CEP Courses
Accreditation Requirements
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Individuals interested in registering for a CEP Course will need to complete a registration form. Please note that all courses have a registration deadline set for 10 days prior to the start of the course.
| Course Title | Delivery Format | Dates and Times | Registration Deadline | Registration Information |
|---|---|---|---|---|
| Appuyer la gouvernance efficace | In-person |
|
Closed | 2025 CASS Summer Learning Pre-conference |
| Sharing Stone Keeper’s Wisdom | In-person |
|
Closed | 2025 CASS Summer Learning Pre-conference |
|
In-person |
|
Closed | 2025 CASS/ASBOA Summer Learning Conference |
| Changing World, Changing Needs: Engaging the Age of Disruption | *Online |
|
September 30, 2025 | Cost: $300 + GST |
| Leading Learning (2025 Fall Pre-conference in Calgary) |
**Hybrid |
|
October 28, 2025 | Cost: $450 +GST
Registration information coming soon. |
| Leading to Support Effective Governance (2025 Fall Pre-conference in Calgary) |
**Hybrid |
|
October 28, 2025 | Cost: $450 + GST
Registration information coming soon. |
| Modeling a Commitment to Professional Learning | *Online |
|
January 5, 2026 | Cost: $300 + GST
Registration information coming soon. |
| Supporting Effective Governance: Hacks and Heuristics (2026 Annual Learning Pre-conference in Edmonton) |
**Hybrid |
|
March 10, 2026 | Cost: $450 + GST
Registration information coming soon. |
| Developing Leadership Capacity at the System Level: The Ripple Effect (2026 Annual Learning Pre-conference in Edmonton) |
**Hybrid |
|
March 10, 2026 | Cost: $450 + GST
Registration information coming soon. |
| Leading and Managing School Authority Operations and Resources | *Online |
|
April 29, 2026 | Cost: $300 + GST
Registration information coming soon. |
*Online means the entire course is delivered online in a synchronous manner with a facilitator, scheduled over four weeks (2.5 hours per week) for a total of 10 hours.
**Hybrid means 5 hours of in-person learning at a CASS pre-conference, followed by 2 online sessions (2.5 hours each) for a total of 10 hours.
***In-person means face-to-face learning at a CASS Summer Conference for a total of 10 hours.
All CASS members are eligible to register for CEP courses.
Regulated members are required to complete five (5) CEP courses, face to face or online, within five (5) years of becoming a regulated member as part of their annual 30 CEP credits. All members are encouraged to complete additional CEP courses, as available, throughout the term of their membership as a CASS regulated member.
Non-CASS members may register for courses but must hold a leadership position in a public, separate, Francophone or First Nations school authority in Alberta. This information needs to be provided upon registration and may be subject to verification. Permission may be granted to non-CASS members that do not fit into the criteria described above.
All fees include a $50 non-refundable administration fee.
Cancellation should be received in writing to admin@cass.ab.ca per the following guidelines.
If cancellation notice has been received:
- more than 10 days prior to the start date of the course – full refund.
- 3-9 days prior to the start date of the course – 50% refund.
- 2 days prior to the start date of the course – no refund.
- no notice – no refund.
Registration for each course closes 10 days prior to the course start.
All courses require a 10-hour commitment consisting of facilitated instruction and potentially some pre-course work prior to the facilitated instruction. CEP courses do not carry credit for post-secondary programs and grades are not assigned.
Individuals registered for courses are expected to commit at the entire time of the scheduled course and participate in all activities.
After the successful completion of a course, a certificate of completion will be provided.
Regulated CASS members may enter their hours into their Accreditation Profile to earn professional learning hours towards annual accreditation. Each completed course is equal to 10 hours.
CASS reserves the right to cancel a course due to insufficient registration or other exhausting circumstances. The decision to cancel a course will be made following the registration deadline. In such cases, registrants will be provided with a full refund, and will be notified by email.
| Course Number |
Title |
Professional Practice Standards Focus |
Description |
|---|---|---|---|
| 01 | Developing Leadership Capacity at the System Level: The Ripple Effect | LQS Competency 7 – Developing Leadership Capacity | This course will focus on building the capacity of system education leaders to engage in purposeful and targeted work to develop leadership capacity and engage stakeholders throughout their system. |
| 02 | Modeling a Commitment to Professional Learning | SLQS Competency 2 – Modeling Commitment to Professional Learning
LQS – Competency 2 – Modeling Commitment to Professional Learning |
Participants will exchange views about how educational leaders model their commitment to professional learning. They will review the components of effective professional learning to evaluate personal and organizational learning mechanisms. Participants will explore the concept of communities of professional practice and analyze how they can be leveraged to model one’s commitment to learning. They will review the use of educational research to demonstrate their ability and desire to evaluate trends and initiatives in education. Participants will identify personal leadership styles and examine how styles impact how we share our philosophy of education with those we serve. |
| 03 | Visionary Leadership in Action: Implementing a Continuum of Supports and Services | SLQS Competency 3 – Visionary Leadership
LQS Competency 3 – Embodying Visionary Leadership |
This course will provide the information and support to system education leadership teams to effectively implement a continuum of support and services model within their school authority. The participant will become involved in several interactive activities to understand their beliefs about education and educational practices, as well as their own limiting beliefs which prevent them from becoming their best selves. Participants will learn about the necessary attributes in the design of a continuum of supports and services, the essential elements, and the strategies, knowledge, and skills they will need to lead this work. |
| 04 | Leading Learning | SLQS Competency 4 – Leading Learning
LQS Competency 4 – Leading a Learning Community |
Moving from being a good leader to an effective leader and from a good school authority to a dynamic one is an intentional process. Leading by modeling the effective characteristics of a learner is essential. As the lead learners, system education leaders must believe that all students will be successful. This culture of learning must be interwoven in all the interactions with stakeholders within their schools and communities. This course will take participants on a journey that focuses on the competency of Leading Learning within both the Superintendent Leadership Quality Standard (SLQS) and the Leadership Quality Standard (LQS). |
| 05 | Sharing Stone Keeper’s Wisdom | SLQS Competency 5 – Ensuring First Nations, Métis and Inuit Education for All Students
LQS Competency 5 – Supporting the Application of Foundational Knowledge about First Nations, Métis and Inuit |
Participants will learn from place alongside an Elder/s, the course facilitator and one another as they examine a perceived challenges and problems of practice within their own context related to eliminating systemic barriers and creating inclusive and culturally safe work and learning environments. They will learn from local Indigenous wisdom and knowledge as they explore findings in the ATA and CASS Report on Indigenous Teachers and Leaders in Alberta’s Public School System and related research and policy, leading to renewed commitment to action in relation to the course topic and the SLQS/LQS. |
| 06 | Changing World, Changing Needs: Engaging the Age of Disruption | LQS Competency 9 – Understanding and Responding to the Larger Societal Context | This course has been designed to provide participants with the opportunity to explore the characteristics of the Age of Disruption and consider their implications for public education today and in the future. Participants will assess their general readiness to provide effective leadership in such fluid and unsettled times and will explore selected current issues that are challenging education and work together to begin to develop plans/initiatives to respond. |
| 07 | Leading to Support Effective Governance | SLQS Competency 7 – Supporting Effective Governance | This course is designed to lead participants through readings, discussion, and reflection on their roles and responsibilities to support effective governance. Concrete and applied actions are a priority. |
| 08 | Leading and Managing School Authority Operations and Resources | SLQS Competency 6 – School Authority Operations and Resources
LQS Competency 8 – Managing School Operations and Resources |
In this course, system education leaders will develop financial literacy skills and gain a comprehensive understanding of how funds are allocated to school authorities in Alberta. Participants will explore the complexities involved in leading and managing the finances and operations of a school authority, enhancing their capacity to support sound fiscal leadership. CASS extends its gratitude to the Association of School Business Officials of Alberta (ASBOA) for their collaboration in the development of this course. |
| 09 | Supporting Equity, Achievement, and Well-Being for Indigenous Student Success | SLQS Competency 5 – Ensuring First Nations, Métis and Inuit Education for All Students
LQS Competency 5 – Supporting the Application of Foundational Knowledge about First Nations, Métis and Inuit |
Participants will engage in learning alongside an Elder or Knowledge Keeper, course facilitators, and peers as they reflect on Indigenous student success. Through this experience, they will situate themselves within their own professional context, unpack underlying assumptions, and examine processes, data, and accountability measures related to provincial funding that supports Indigenous students. Participants will also have the opportunity to reflect on their own positionality and privilege, and to consider the conditions necessary to carry the experiences and stories of Indigenous youth with respect and care. Guided by Indigenous thinkers and educators, participants will explore the impact of their collective efforts and leave with a renewed commitment to informed action. |
| 10 | Relational Leadership Mastery: Building Effective Connections | SLQS Competency 1 – Building Effective Relationships
LQS Competency 1 – Fostering Effective Relationships |
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. |
| 11 | Providing Instructional Leadership | LQS – Competency 6 – Providing Instructional Leadership | Central office leaders play a critical role in developing and supporting principals in their capacity to provide effective instructional leadership. This interactive course offers participants the opportunity to collaboratively share best practices and benefit from dedicated time for meaningful conversation and reflection on this important work. Activities will include working with colleagues to develop descriptions of effective instructional leadership and sharing examples of current initiatives from their respective school authorities. Participants will leave with a curated repository of best practices to support their ongoing efforts. Note: Some pre-course work is required to support active engagement in group activities. |
| 12 | Supporting Effective Governance: Hacks and Heuristics | SLQS Competency #7 – Supporting Effective Governance | Participants will learn about over 50 hacks and heuristics they can apply to ensure their Boards are edified, engaged, constructive, and productive. These hacks and heuristics have been vetted through a committee of seven chief superintendents serving in rural, urban, and metro school authorities. The pedagogy will promote the social co-construction of meaning, yet the primary goal of the course is for each participant to leave with a personalized philosophy of how to best support effective governance in their context. |
| 13 | Appuyer la gouvernance efficace | SLQS Competency #7 – Supporting Effective Governance | Ce cours est conçu pour amener les participants à lire, discuter et réfléchir à leur rôle et à leurs responsabilités dans le soutien d’une gouvernance efficace dans le contexte minoritaire francophone. Le cours permet aux participants la planification d’actions concrètes et appliquées pour la gouvernance scolaire francophone en milieu minoritaire. |