The practice standards for CASS members and Areas of Practice for ASBOA  members imply shared responsibility for creating the conditions for all students to be successful. School authority leaders in Alberta have an essential role to play in building system coherence, and collective efficacy resulting in enhancing the learning and wellbeing of all children and young people in the province.  Join Dr. Santiago Rincón-Gallardo to hear current research and practice on how effective school authorities build coherence and create the conditions for optimal learning and wellbeing for all students.

Santiago Rincón-Gallardo is an education consultant and Chief Research Officer with Michael Fullan’s team. He helps education system leaders reignite their power to learn and develop their capacity to help adults and young people in their schools do the same. For over a decade, Santiago led an organization that catalyzed a movement of pedagogical innovation that continues to spread to thousands of public schools in Mexico, Chile, Peru, and Argentina. He is involved in capacity building and consulting projects with district and school network leaders in the United States, Scotland, Australia, Chile, and Mexico.  His book Liberating Learning: Educational Change as Social Movement received the Outstanding Book of the Year Award by the American Association for Teaching and Curriculum in 2021. His recent publications include a literature review titled: Learning to Lead School Districts Effectively, co-authored with Dr. Steve Anderson from the University of Toronto. Santiago holds a doctorate on Education Policy, Leadership and Instructional Practice from Harvard. He completed post-doctoral studies at the Ontario Institute for Studies in Education. He lives in Toronto with his wife and their two sons.

In the past 5 years 50% of Alberta school authorities have experienced a change in the position of Chief Superintendent. This indicates that CASS members are either new to the role of Chief Superintendent or have transitioned to a new context.   Dr. Tinney’s presentation on Contextual Leadership provided us with insights such as:

The contexts are different, and the leadership required must fit the cultures, practices and traditions in each place. Marshall Goldsmith’s book What Got You Here Won’t Get You There (2007) talks about how leadership behaviours are shaped by, and, in turn, shape the context of organizations and the relationship with people.

This learning opportunity aims to explore the essential components of success for the Chief Superintendent role, addressing those who are new to the position or new to a specific context.  CASS members have consistently expressed that the most valuable learning occurs through dialogue with colleagues who hold similar roles.  In this session, experienced Chief Superintendents, as well as those new to the role, will contribute to the collective  learning.  Additionally, we will integrate the data collected through CASS Pro-spectives Governance sessions during the 2022-23 year.  This learning opportunity will be facilitated by Superintendents Finnigan and Lindquist.

As a result of participating in this session, you will have the opportunity to address Alberta Education Professional Practice Competency indicators such as:  

• SLQS
  7(a)  establishing and sustaining a productive working relationship with the board, based on mutual trust, respect and integrity;
  7(d)  ensuring that the board’s plans, resource allocations, strategies and procedures lead to the achievement of its goals and priorities;
  7(f )  supporting the board in the fulfilment of its governance functions in the fiduciary, strategic and generative realms.

For the past 37 years, Kathleen Finnigan has been in the vocation of Catholic education in a variety of roles including teacher, school counsellor, vice principal, principal, Associate Superintendent and now Superintendent in Red Deer Catholic Regional Division.  Kathleen thrives on change and work in team to vision, plan and implement change which positively influences teaching and learning.  Kathleen  received her Bachelor of Education from the University of Alberta and continued with a Master of Arts in Education from San Diego State University. After this, she completed a Doctor of Education from the University of Calgary. Her doctoral dissertation focused on principals’ enactment of high-leverage leadership practices that positively influence teachers’ instructional practice in Alberta. Based on Kathleen’s research, and working in collaboration with school leaders, Red Deer Catholic embarked on a journey to unpackage the massive concept of instructional leadership. The Four Pillars of Instructional Leadership were created to support the implementation of instructional leadership within schools which aligns with the Alberta Education Leadership Quality Standard.

Dean Lindquist brings extensive leadership and teaching experience in public, separate, and charter schools. In addition to his most recent position as Superintendent for Thrive Elementary Charter School, , he served in Superintendent roles for New Horizons Charter School, SD 71 (Comox Valley) and Grande Yellowhead Public Schools, as well as Associate/Deputy Superintendent for the Aspen View Regional School Division. Earlier in his career, Dean also held positions as a Principal and as a classroom teacher in schools across central Alberta. Rounding out his experience, Dean has taught graduate-level courses at the University of Calgary and served as Assistant Deputy Minister (Program and System Support) for Alberta Education. Dean enjoys immersing himself in professional and academic literature to stay up to date on the latest developments in education and related areas.

The pedagogical core – the everyday interaction between educators and learners in the presence of curriculum – is the fundamental unit that needs to be influenced in order to  realize the aspiration of optimal learning and wellbeing for all students in Alberta. This session offers conceptual and practical orientations for system education leaders to exert intentional influence on the pedagogical core, model visionary leadership and create the conditions for mobilizing the hearts, heads, and hands of those they lead.

This learning opportunity will focus on the SLQS and LQS competencies of Visionary Leadership and Leading Learning, with a specific emphasis on topics such as new curriculum and TAVE ( Trades, Apprenticeship, & Vocational Education). Ways of being, knowing and doing, as modelled in the continuum of supports and services, and creating respectful and reciprocal relationships with First Nations, Métis and Inuit communities to advance learning for Indigenous students, and for the benefit of all students, will also be coherent with this presentation.

As a result of participating in this session you will have the opportunity to address Alberta Education Professional Practice Competency indicators such as:  
SLQS 3(a) ensuring that the vision is informed by research on effective learning, teaching and leadership; 4(b)providing learning opportunities, based on research- informed principles of effective teaching, learning and leadership, to support building the capacity of all members of the school community to fulfill their educational roles; 5(a) supporting staff in accessing the professional learning and capacity-building needed to meet the learning needs of First Nations, Métis, Inuit and all other students;

LQS  3(b) recognizing the school community’s values and aspirations and demonstrating an appreciation for diversity; 4(a) fostering in the school community equality and respect with regard to rights as provided for in the Alberta Human Rights Act and the Canadian Charter of Rights and Freedoms; 4(b) creating an inclusive learning environment in which diversity is embraced, a sense of belonging is emphasized, and all students and staff are welcomed, cared for, respected, and safe; and
build coherence between your work to lead learning and provide visionary leadership in support of optimum learning for all students.

Santiago Rincón-Gallardo is an education consultant and Chief Research Officer with Michael Fullan’s team. He helps education system leaders reignite their power to learn and develop their capacity to help adults and young people in their schools do the same. For over a decade, Santiago led an organization that catalyzed a movement of pedagogical innovation that continues to spread to thousands of public schools in Mexico, Chile, Peru, and Argentina. He is involved in capacity building and consulting projects with district and school network leaders in the United States, Scotland, Australia, Chile, and Mexico.  His book Liberating Learning: Educational Change as Social Movement received the Outstanding Book of the Year Award by the American Association for Teaching and Curriculum in 2021. His recent publications include a literature review titled: Learning to Lead School Districts Effectively, co-authored with Dr. Steve Anderson from the University of Toronto. Santiago holds a doctorate on Education Policy, Leadership and Instructional Practice from Harvard. He completed post-doctoral studies at the Ontario Institute for Studies in Education. He lives in Toronto with his wife and their two sons.

Created under the Education (Reforming Teacher Profession Discipline) Amendment Act, the Alberta Teaching Profession Commission oversees disciplinary matters for teachers and teacher leaders. Commissioner Julia Sproule will speak to the legislative process followed by a discussion as to the general implications for System Education Leaders. An opportunity for questions and responses will be provided.

Following the Commissioner’s presentation, delegates will identify those factors that impact and intersect with the work of the system leadership teams, based on key legislative changes.

As a result of participating in this session, you will have the opportunity to address Alberta Education Professional Practice Competency indicators and ASBOA Areas of Practice such as:

SLQS 1(e) establishing constructive relationships with students, staff, school councils, parents/guardians, employee organizations, the education ministry and other stakeholder organizations; 2(b) collaborating with teachers, principals, school jurisdiction leaders and other superintendents to build professional capacities and expertise;

LQS 1(a) acting with fairness, respect and integrity; 1 (f) demonstrating a commitment to the health and well-being of all teachers, staff and students; 1(h) engaging in collegial relationships while modeling and promoting open, collaborative dialogue; 2(a)engaging with others such as teachers, principals and other leaders to build personal and collective professional capacities and expertise;

ASBOA Areas of Practice: Administration, Human Resource Management,

Julia Sproule was appointed as commissioner of the Teaching Profession on September 28th, 2022. Julia is an experienced legal advisor with a diversity of legal and leadership experience including management of workplace investigations, appearances before administrative tribunals and legislative and statutory interpretation. She has held associate roles in private practice, as well as in-house counsel roles in industry and government. She has experience in change management, project management and senior leadership. Julia graduated from the University of Alberta in 2001 with a BA (Honors) and received her law degree in 2005, also from the University of Alberta. She was called to the Alberta Bar in 2006.

Mr. Vincent Behm has spent the last 25 years as a teacher, principal, and most recently Chief Deputy Superintendent of Christ the Redeemer Catholic Schools.  His teaching and leadership experiences includes all grade levels, and he has served as principal in elementary, junior, and senior high.  Vincent has a Master of Education degree in Educational Leadership and a Human Resources certification from the University of Calgary.  As Chief Deputy Superintendent with Christ the Redeemer Catholic Schools, he works primarily in Human Resources.

Michael Kilcommons is the Associate Superintendent with Christ the Redeemer Catholic Schools. After about two and a half decades in the classroom and school based administration, Michael moved to Central Office, where he is currently in the Corporate Services Department, having served in this role for the last 10 years. He is a member of both CASS and ASBOA.

Teresa Haykowsky is a partner at McLennan Ross. She is a powerful and dedicated bilingual advocate for her clients. She provides practical advice and solid solutions based on her depth of knowledge in education law, labour and employment, constitutional, administrative, occupational health and safety, municipal, and privacy law. Teresa has depth in the evolution and changes which have occurred in education law over the past twenty-five years. She is particularly well-versed the Education Act. With her creativity and experience, she has the ability to look outside of purely theoretical or academic solutions. Authentic and dedicated, Teresa’s reputation for reliable and smart advice is well-earned. Her clients have relied on her keen advocacy for decades. Teresa has a unique understanding of education (K-12) industry, as well as the law. She strives to understand what will work for each individual client and knows sometimes the law is only one part of what they’re looking for and other times it is the whole answer.

This learning opportunity  will joyfully explore some of the research-driven approaches and mindsets that will provoke questions and promote ideas that challenge the conventional narration of student success and engagement. We will discuss some of the systemic barriers that challenge system leaders as they implement, promote , and support their vision of success for students. Participants will consider their leadership role within the LQS and SLQS and examine how their own philosophy and mindset can impact the learning in their school authority.

As a result of participating in this session, you will have the opportunity to address Alberta Education Professional Practice Competency indicators and ASBOA Areas of Practice  such as:

SLQS 3 (a) ensuring that the vision is informed by research on effective learning, teaching and leadership;
(b) promoting innovation and continuous improvement by building structures and developing strategies to support staff in professional collaboration;

LQS 3(a) communicating a philosophy of education that is student-centred and based on sound principles of effective teaching and leadership;
(b) recognizing the school community’s values and aspirations and demonstrating an appreciation for diversity;
(c) collaborating with other leaders and superintendents to address challenges and priorities;

And ASBOA Areas of Practice Administration, Planning and Evaluation

Dr. Jessie Shirley is the Superintendent of Grande Prairie and District Catholic School Division. Her  professional journey began as an educational assistant and has continue with experiences as a classroom teacher as well as various other positions in education such as School Administrator; Division Lead for Numeracy;  Coordinator for the Alberta Initiative for School Improvement;  and Assistant Superintendent of Teaching and Learning. Dr. Shirley’s  Masters’ Degree  focused on the implementation of the Alberta K-9 Mathematics Program of Studies, and a Doctorate from the University of Calgary that focused on high school redesign and diverse pedagogical approaches. I have presented on mathematics, numeracy, and high school redesign at numerous conferences locally (through our school division and the Northern Regional Learning Consortium) provincially (through CASS and MCATA), and internationally (through the NCTM). Recently, Dr. Shirley has been co-writing a Masters’ course at St. Mary’s University on Visionary Leadership.

Superintendents and system educational leaders determine the vision for a preferred future for learning and success for all learners in their systems. This session will focus on how they can make the shift from working from the mindset of ‘inclusive education’ to an education system that is inclusive with a robust continuum of supports and services for all students.

As Dr. J Tinney (2022) shared with us  when we design an education system that is inclusive it is built on values such as respect, belonging, and all learning community members (staff, students)  have a voice and can contribute. (Leading for Equity)   We recognize systematic barriers and strive to remove them. Working within finite public resources, policies, and structures, it can be challenging to ensure supports and services meet the needs of all students. In this session you will learn from colleagues how they are planning for a preferred future for their students as they plan and implement a continuum of supports and services.  

As a result of participating in this session, you will have the opportunity to address Alberta Education Professional Practice Competency indicators such as:

SLQS 3 (a) ensuring that the vision is informed by research on effective learning, teaching and leadership; 4(a) fostering in the school community equality and respect with regard to rights as provided for in the Alberta Human Rights Act and the Canadian Charter of Rights and Freedoms;(e) ensuring that staff have access to resources, programs and expertise to support them in meeting their professional responsibilities and in addressing the learning needs of all students;

LQS 3(a) communicating a philosophy of education that is student-centred and based on sound principles of effective teaching and leadership;
(b) recognizing the school community’s values and aspirations and demonstrating an appreciation for diversity;4 (a) fostering in the school community equality and respect with regard to rights as provided for in the Alberta Human Rights Act and the Canadian Charter of Rights and Freedoms;
(b) creating an inclusive learning environment in which diversity is embraced, a sense of belonging is emphasized, and all students and staff are welcomed, cared for, respected, and safe; (c) developing a shared responsibility for the success of all students; 9 (b) representing the needs of students at the community, school authority and provincial levels;

And Whereas statements in the front matter of SLQS, LQS and TQS Professional Practice Standards

Nancy Gorgichuk holds a Bachelor of Education (Special Education) from the University of Alberta and a Master of Education (Educational Leadership) from the University of Calgary. She has been part of the Grande Prairie Public School Division her entire career which has spanned over 30 years. She has taught Pre-K through Grade 12 and has held various leadership positions: curriculum coordinator, vice-principal, principal, and for the last 6 years has provided system leadership as the current Director of Inclusive Learning. Throughout her career she has intentionally worked to promote inclusion and a sense of belonging; and to ensure those around her have felt welcomed, cared for, respected and safe.

Pam Ranelli has been involved in K-12 education for over 40 years.  She has been a classroom teacher, itinerant teacher for children who are blind or visually impaired, a principal, Director of Inclusive Learning, Assistant Superintendent, and a Senior Manager with Alberta Education. She retired as a Superintendent of Foothills School Division in 2019 and is currently a Well at Work advisor for EdCan and a Leadership Consultant for CASS. Pam holds a B.A. and Bed from St. Francis Xavier University, a Graduate Certificate in Education Psychology from the University of Calgary and a Masters in education from Dalhousie University.  In addition, she recently completed a Change Management from Cornell University.

Why are the new legislative changes important? What does a System Leader need to know and how might a System Leader be specifically affected under the new processes?

This session, addresses the following issues:

• In depth discussion of the revised Code of Conduct and implications for System Leaders
• What participation in the process could look like for a System Leader
• What is the duty to report and when should this be made by a System Leader: what is new?
• How could a System Leader properly participate in the process?

This will be a practical hands-on session intended to assist a System’s Leader to increase the tools in their toolbox when dealing with complaints and the related process.  You do not have to have attended the first session on the Teacher Profession Act to attend this session.

As a result of participating in this session, you will have the opportunity to address Alberta Education Professional Practice Competency indicators and ASBOA Areas of Practice such as:

SLQS 1(e) establishing constructive relationships with students, staff, school councils, parents/guardians, employee organizations, the education ministry and other stakeholder organizations; 2(b) collaborating with teachers, principals, school jurisdiction leaders and other superintendents to build professional capacities and expertise;

LQS 1(a) acting with fairness, respect and integrity; 1 (f) demonstrating a commitment to the health and well-being of all teachers, staff and students; 1(h) engaging in collegial relationships while modeling and promoting open, collaborative dialogue; 2(a)engaging with others such as teachers, principals and other leaders to build personal and collective professional capacities and expertise;

ASBOA Areas of Practice: Administration, Human Resource Management

Teresa Haykowsky is a partner at McLennan Ross. She is a powerful and dedicated bilingual advocate for her clients. She provides practical advice and solid solutions based on her depth of knowledge in education law, labour and employment, constitutional, administrative, occupational health and safety, municipal, and privacy law. Teresa has depth in the evolution and changes which have occurred in education law over the past twenty-five years. She is particularly well-versed the Education Act. With her creativity and experience, she has the ability to look outside of purely theoretical or academic solutions. Authentic and dedicated, Teresa’s reputation for reliable and smart advice is well-earned. Her clients have relied on her keen advocacy for decades. Teresa has a unique understanding of education (K-12) industry, as well as the law. She strives to understand what will work for each individual client and knows sometimes the law is only one part of what they’re looking for and other times it is the whole answer.

Mr. Vincent Behm has spent the last 25 years as a teacher, principal, and most recently Chief Deputy Superintendent of Christ the Redeemer Catholic Schools.  His teaching and leadership experiences includes all grade levels, and he has served as principal in elementary, junior, and senior high.  Vincent has a Master of Education degree in Educational Leadership and a Human Resources certification from the University of Calgary.  As Chief Deputy Superintendent with Christ the Redeemer Catholic Schools, he works primarily in Human Resources.

Michael Kilcommons is the Associate Superintendent with Christ the Redeemer Catholic Schools. After about two and a half decades in the classroom and school based administration, Michael moved to Central Office, where he is currently in the Corporate Services Department, having served in this role for the last 10 years. He is a member of both CASS and ASBOA.

A theory of action is a hypothesis that links intentional strategic actions with intended results.  It can be used as a powerful tool to connect what we plan to do with what we hope to get. This session will offer a conceptual and practical introduction to Theories of Action and  provide insights and orientations for leaders in school authorities to design and develop a continuously evolving theory of action that supports and enhances their implementation plans, close the gap between aspirations and realization of optimal learning and wellbeing for students Alberta, and therefore provide assurance to stakeholders and the public.

As a result of participating in this session, you will have the opportunity to address Alberta Education Professional Practice Competency indicators and ASBOA areas of practice such as:

SLQS 3(b) promoting innovation and continuous improvement by building structures and developing strategies to support staff in professional collaboration;(c) promoting in the school community a common understanding of and support for the school authority’s goals, priorities, and strategic initiatives; and(d) ensuring that the vision expressed in the school authority’s education plan is responsive to the ongoing review of the school authority’s achievements, meets all requirements identified in provincial legislation, and incorporates the school community’s perspectives. 6(b)ensuring effective alignment of the school authority’s human resources to achieve the school authority’s education plan;(e) establishing data-informed strategic planning and decision- making processes that are responsive to changing contexts; 7 (g) implementing board policies and supporting the regular review and evaluation of their impact;

LQS 2(c) seeking, critically reviewing and applying educational research to inform effective practice; 3(e) promoting innovation, enabling positive change, and fostering commitment to continuous improvement; and(f) accessing, sharing and using a range of data to determine progress towards achieving goals

ASBOA Areas of Practice Administration, Planning and Evaluation

Santiago Rincón-Gallardo is an education consultant and Chief Research Officer with Michael Fullan’s team. He helps education system leaders reignite their power to learn and develop their capacity to help adults and young people in their schools do the same. For over a decade, Santiago led an organization that catalyzed a movement of pedagogical innovation that continues to spread to thousands of public schools in Mexico, Chile, Peru, and Argentina. He is involved in capacity building and consulting projects with district and school network leaders in the United States, Scotland, Australia, Chile, and Mexico.  His book Liberating Learning: Educational Change as Social Movement received the Outstanding Book of the Year Award by the American Association for Teaching and Curriculum in 2021. His recent publications include a literature review titled: Learning to Lead School Districts Effectively, co-authored with Dr. Steve Anderson from the University of Toronto. Santiago holds a doctorate on Education Policy, Leadership and Instructional Practice from Harvard. He completed post-doctoral studies at the Ontario Institute for Studies in Education. He lives in Toronto with his wife and their two sons.

This session, intended for both Superintendents and Secretary-Treasurers will explore strategies to support and empower Boards in making difficult governance decisions.  

Despite having often vastly different career experiences, Secretary Treasurers and Superintendents find themselves needing to work closely together to support the work of the Board.  At no time is that more important than when the Board needs to make difficult, public decisions that impact a number of stakeholders. 

Empowering and preparing your board to make such decisions starts long before the big decisions arise.  It starts with building awareness of what decisions may need to be made, while developing an understanding of legislation, policy, and the importance of community engagement when looking at more straight-forward decisions.  Through that, you develop a culture of being well-informed and confident in making any number of difficult decisions.  It doesn’t make the decisions any easier, but it does create a structure by which to make them. 

Shauna Boyce and Scott McFadyen are the Superintendent and Secretary-Treasurer respectively of Parkland School Division. They have worked together for the past 5 years, and collectively have decades of experience in the education field. As part of the PSD Executive team, they have supported their Board through a restructuring of the regional transportation system, a school closure, school attendance area adjustments, and any number of other important and public decisions. 

Like most Superintendents and Secretary-Treasurers, their work, and approach, is very different, but is aimed at the same goal:  give the Board all the information they need, providing them with the parameters required to feel confident and empowered to make the best decisions for the Division … counselling the Board while making decisions, but not on what decision to make.  

Spend time in this session together as a Superintendent/Secretary-Treasurer team exploring and learning from other Divisions about what has worked, what hasn’t worked, and how we can grow together to better support our governors. We guarantee lots of learning from each other!

As a result of participating in this session, you will have the opportunity to address Alberta Education Professional Practice Competency indicators and ASBOA Areas of Practice such as:

SLQS 6(a) providing direction on fiscal and resource management in accordance with all statutory, regulatory and school authority requirements; (e) establishing data-informed strategic planning and decision- making processes that are responsive to changing contexts; 7
(a) establishing and sustaining a productive working relationship with the board, based on mutual trust, respect and integrity;(e) ensuring that the board’s fiscal and resource management is in accordance with all statutory, regulatory and board requirements;
(f) supporting the board in the fulfillment of its governance functions in the fiduciary, strategic and generative realms; (j) building the capacity of the board and staff to predict, communicate and respond to emergent circumstances, including emergency readiness and crisis management, and to political, social, economic, legal and cultural contexts and trends;
(k) supporting the board in its engagement with the school community to develop a vision of a preferred future for student success;(m) promoting constructive relations between the board and staff, as well as provincial authorities, post-secondary institutions
and education stakeholder organizations.

ASBOA Areas of Practice: Administration, Planning and Evaluation, Communication

This session will explore some specific approaches, based on research, practice and implementation, that support Visionary Leadership. In addition, participants will go through a series of activities that allow  them to consider how their leadership affects the extent to which a school authority promotes approaches that are student-centered and focus on success and engagement for all.

As a result of participating in this session, you will have the opportunity to address Alberta Education Professional Practice Competency indicators and ASBOA Areas of Practice  such as:

SLQS 3(c) promoting in the school community a common understanding of and support for the school authority’s goals, priorities, and strategic initiatives; and (d) ensuring that the vision expressed in the school authority’s education plan is responsive to the ongoing review of the school authority’s achievements, meets all requirements identified in provincial legislation, and incorporates the school community’s perspectives.

LQS3(a) supporting school community members, including school councils, in fulfilling their roles and responsibilities;
(b) promoting innovation, enabling positive change, and fostering commitment to continuous improvement; and
(c) accessing, sharing and using a range of data to determine progress towards achieving goals.

ASBOA Areas of Practice Administration, Planning and Evaluation

Dr. Jessie Shirley is the Superintendent of Grande Prairie and District Catholic School Division. Her  professional journey began as an educational assistant and has continue with experiences as a classroom teacher as well as various other positions in education such as School Administrator; Division Lead for Numeracy;  Coordinator for the Alberta Initiative for School Improvement;  and Assistant Superintendent of Teaching and Learning. Dr. Shirley’s  Masters’ Degree  focused on the implementation of the Alberta K-9 Mathematics Program of Studies, and a Doctorate from the University of Calgary that focused on high school redesign and diverse pedagogical approaches. I have presented on mathematics, numeracy, and high school redesign at numerous conferences locally (through our school division and the Northern Regional Learning Consortium) provincially (through CASS and MCATA), and internationally (through the NCTM). Recently, Dr. Shirley has been co-writing a Masters’ course at St. Mary’s University on Visionary Leadership.

“The education system plays an important role in contributing to enhanced positive mental health in children and youth. Promoting and supporting positive mental health and welcoming, caring, respectful, and safe learning environments is vital to ensuring children and youth are resilient better able to learn, achieve success and build healthy relationships. This is the shared responsibility of parents, educators, community and government.” (Alberta Education 2022)

The Government of Alberta is supporting over 80 different Mental Health Projects in School over the next two years. Many school districts throughout Alberta are developing innovative and responsive continuums of supports and services  to ensure more positive mental health and well being for their school communities. This session will be an opportunity for CASS members to share the work they have undertaken in the first year of the pilot project and to learn from other districts.

As a result of participating in this session, you will have the opportunity to address Alberta Education Professional Practice  Competency indicators such as:

SLQS 4 (d) promoting collegial relations, collaboration, critical thinking and innovation in the school community; 6 (d) providing for the support, ongoing supervision and evaluation of all staff members in relation to their respective professional responsibilities; 7 (b) ensuring that all students and staff are provided with a welcoming, caring, respectful and safe learning environment that respects diversity and fosters a sense of belonging;

LQS 1(b) demonstrating empathy and a genuine concern for others; (c) creating a welcoming, caring, respectful and safe learning environment;(f) demonstrating a commitment to the health and well-being of all teachers, staff and students;(g) acting consistently in the best interests of students;

CASS Workplace Wellness

System Education Leaders from: Peace Wapiti, Grande Prairie Public Schools, Elk Island Catholic and St. Albert Public Schools and Representative Felicia Ochs working with Horizon School Division

Shawn O’Shea has been a Teacher, Assistant Principal and Principal in K – 12 settings for over 20 years.  Recently, Shawn accepted the role of Assistant Superintendent with Peace Wapiti Public School Division.   He completed his Bachelor of Education degree from the University of Alberta and holds a Master’s degree in Administration and Leadership.   Shawn is passionate about supporting student and staff wellness and is excited to share elements of Peace Wapiti Public School Division’s wellness journey.

Nancy Gorgichuk holds a Bachelor of Education (Special Education) from the University of Alberta and a Master of Education (Educational Leadership) from the University of Calgary. She has been part of the Grande Prairie Public School Division her entire career which has spanned over 30 years. She has taught Pre-K through Grade 12 and has held various leadership positions: curriculum coordinator, vice-principal, principal, and for the last 6 years has provided system leadership as the current Director of Inclusive Learning. Throughout her career she has intentionally worked to promote inclusion and a sense of belonging; and to ensure those around her have felt welcomed, cared for, respected and safe.

Thérèse deChamplain-Good  is currently serving as Assistant Superintendent, Educational Excellence, Elk Island Catholic School Division, and takes pride in serving for the benefit of student learning.  During her 35 years, primarily in Catholic education, Thérèse has taught at all grade levels. In 2000, she took her first vice-principal role which progressed to leadership at all levels of the system; Administrator, Consultant, Director, Senior Manager, Alberta Education and Executive Director, Edmonton Regional Learning Consortium.  A native of Legal, Alberta, Thérèse holds a Bachelor of Education in Secondary Education in French Immersion Schools and a Masters of Education in Educational Studies in Leadership, both from the University of Alberta. Currently, Thérèse is responsible for system assurance, inclusive education, curriculum, assessment and instruction, faith, wellness, leadership and teacher formation.

Jody Seymour is currently serving as the Director of Student & Staff Formation (Curriculum, Faith & Wellness) at Elk Island Catholic School Division, Jody prides herself as a true servant leader who encourages others in their faith journey. Jody has served for 25 years in multiple capacities, primarily in Catholic Education and has taught every grade level. From EA to teacher, to counselor and classroom support teacher to Vice Principal, Principal & Division Religion and Faith Lead in Fort McMurray. Jody holds a Bachelor of Arts from Memorial University of Newfoundland, a Bachelor of Education in Secondary Education from the University of Alberta, a Native Child and Family Development Social Work Diploma from Keyano College, and a Masters of Education in Educational Studies in Leadership, from the University of Prince Edward Island.

Felicia Ochs is  an experiential and civic educator who has spent time teaching overseas in middle and high school classrooms in the United States and Japan. For the last 15 years, Felicia has been dedicated to strengthening Alberta’s education system by creating relationships between health, education, business and community partners and philanthropic funders with Northern Gateway, Edmonton Public and  Parkland School Division. She also supports Prairie Rose and Horizon School Boards and Alexis Nakota Sioux Nation with their efforts to address workplace well-being, psychological safety and principal retention through community development and co-designed professional learning sessions. In 2006, she obtained her Master’s degree in Education from Seattle University in Curriculum and Instruction with a focus on emancipatory education. Felicia has expertise in curriculum design, change management, social innovation, comprehensive school health and community service-learning approaches that foster the well-being of education leaders, students and communities.

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Through interactive processes and collaborative discussions, this learning opportunity will provide an understanding of ECSD’s implementation model.  Sharing research and promising practices, including how we surface data to inform instruction, we will identify our successes and challenges and how we have navigated a systems approach to implementation.

An opportunity to reflect upon, and share with colleagues, your own context and implementation structures will be provided. This learning opportunity will provide you with  a comprehensive toolkit of implementation ideas and resources and strategies and approaches to support  effective curriculum implementation, employ systems thinking, and lead change within your school authority.

As a result of participating in this session, you will have the opportunity to address Alberta Education Professional Practice Competency indicators such as:

SLQS 2 (b) collaborating with teachers, principals, school jurisdiction leaders and other superintendents to build professional capacities and expertise;4(b) providing learning opportunities, based on research- informed principles of effective teaching, learning and leadership, to support building the capacity of all members of the school community to fulfill their educational roles; (c) ensuring that all instruction in the school authority addresses learning outcomes outlined in programs of study;(e) ensuring that staff have access to resources, programs and expertise to support them in meeting their professional responsibilities and in addressing the learning needs of all students;

LQS 2(a) engaging with others such as teachers, principals and other leaders to build personal and collective professional capacities and expertise;(c) seeking, critically reviewing and applying educational research to inform effective practice; 4 (e) creating meaningful, collaborative learning opportunities for teachers and support staff; 6(a) building the capacity of teachers to respond to the learning needs of all students;(c) ensuring that student instruction addresses learning outcomes outlined in programs of study;(e) demonstrating a strong understanding of effective pedagogy and curriculum;(h) interpreting a wide range of data to inform school practice and enable success for all students; and

– be equipped with knowledge and skills to successfully implement new curriculum,
– understand systems thinking, and effectively lead change within your division.

In Edmonton Catholic Schools, Nicole Lafreniere serves as the Director of Curriculum & Assessment.  She loves dogs, cozy mysteries, and common summative assessments.  Dr. Sarah Fedoration, Manager of Languages and EAL, used prosecco as her intellectual lubricant over the past three years as she completed her doctoral studies.  She prefers mimosas with orange and pineapple undertones.  Trish Roffey is the Manager of Elementary Curriculum.  She is an urban hippy with backyard chickens and bees, loves to build computers, and uses way too many exclamation points!

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

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This will focus on the employment and labour implications of the disciplinary process and outcomes within a school authority. As a continuation of sessions on the Education (Reforming Teacher Profession Discipline) Amendment Act, you do not need to have attended earlier sessions in order to attend this session.

We will examine the relationship between the professional side of things and the employment /labour law side of things. We will also discuss how to prepare for a hearing and the potential role / involvement of a System Leader. The focus will be on professional discipline versus employment/labour law discipline, including recommendations for teacher terminations, Board of Reference matters, and criminal trials.

As a result of participating in this session, you will have the opportunity to address Alberta Education Professional Practice Competency indicators and ASBOA Areas of Practice such as:

SLQS 1(e) establishing constructive relationships with students, staff, school councils, parents/guardians, employee organizations, the education ministry and other stakeholder organizations; 2(b) collaborating with teachers, principals, school jurisdiction leaders and other superintendents to build professional capacities and expertise;

LQS 1(a) acting with fairness, respect and integrity; 1 (f) demonstrating a commitment to the health and well-being of all teachers, staff and students; 1(h) engaging in collegial relationships while modeling and promoting open, collaborative dialogue; 2(a)engaging with others such as teachers, principals and other leaders to build personal and collective professional capacities and expertise;

ASBOA Areas of Practice: Administration, Human Resource Management

Teresa Haykowsky is a partner at McLennan Ross. She is a powerful and dedicated bilingual advocate for her clients. She provides practical advice and solid solutions based on her depth of knowledge in education law, labour and employment, constitutional, administrative, occupational health and safety, municipal, and privacy law. Teresa has depth in the evolution and changes which have occurred in education law over the past twenty-five years. She is particularly well-versed the Education Act. With her creativity and experience, she has the ability to look outside of purely theoretical or academic solutions. Authentic and dedicated, Teresa’s reputation for reliable and smart advice is well-earned. Her clients have relied on her keen advocacy for decades. Teresa has a unique understanding of education (K-12) industry, as well as the law. She strives to understand what will work for each individual client and knows sometimes the law is only one part of what they’re looking for and other times it is the whole answer.

Mr. Vincent Behm has spent the last 25 years as a teacher, principal, and most recently Chief Deputy Superintendent of Christ the Redeemer Catholic Schools.  His teaching and leadership experiences includes all grade levels, and he has served as principal in elementary, junior, and senior high.  Vincent has a Master of Education degree in Educational Leadership and a Human Resources certification from the University of Calgary.  As Chief Deputy Superintendent with Christ the Redeemer Catholic Schools, he works primarily in Human Resources.

Michael Kilcommons is the Associate Superintendent with Christ the Redeemer Catholic Schools. After about two and a half decades in the classroom and school based administration, Michael moved to Central Office, where he is currently in the Corporate Services Department, having served in this role for the last 10 years. He is a member of both CASS and ASBOA.