can system education leaders create greater coherence between system priorities, instructional leadership, professional learning, and classroom practice? This session explores findings from the CASS research study, Advancing Student Achievement in Literacy and Numeracy: Perspectives of Alberta’s System Education Leaders, and connects the research to Alberta Stories of Practice focused on the development, implementation, and refinement of system instructional frameworks.

The session will begin with key findings from the study, highlighting the system conditions and leadership practices that support sustained instructional improvement. Four system education leaders will then share their local journeys with instructional frameworks, including why the work began, how frameworks and aligned structures were collaboratively developed, approaches to implementation and professional learning, lessons learned, and how the work continues to evolve. Their stories demonstrate that there is no single approach to building instructional coherence and that effective frameworks are more than documents; they become living structures that connect system direction with teaching and learning.

Participants will also be introduced to the CASS eLeadership Guide, Advancing Student Achievement Through System Instructional Frameworks, which brings together research, reflection questions, and Alberta Stories of Practice. The session will invite system education leaders to consider where their own school authorities are in this work and identify opportunities to develop, strengthen, or refine a coordinated approach to instructional leadership.

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

• examine research findings and Alberta Stories of Practice to identify system education leadership practices that strengthen instructional coherence and student achievement;
• analyze how system instructional frameworks can connect system priorities, professional learning, evidence use, instructional leadership, and classroom practice while remaining responsive to local context; and
• apply insights from the CASS research and eLeadership Guide to identify next steps for developing, implementing, or refining system instructional frameworks within their own school authority.

About the Presenters:

Beverley Barca has more than 35 years of experience in education, spanning classroom, school and system leadership, provincial education, consulting, and professional learning across Alberta, Yukon, and the Northwest Territories. Throughout her career, she has worked alongside educators, leaders, communities, and organizations to build shared understanding, strengthen professional capacity, and support sustainable system change. In her current work with Northland School Division, Beverley focuses on mathematics and the development of the Connecting Perspectives for Teaching and Learning Mathematics Framework. The framework brings together pedagogy, assessment, instructional leadership, Indigenous perspectives, student voice, and connections to land and community. Central to Beverley’s leadership is a commitment to continuous learning—listening closely, asking thoughtful questions, building trust, and creating the conditions for students, educators, and leaders to learn, grow, and thrive.

Terri-Lynn Duncan is the Deputy Superintendent of Horizon School Division and brings more than 30 years of experience in education. Her career has included teaching and leadership roles with Edmonton Public Schools, Palliser School Division, and Horizon School Division. Prior to becoming Deputy Superintendent, Terri-Lynn served as Associate Superintendent of Learner Services with Horizon, supporting system-level work in curriculum, assessment, instruction, and student learning. Terri-Lynn is passionate about creating successful education and career pathways for all students and strengthening system capacity to support teaching and learning. She is actively involved in provincial education leadership and currently serves as Vice Board Chair of the Alberta Assessment Consortium.

Keith Gamblin is the Associate Superintendent, Learning Services with St. Paul Education and brings more than 20 years of experience as an educator and system leader. Throughout his career, Keith has focused on creating equitable learning environments and improving outcomes for students, particularly Indigenous and other equity-deserving learners. His system leadership work includes curriculum and instruction, educational technology, student learning, and partnerships with community organizations. Keith holds a Master’s degree in elementary education, with research focused on using community resources and technology to enhance literacy outcomes for Indigenous students. He is committed to collaborative leadership and strengthening system capacity to create meaningful and responsive learning opportunities for all students.

Corinne Kruse – With 35 years of experience in education, Corinne Kruse has served in a variety of classroom teaching roles, as a vice-principal and principal, and, for the past five years, as Director of Teaching and Learning with Grande Prairie Public School Division (GPPSD). Her portfolio focuses on curriculum and assessment, with a strong emphasis on supporting school leaders in the continued development of their instructional leadership. She works alongside leaders to build their capacity, strengthen system coherence, and create the conditions for optimal learning for all students.

Host: TBD 

Session Description:

Growing instability in the teaching profession has direct consequences for students, families, and communities, affecting classroom continuity, educational quality, and trust in public education.  In Alberta, teachers are experiencing increasing workload pressures, changing expectations, and growing concerns about whether teaching is sustainable over the long term. Recent TALIS data indicate that 42% of Alberta teachers experience high work-related stress. These realities invite us to look beyond individual approaches to wellness and ask a broader question: What can leaders do to create the conditions in which teachers can do their best work and continue to thrive in the profession?

This interactive session draws on a SSHRC-funded study examining how multi-level leadership practices influence teacher well-being and career sustainability in Alberta public schools. The research explores areas that matter in teachers’ everyday professional lives, including relational trust, professional autonomy, workload and work design, teacher voice, mentorship, and meaningful professional learning.

Participants will reflect on their own leadership contexts, discuss common system-level challenges, and work through practical scenarios with colleagues. Together, they will consider where leadership practices across schools and systems are aligned, where gaps may exist, and what leaders can do to strengthen support for teachers without simply adding another initiative. The session will encourage system education leaders to consider teacher well-being as a shared leadership responsibility and explore practical ways to strengthen relationships, build leadership capacity, and create more coherent and sustainable supports for educators.

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

• explore how educators understand and experience well-being within the context of their professional roles and working conditions.
• examine how organizational and leadership practices influence well-being across interconnected individual, school, system, and family/community contexts.
• identify practical leadership approaches that can strengthen teacher well-being and support long-term career sustainability.

About the Presenters:

Dr. Theodora Kapoyannis is an Assistant Professor in the Werklund School of Education at the University of Calgary and former Director of Field Experience (2019–2025). Prior to joining academia, she served for 18 years in system leadership within a large urban school board. Her research focuses on educational leadership, teacher well-being, mentorship, and system coherence. She is the Principal Investigator on a SSHRC Insight Development Grant examining multi-level leadership practices and well-being in Alberta public schools.

Raisa Jivani is a doctoral candidate in Educational Leadership in Post-Secondary Contexts at the Werklund School of Education, University of Calgary. Her research interests include preservice and in-service teacher education, equity and inclusion in education, innovative teaching and learning practices, and digital pedagogies.

Dr. Patricia Danyluk is Director of Professional Graduate Programs and an Associate Professor in the Werklund School of Education at the University of Calgary. Her research portfolio includes extensive scholarship in teacher education, Indigenous education, and leadership well-being. She serves as a Co-Applicant on the SSHRC Insight Development Grant, supporting district partnerships, cross-level qualitative analysis, and practitioner knowledge mobilization across Alberta.

Host: TBD

Session Description:

When incidents are reported by students, parents, or staff, educational leaders are responsible for responding in ways that are fair, legally sound, and focused on the well-being of everyone involved. Unlike investigations within the justice system, school-based investigations are not solely about determining fault. They are also about understanding circumstances, restoring safety, supporting learning, and identifying appropriate responses that balance accountability, growth, and community trust.

This interactive session provides educational leaders with a practical introduction to effective investigative practices within Alberta’s education context. Participants will explore how the Education Act, privacy legislation, student record requirements, workplace obligations, and principles of natural justice shape investigative decision-making. The session will highlight approaches for conducting investigations that are thorough, defensible, and aligned with legislative and professional responsibilities. Participants will examine the Education Act’s expectation that student behaviour be addressed through a continuum of supports, interventions, and increasingly significant consequences when behaviours persist, escalate, or compromise safety. They will consider how investigations inform decisions along this continuum while supporting safe, caring, respectful, and welcoming learning environments.

The session will also address the leadership challenge of communicating effectively throughout an investigation. Participants will explore strategies for navigating expectations for transparency while respecting privacy and confidentiality requirements and communicating appropriately with students, families, staff, trustees, and community members. Ultimately, effective investigative practice is about both process and trust. Thoughtful investigations and communication can strengthen confidence in leadership while demonstrating a commitment to fairness, accountability, and the well-being of the school community.

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

• identify key legal, procedural, and professional considerations that inform fair, thorough, and defensible investigations within Alberta’s education context.
• apply effective investigative practices to support sound decision-making, appropriate responses, and safe, caring, respectful, and welcoming learning environments.
• explore strategies for communicating throughout the investigative process that balance transparency, privacy, confidentiality, and accountability while maintaining trust with students, families, staff, trustees, and communities.

About the Presenters:

David Chisholm is a Regional Director with the Lester B. Pearson School Board in Montreal. He brings extensive experience in education and human resources leadership, having previously served as Assistant Director of Human Resources with the school board for approximately six years. During a secondment from the school board, David also served as the Quebec government’s chief negotiator for the province’s English-language school boards. Earlier in his career, David worked with the Canadian Security Intelligence Service (CSIS) before returning to his roots in education, where he served as a teacher and vice-principal. His diverse professional background provides him with a unique perspective on system leadership, human resources, labour relations, and organizational decision-making.

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

Host: TBD

Session Description:

The presenters from Wolf Creek Public School Division will share two examples of system-level change designed to strengthen student learning and career exploration.

The first example will highlight how Wolf Creek has adapted its approach to career exploration for First Nations students to increase accessibility and create more culturally responsive learning experiences. Presenters will share how Elders, ceremony, local Indigenous expertise, and Wolf Creek’s mobile welding lab have been incorporated into this work.

The second example will explore how early career exploration is being integrated into the K–9 curriculum through hands-on, experiential learning. Presenters will share the approaches, resources, and logistical considerations involved in creating opportunities for students to explore career pathways through curriculum-connected project work.

Together, these stories of practice will illustrate how system-level leadership, community partnerships, and innovative approaches to learning can expand opportunities for students to explore potential career pathways.

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

• examine system-level approaches to career exploration that increase access, incorporate First Nations perspectives and community expertise, and respond to diverse student needs.
• explore strategies for integrating career exploration into K–9 curriculum through hands-on, experiential, and project-based learning.
• reflect on their own system practices and identify opportunities to adapt structures, approaches, or partnerships to better support student learning, career exploration, and success.

About the Presenters:

Sean Lougheed is the Director of Education Services, Curriculum and Instruction, with Wolf Creek Public Schools. He began his career teaching in Fort McMurray before joining Wolf Creek, where he has spent the past 25 years as a teacher, administrator, and system leader, including 14 years as a director. Sean is a passionate educator focused on developing excellent learning environments and creating new opportunities for students to flourish.

Shelagh Hagemann is the Director of Indigenous Education and Reconciliation for Wolf Creek Public Schools. Sheila has more than three decades of experience in education, with a long-standing commitment to fostering inclusive and culturally responsive learning environments. Her expertise, commitment, and vision help guide Wolf Creek Public Schools in its ongoing efforts to advance reconciliation and equity.

Host: TBD

Session Description: 

This session will examine the role of the chief superintendent in supporting effective governance. Participants will consider the intersection of legislation, local policy frameworks, and the practical leadership implications for chief superintendents. Building on these foundations, participants will engage in active dialogue and reflection on their own experiences, leadership considerations, and approaches to supporting effective governance. The session will also introduce key reflection questions to help participants examine the leadership mindsets and actions that contribute to effective governance, strong leadership, and positive student outcomes. This session is designed primarily for public school authorities. Charter school superintendents are welcome to participate; however, some of the legislative, policy, and governance content may not directly apply within the charter school context.

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

• examine the legislative and local policy frameworks that shape the chief superintendent’s role in supporting effective governance.
• explore leadership practices and approaches that strengthen role clarity, decision-making, and productive superintendent–board relationships.
• reflect on their own governance context and leadership practice to identify actions that support effective governance, organizational leadership, and positive student outcomes.

About the Presenter:

Joanne Pitman is Chief Superintendent of Schools for the Calgary Board of Education (CBE). She has held senior leadership roles in education systems across southern and northwestern Alberta, including Superintendent of School Improvement with the CBE and Assistant Superintendent of Universal Design & Learning with Medicine Hat Public School District. Joanne began her career with Grande Prairie Public School District as a teacher, principal, district principal, and director. Throughout her career, Joanne has focused on intentional leadership, developing effective collaborative teams, and creating the conditions for strong system-level approaches to teaching and learning. She is committed to building collective capacity, using evidence to inform decision-making, and fostering responsive and resilient learning environments. Joanne holds a Master of Education in Educational Leadership from the University of Lethbridge.