2022 Start Right Program for Beginning School Leaders

7-8 a.m. – Breakfast

8-8:05 a.m. – Welcome and Acknowledgement of the Land

8:05-8:45  a.m. – Let’s Talk About School Administration

8:45-9 a.m. – Wellness Break

9 a.m.-12 p.m. – Morning Session (with built in wellness breaks)

12-1 p.m. – Lunch Break

1-4 p.m. – Afternoon Session (with built in wellness breaks)

4-4:15 p.m. – Learning Feedback and Day Two Preparation

6-7 p.m. – Supper, followed by Evening Networking Activities

MORNING SESSION
Embodying Visionary Leadership: Top Down or Bottom Up

Leadership Competency 3: Embodying Visionary Leadership challenges leaders to collaborate with the school community to create and implement a shared vision for student success, engagement, learning and well-being.  Site based leaders play a pivotal role in articulating and actioning vision, but does it all come from the top down?  How does a leader involve others in the creation of this vision?  Who does the leader collaborate with and determine direction and the number of priorities?  What qualitative and quantitative data does a leader use to determine goals and the progress towards this vision?  Why is important to “start with the why”.  Leaders who embody a visionary leadership consider each of these questions.

Related LQS competencies participants will explore and experience:
Fostering Effective Relationships, Modeling Commitment to Professional Learning, Embodying Visionary Leadership, Leading a Learning Community, Providing Instructional Leadership, Managing School Operations and Resources, Understanding and Responding to the Larger Societal Context

Aspiring and current leaders recognize that their vision for their school is pivotal.  The Leadership Quality Standard states that leaders must Embody Visionary Leadership.  To begin with, leaders must consider what they mean by ‘vision’.  This session will look deeply into this standard and help participants determine what attributes, skills and processes leaders use to build, articulate, and lead their school toward this vision.

Presented by Vincent Behm

Vincent Behm has spent the last 25 years as a teacher, principal, and most recently as part of the senior administration team with Christ the Redeemer (CTR) Catholic Schools, which serves approximately 10,000 students in Okotoks, High River, Brooks, Strathmore, Canmore, Drumheller, and Oyen.  He has been a classroom teacher or administrator in Brooks, Strathmore, Canmore and now in Okotoks.  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 Deputy Superintendent with Christ the Redeemer Catholic Schools, he works primarily in Human Resources.  His passion is supporting both administrators and teachers in the areas of teaching and learning, staff recruitment and orientation, supervision, growth and evaluation, staff wellness and leadership development. Vincent is also an instructor with St. Mary’s University and has mentored preservice teachers as a practicum advisor. Vincent works to create balance in his life and greatly values time with his wife and two children as well as friends and family.  He enjoys running, biking, and more recently golf.  He feels very fortunate to be able to present at Start Right and Leading for Learning, as he attended as a new administrator many years ago.

RESOURCES

• Presentation Handout
• Hattie: Collective Efficacy Video

AFTERNOON SESSION
Creating Safe and Caring Schools

This session will address the LQS competencies of:

• Building Effective Relationships,
• Visionary Leadership,
• Leading Learning

What will the participant learn as a result of attending this session that is related to the LQS?

Participants will learn practical strategies and systems that can be applied on a daily basis to create more safe and caring schools.  How can I apply positive psychology practices as a school leader to realistic school scenarios?

Thoughtful administrators engage in routine activities every day to help ensure their schools are safe and caring. Scott will share some principles from both personal experience and research that empower administrators to create a safe and caring culture in a very intentional way. Scott’s focus will be on how the administrative team can create and promote a safe and caring culture by managing attention and by managing meaning.

Presented by Dr. Scott Morrison

Dr. Scott Morrison is the Superintendent of Christ the Redeemer (CTR) Catholic Schools, serving approximately 10,000 students in Okotoks, High River, Brooks, Strathmore, Canmore, Drumheller, and Oyen. Scott has been an educator for over 30 years, also serving in roles as a secondary classroom teacher, an elementary school principal, a high school principal, a division principal, and an associate superintendent. Scott also serves as an instructor in educational psychology at St. Mary’s University, and a LQS and SLQS instructor for St. Mary’s University and the University of Calgary respectively. Scott has a B.Ed. from the University of Lethbridge, an MA from Gonzaga University, and an Ed.D. from Taft University. Scott has presented dozens of professional development workshops on the topics of academic achievement, creating safe and caring schools, organizational storytelling, classroom management, and educational leadership. This is the 16th consecutive year that Scott will be presenting at Start Right.

RESOURCES

  Creating Safe and Caring Schools Presentation

MORNING SESSION
Developing a Vision for Inclusive Education

This session will address the LQS competencies of:

• Building Effective Relationships
• Modeling Commitment to Professional Learning
• Visionary Leadership
• Leading Learning
• Ensuring First Nations, Métis and Inuit Education for All Students
• School Authority Operations and Resources
• Supporting Effective Governance
• Wellness

Inclusion is a complex and challenging facet of education requiring thoughtful planning and implementation practices. Visionary leadership for inclusive education requires school leaders to apply research to guide best practices, while allowing for contextual factors to guide autonomy in the classroom. In this session, participants will engage in an exploration of visionary leadership that addresses the question, “How can a school based leader support an inclusive school community?” With the needs of diverse learners and their staff in mind, topics such as new curriculum implementation, diversity, equity and inclusion, the continuum of supports and data-informed practices will be explored. This will allow participants to use visionary leadership and other competencies of the LQS to ensure that the needs of all learners are considered when setting goals for your school.

Session Outcomes:
Participants will be able to plan for ways to engage the whole school in support of inclusive education. It is critical for school-based leaders to extend beyond responsive actions to developing a commitment to all students. This session will allow for leaders to consider their own visionary leadership that can set the tone for inclusion within a school community, then apply this to various topics that that allow for contextual application and decision-making.

Presented by Andrea Holowka

Andrea Holowka is a Superintendent of School Improvement for the Calgary Board of Education. In her role, she oversees the learning and operations of schools in North Calgary, as well as centralized learning and students supports. During her 27 years as an educator, she has spent the last eight years as a superintendent in large metro school divisions. Her past experiences include teaching, administrative and system leader roles. She is the Zone 5 Director for the CASS board and is currently one of the role-alike leads in inclusive education. Andrea actively collaborates across sectors and community groups to support youth mental health initiatives and collaborative efforts. Andrea is a life-long learner and educator who has always called Calgary home. Apart from work, she can be found running, hiking and working on her doctorate, and primarily enjoys spending time with her husband and two daughters.

RESOURCES

• Inclusive Education Presentation
• From Segregation to Inclusion
• Start Right Inclusive Education – Companion Guide
• We are inclusive – We are a team
• Mentimeter Results – Inclusive Education

AFTERNOON SESSION
Overview of Teacher Supervision and Evaluation

Learning Outcomes: To deepen the understanding and apply the learning to support implementation of professional practice with newly appointed or aspiring school leaders.

Related LQS competencies participants will explore and experience:

1. Fostering Effective Relationships (such as – engaging in collegial relationships while modeling and promoting open, collaborative dialogue; communicating, facilitating and solving problems effectively; and implementing processes for improving working relationships and dealing with conflict within the school community.)
2. Modeling Commitment to Professional Learning (such as – engaging with others such as teachers to build personal and collective professional capacities and expertise; seeking, critically reviewing and applying educational research to inform effective practice; and engaging members of the school community to build a shared understanding of current trends and priorities in the Education system.)
3. Embodying Visionary Leadership (such as – communicating a philosophy of education that is student-centred and based on sound principles of effective teaching and leadership; promoting innovation, enabling positive change, and fostering commitment to continuous improvement; and accessing, sharing and using a range of data to determine progress towards achieving goals.)
4. Leading a Learning Community (such as – 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; developing a shared responsibility for the success of all students; cultivating a culture of high expectations for all students and staff; creating meaningful, collaborative learning opportunities for teachers and support staff;  establishing opportunities and expectations for the positive involvement of parents/guardians in supporting student learning; creating an environment for the safe and ethical use of technology; collaborating with community service agencies to provide wrap-around supports for all students who may require them, including those with mental health needs; and recognizing student and staff accomplishments.)
5. Supporting the Application of Foundational Knowledge about First Nations, Métis and Inuit (such as – aligning resources and building the capacity of the school community to support First Nations, Métis and Inuit student achievement; enabling all school staff and students to gain a knowledge and understanding of, and respect for, the histories, cultures, languages, contributions, perspectives, experiences and contemporary contexts of First Nations, Métis and Inuit; and pursuing opportunities and engaging in practices to facilitate reconciliation within the school community.)
6. Providing Instructional Leadership (such as – building the capacity of teachers to respond to the learning needs of all students; implementing professional growth, supervision and evaluation processes to ensure that all teachers meet the Teaching Quality Standard; ensuring that student instruction addresses learning outcomes outlined in programs of study; facilitating mentorship and induction supports for teachers and principals, as required; demonstrating a strong understanding of effective pedagogy and curriculum; facilitating the use of a variety of technologies to support learning for all students; ensuring that student assessment and evaluation practices are fair, appropriate, and evidence informed; interpreting a wide range of data to inform school practice and enable success for all students; and facilitating access to resources, agencies and experts within and outside the school community to enhance student learning and development.)

In Alberta, teachers are expected to meet the Teaching Quality Standard (TQS), which is a Ministerial Order. Quality teaching occurs when the teacher’s ongoing analysis of the context, and the teacher’s decisions about which pedagogical knowledge and abilities to apply result in optimum learning by students. Principals are expected to provide ongoing supervision and evaluation of teachers on the basis of the TQS and certification in Alberta is also based on the TQS. This session takes a look at the TQS and helps school leaders better understand the expectations to be met by teachers and what their role is within the LQS framework and provincial policy.

Presented by Dr. Konsctancija deGoeij

Dr. Konsctancija deGoeij joined the Alberta Teachers’ Association as an executive staff officer in the Member Services program area in 2004 and in 2006 became the Associate Coordinator Member Services, Administrator Assistance with a responsibility for professional learning and support for Alberta’s school leaders. She has considerable experience in professional relations, terminations, suspensions, transfers, evaluations, professional conduct investigations, and professional development, leadership training. She is a certified mediator and published author. Her focus is on relationships of trust in school settings and how these are related to important outcomes such as teacher behavior and student outcomes. Her presentations help school and district leaders to develop effective and intentional leadership practices in learning communities, where leaders feel comfortable with taking risks to bring out the best in the teachers in their schools and districts.

Prior to assuming her position with the Association, Konni had a wide variety of experience gained through working for four different school jurisdictions in Alberta. Konni has been a classroom teacher in grades 6 to grade 12 in a variety of disciplines and programs. Konni has taught has been a school administrator, both as Principal and Vice-Principal for 13 years. Being an administrator and teacher in schools from K – 12 in four different school divisions has allowed her the opportunity to work with a variety of teachers, administrators and division personnel.

RESOURCES

• Alberta Education – TGSE policy
• Claim evidence notes
• Doctrine of Fairness
• Planning for Staff Supervision
• Robinson – Open to Learning Conversations
• TES-2 Leadership Services For School Leaders
• TGSE Flowchart

MORNING SESSION
A Promising Practice in Supporting Success for Indigenous Students at the School Level

Research has identified that there are many promising practices that support the success of Indigenous students at the school level. This session will focus on the practice of supporting your personal learning and that of your teachers and leaders through the provision of professional learning using the CASS Guide to Relationships and Learning with the Indigenous Peoples of Alberta . This session will directly support several Leadership Quality Standard (LQS) competencies.

• Fostering Effective Relationships
• Modelling Commitment to Professional Learning
• Leading in a Learning Community
• Supporting the Application of Foundational Knowledge about First Nations, Métis and Inuit
• Understanding and Responding to the Larger Societal Context.

This session will deepen participants understanding of how to use the Guide to further their professional learning for themselves and staff on the application of foundational knowledge of First Nations Métis and Inuit.

Learning the Truth about Canada’s historical reality, both past and present with Indigenous Peoples is essential to achieving reconciliation, a mutually respectful relationships between Indigenous and non-Indigenous Peoples in Canada. As former Senator Murray Sinclair has stated “Truth is hard. Reconciliation is harder.”

In preparation for this session, participants are encouraged  preview the Guide to Relationships and Learning With the Indigenous Peoples of Alberta.

Presented by Elizabeth Gouthro

Elizabeth Gouthro is a consultant to CASS..Her major area of responsibility is in the area of leadership for Indigenous education

Prior to joining CASS, in April of 2016, Elizabeth was an educator with the Calgary Board of Education (CBE) for forty-three years. in a variety of school and system leadership roles.

Elizabeth has also been actively involved in her professional organizations, at the local and provincial level for the CBE, ATA and CASS. She has served CASS in a variety of positions as her CASS zone treasurer, secretary, chair and metro director for 16 years. She also has served on many Alberta Education committees throughout her career.

Elizabeth’s academic credentials include Doctoral Studies – Educational Leadership and a Master of Education, Human Resources and Organizational Behavior from the University of Calgary; a Bachelor of Education Degree in Secondary Education, Math and Science from Acadia University; and a Bachelor of Science Degree in Biology and English, St. Francis Xavier University.

She was the proud 2015 recipient of the national Indspire Guiding the Journey Indigenous Educator Award.

RESOURCES

• Copy of Presentation
• Promising Practices in Supporting Success for Indigenous Students
• Guide to Relationships and Learning with the Indigenous Peoples of Alberta
• TRC Mini Documentary – Senator Murray Sinclair on Reconciliation
• Report on Indigenous Teachers and Leaders in Alberta’s Public School System

AFTERNOON SESSION
Applying the Science of Wellbeing and Resilience 

This session will address the LQS competencies of:

• Fostering Effective Relationships,
• Modeling Commitment to Professional Learning,
• Embodying Visionary Leadership,
• Leading a Learning Community,
• Developing Leadership Capacity, and
• Understanding and Responding to the Larger Societal Context

What will the participant learn as a result of attending this session that is related to the LQS?

• What is positive psychology, and how can I apply it to support my own and others’ wellbeing and resilience?
• How can I prioritize and embed wellbeing practices in my school community, for the benefit of all?
• How can I apply positive psychology / wellbeing practices as a school leader to realistic school scenarios?

Wellbeing and resilience are becoming increasingly prioritized in education as research, lived experience, and challenges of the pandemic emphasize their impact on teaching, learning and leading. A number of studies highlight the stress and pressure that school administrators specifically face in today’s complex contexts. Leader wellbeing matters! School leaders face unique challenges in maintaining balance and wellbeing, and they also have a unique opportunity to create environments in which wellbeing is valued and modeled. This session aims to provide practical tools to help new and aspiring leaders launch and enjoy a fulfilling leadership career, and cultivate a workplace that lives and embeds wellbeing. 

In this application-focused session we will explore research-based tools to help build your capacity and confidence in wellbeing and resilience, through the lens of your unique realities and opportunities as leaders. You will engage in content from the science of individual and organizational wellbeing and learn how to enhance psychological capital in yourself and your school teams. You will develop a language to safely construct meaningful conversations about wellbeing with staff and students. Together you will apply these practices to realistic school scenarios, illustrating opportunities to transfer this new knowledge to your schools right away this fall. Research-based tools + action + practice = wellbeing and resilience habits that build capacity, competence, and confidence to support you in a healthy, sustainable, impactful career.

This session applies to all of the Leadership Quality Standards; school leaders must be well in order to meet the competencies as indicated by the standard.

Presented by Dana Fulwiler Volk

Dana Fulwiler Volk, MAPP, MEd, is dedicated to bridging the science and practice of wellbeing in education. Her experience over the past 16 years spans public education, non-profit, and post-secondary, including Teacher, International Coordinator, Workplace Wellbeing Project Coordinator, Mental Health System Specialist with the CBE, and currently a Sessional Instructor in Comprehensive School Health and Wellness at the University of Calgary’s Werklund School of Education. Dana is the co-founder of a wellbeing podcast and professional learning space called Teacher Fan Club, and founder of a virtual collaboration and community of practice platform called Well Ed. 

Dana holds a Master of Applied Positive Psychology (MAPP) from the University of Pennsylvania, where she also served as an Assistant Instructor. Through both MAPP and her award-nominated Master of Education research, Dana has studied how to craft authentic and sustainable whole-school cultures of wellbeing. She has worked with global leaders in the science and application of wellbeing, and here in Alberta, served as an expert panel member on the COVID-19 Child and Youth Wellbeing Review.

RESOURCES

Padlet Resource

MORNING SESSION
Seeing the Big Picture: Leading Upward and Outward

Learning Outcome: To deepen the understanding and apply the learning to support implementation of professional practice with newly appointed or aspiring school leaders.

Related LQS competencies participants will explore and experience: Building Effective Relationships, Visionary Leadership, Leading Learning, Understanding and Responding to the Larger Societal Context.

What participants will learn as a result of attending and how that learning addresses the professional practice standard?
Many experienced leaders have remarked that this leadership competency #9: Understanding and Responding to the Larger Societal Context often presented the biggest challenges as they assumed the principalship, and that this competency was the one for which they were least prepared. This session will focus on understanding and responding to such contexts and examples of the dilemma’s that principals face in their leadership roles. Participants will be presented with actual case studies that beginning and experienced principals have faced and will be asked to work together to first identify and understand the systems at play and secondly, to respond in an effective manner. Participants will also gain a perspective of the expectations of system leaders for principals and the principal for system leaders.

In preparation for this session, participants should be familiar with Competency 9 of the LQS and its descriptors and be prepared to share “Big Picture” examples of their own.

Leadership Competency #9: Understanding and Responding to the Larger Societal Context suggests that if the principal is to be an effective leader, he/she must understand the “Big Picture” – i.e. how systems, both internal and external, interact.

How does a leader advocate for his/her school and diverse community needs while responding to political, economic and legal realities/contexts, conditions? How does a school leader manage the occasionally competing interests of school and community with the expectations of the jurisdiction or provincial ministry of education? How does the principal balance time and energy in his/her role as instructional and educational leader with that of facilitator, manager, advocate?

Presented by Dr. Jody Dennis and Ray Hoppins

Dr. Jody Dennis is honored to have spent the past 30+ years in education. She has had the opportunity to be an educator as a Pre-K – grade 9 teacher, vice-principal, and principal. Presently, she is the Division Principal for Chinook’s Edge School Division, and was previously the principal at Penhold Elementary School and Poplar Ridge School in Chinook’s Edge. She has a Master of Education degree in Leadership and School Improvement from the University of Alberta and a Doctorate in Education in Senior Leadership in K-12 Education from the University of Calgary. Jody has had the opportunity to be involved with the Literacy Steering Committee and the Learning Commons Visioning Committee for Chinook’s Edge School Division. She has a passion for Instructional Leadership and enjoys working alongside teachers to improve teaching and learning. Jody resides in Red Deer and enjoys spending time with her husband, Wade, and her two boys. This is the 8th consecutive year that Jody will be presenting at the Start Right short course.

Ray Hoppins has spent more than 30 years as a teacher, vice-principal, principal, and central office leader in Vegreville, Innisfail, Sundre, and Olds.  Ray has a Master of Education degree in Educational Leadership from the University of Calgary and is currently the Associate Superintendent of People Services with Chinook’s Edge School Division.  His teaching and leadership experiences transcend all grade levels from pre-kindergarten to grade 12. Ray served on the executive of the CESD School Administrators’ Association for many years and has played leadership roles on local and provincial committees in the areas of communication, mathematics, assessment for learning, program evaluation, and teacher supervision & evaluation. He has facilitated ATA and CASS professional development sessions for teachers and administrators on topics such as educational technology and school-based leadership. As a teacher, he served as a Pure Math 30 marker and item-writer for Alberta Education, as well as a math consultant for Central Alberta Regional Consortium.  Ray is active in his community and enjoys playing and coaching a variety of sports. He was raised on a family farm in Central Alberta and currently resides in Olds with his wife Sandi.  They have two children in post-secondary studies and two children in high school.  Ray has also presented at the Start Right Short Course for the last 16 years.

RESOURCES

  Seeing the Big Picture Handout

AFTERNOON SESSION
Surviving and Thriving in a New Role

Participants will be given an array of supports, ideas, and processes for building and enhancing interpersonal relationships. This will be the most significant component of the practice standard that will be targeted. There will also be time given to ensure participants know and understand how to begin their roles as visionary leaders and they will also be given some key insights into staying well in difficult times. Kurt will also provide some compelling personal insights with respect to staying well in the midst of chaos and personal trauma.

LQS Competencies being addressed:
Building Effective Relationships, Visionary Leadership, Leading Learning, Wellness

This session will help participants become fully aware of the new complexities they will face as a new school based administrator. The presenters will use storytelling and small group participation to ensure high levels of engagement throughout. Participants will leave the session better able to build and nurture critically important relationships with all of their constituents. The presenter will share a wide range of relevant experiences that will be both practical and sensible. Expect to come away with new tools in your tool kit that have been proven over time to help new leaders transition effectively into new roles. Participants can also expect the presenters to share some powerful insights relative to wellness.

Presented by Kurt Sacher and Dr. Marcie Perdue

Kurt Sacher has served as Superintendent of Schools in Chinook’s Edge School Division for the past twelve years. Prior to that, he served for 8 years as an Assistant Superintendent in charge of Human Resources for Wolf Creek Public Schools. He has 36 years of teaching and administrative experience, including 11 years as a school based administrator. Kurt was Head Teacher for an Outreach School in Penticton, British Columbia, Assistant Principal and Principal at Trochu Valley School, and concluded his school-based administrative experience by serving as Principal of Lacombe Composite High School for 5 years. Kurt has presented “The Story of Lester” at venues across Alberta for the past number of years which facilitates insight around the complexity of teacher performance issues. Kurt has also presented on several occasions to schools and various other groups on topics such as: “Building an Effective Team”; “The Big Little Things Great Teachers Do”; and “Dealing with Difficult Parents”. He has presented for 17 consecutive years at the CASS Start Right Program for Beginning School Leaders and for 14 consecutive years at the CASS Leading for Learning Program for Experienced School Leaders. Kurt was appointed the President for CASS for the 2018-19 school year effective July 1, 2018 and was the Past CASS President for two years and also a member of the C21 CEO Academy of Canada. Kurt was awarded the CASS EXL Award for Excellence in 2021. This prestigious award is granted to outstanding school system leaders who exhibit exemplary leadership ability and have enhanced the profession of school system administration over the course of their careers.

Dr. Marcie Perdue is currently the Associate Superintendent of Student Services for Chinook’s Edge School Division. She joined Chinook’s Edge in August, 2014 and has served as both Student Services Coordinator and Learning Services Coordinator since that time. Marcie has nearly 26 years of teaching and leadership experience. During her time with both Rocky View and Golden Hills School Divisions, Marcie served as an English teacher, department head, learning specialist, instructional coach and administrator for programs for at-risk youth. Marcie was also an adjunct professor for Western University as well as a consultant who shares her expertise with school divisions across the province. Marcie is passionate about supporting students with diverse learning needs and loves finding unique ways to create system wide supports for students and their families. Marcie’s formal educational background includes Bachelor degrees in Education and Arts (English) from the University of Alberta as well as a Masters degree in Educational Leadership and a Doctorate of Education in K-12 Leadership, both from the University of Calgary.

RESOURCES

  Surviving and Thriving in a New Role Presentation

  Campus Map

Accommodations
Participants will stay in the residences at Centennial Village! Each room is furnished with a double bed, desk plus chair, closet with shelving, a night stand, and private bath. All units are non-smoking. Free parking is available. For more information, go to https://www.oldscollege.ca/student-life/housing-residence/centennial-village/index.html

Meals
Participants will be provided with a cafeteria meal ticket for breakfast and lunch, and catered-meals for dinner. Breakfast will be served from 7:00 a.m. to 8:15 a.m., lunch from 12:00 noon to 1:00 p.m. and dinner as scheduled. Refreshments will be available during session breaks.

Location of Sessions
All sessions will be held on the beautiful Olds College Campus.  Smoking is not permitted inside the Centre or any other building on campus.

University Credit: Arrangements have been made with Alberta universities to offer graduate coursework for participants who are interested in extending the Start Right 2022 short course learning experience. If you are interested in pursuing this option, you will be required to register with the university and to pay a tuition fee. If you plan to register, please contact the university at your earliest convenience in order to ensure that enrollment requirements are met. The contact information is as follows:

University of Alberta
Please e-mail Dr. José da Costa, Ed.D., Professor of Educational Administration and Leadership, Department of Educational Policy Studies, Faculty of Education at jdacosta@ualberta.ca. Dr. da Costa will provide information about both the registration procedures and the additional reading and assignment required.

University of Calgary
Please contact Dr. Ronna Mosher, Director of Graduate Professional Programs, Werklund School of Education at rhmosher@ucalgary.ca. Dr. Mosher will provide information about registration processes and the additional expectations required for course credit.