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In this section, the resources shared by school authorities provide practical ideas and promising practices to support the implementation of dual credits. These resources are intended to assist system education leaders in planning, supporting, and refining dual credit efforts within their local contexts.
Buffalo Trail Public Schools
Dual credit programming within Buffalo Trail Public Schools is grounded in strong partnerships and authentic learning experiences that create meaningful opportunities for students. Through a long-standing partnership with Lakeland College, the division has developed a comprehensive approach to dual credit, Career and Technology Studies (CTS), and career exploration that supports a wide range of post-secondary and career pathways. Programming opportunities include university transfer courses such as Psychology 104 and Sociology 100, alongside skilled trades pathways in areas such as automotive trades, welding, and carpentry.
Trades-focused programming combines online learning, hands-on shop experiences, and opportunities for students to complete apprenticeship theory and industry examinations while still in high school. Career exploration begins early through intentional exposure opportunities, including Lakeland College campus experiences for Grade 9 students and large-scale Try-a-Trade events for Grade 10 students. Additional CTS opportunities at Lakeland College are available for students in Grades 10 to 12, with approximately 20% of Buffalo Trail students participating in regular CTS programming with journeyperson instructors at the college.
The division attributes the success of its dual credit programming to strong partnerships, ongoing collaboration, flexible delivery structures, and a shared commitment to student success. Student voice remains central to the division’s approach, with students identifying access to opportunities, personalized support, and strong adult champions as key contributors to their pathway development and future success.
Story of Practice Slideshow
Calgary Board of Education
A well-designed dual credit program can play a significant role in strengthening post-secondary and career readiness while expanding access to meaningful learning opportunities for students. The Calgary Board of Education’s School Improvement – Unique Pathways initiative demonstrates how intentional system leadership, strategic partnership development, and coordinated planning can support the implementation and sustainability of dual credit programming across a large and diverse school authority.
Key strategies contributing to the success of the initiative include collaborative planning with post-secondary partners, comprehensive program awareness and recruitment efforts, school-based student supports, strategic marketing and communications, and intentional engagement of students and families. Together, these approaches help ensure students are informed, supported, and connected to pathway opportunities aligned with their interests, strengths, and future goals.
Story of Practice Slideshow
Chinook’s Edge School Division
This presentation highlights the collaborative partnership between Chinook’s Edge School Division and Olds College through the Community Learning Campus. This initiative bridges secondary and post-secondary education, fostering student readiness for future careers. Using a structured three-year model of Explore, Engage, and Experience, students progress from career exploration to skill development and real-world experience in the skilled trades.
Through dual credit programming, industry partnerships, and purposeful coaching, students build confidence, gain certifications, and prepare for seamless transitions into higher education and employment. The presentation showcases how collaboration, innovation, and community engagement create meaningful pathways for lifelong learning and success.
Resources:
- Post-secondary Preparedness Handbook
- Trades & Apprenticeship Preparedness Handbook
- World of Work Preparedness Handbook
St. Albert Public Schools
Strong partnerships and collaboration are central to the successful delivery of dual credit programming within St. Albert Public Schools. Intentional collaboration with post-secondary institutions, as well as neighbouring school divisions, has supported expanded access and flexible delivery opportunities for students. Through these collaborative relationships, the division has found success sharing seats within dual credit cohorts and supporting cross-divisional student participation through the non-primary student grant.
Another effective strategy has been connecting dual credit courses to existing high school courses. While maintaining the integrity of high school curriculum outcomes, select dual credit opportunities are supported through dedicated class time for discussions, assignment completion, and student support. This integrated approach helps create greater accessibility and alignment between secondary and post-secondary learning experiences.
St. Albert Public Schools also uses intentional communication and promotion strategies to increase student and family awareness of dual credit opportunities. Short promotional presentations are delivered within high school classrooms, supported by ongoing communication through Career Ed social media platforms. In addition, parent and student information evenings provide more detailed overviews of available opportunities and allow time for questions and discussion, helping families better understand dual credit pathways and program expectations. Together, these approaches demonstrate how collaboration, integrated delivery models, and proactive engagement strategies can support effective and sustainable dual credit programming.
Resource: Collegiate School Programming
Story of Practice Slideshow
Wolf Creek School Division
This eLearning video from Wolf Creek Public Schools (WCPS) highlights a comprehensive approach to supporting student career exploration through a model intentionally designed to create success for all learners. The framework is organized into three flexible, non-grade-specific stages: an Exploratory Stage that encourages broad, interest-driven exploration; an Engaged Stage that provides more targeted learning experiences; and an Experience Stage that culminates in deep, hands-on learning opportunities connected to future pathways.
A key component of the model is the integration of Dual Credit and Off-Campus Learning opportunities, including a strong career internship program. Wolf Creek Public Schools is recognized as one of Alberta’s leading school divisions for career internship placements, reflecting a strong commitment to connecting students with meaningful work-integrated learning experiences and real-world career development opportunities.
The video also highlights the role of the Central Alberta Collegiate Institute (CACI). This collaborative partnership supports student career exploration through collegiate camp experiences, hands-on learning opportunities, and pathway-focused programming. Together, these approaches demonstrate how intentional pathway design, experiential learning, and collaborative partnerships can strengthen student readiness for future academic, apprenticeship, and career opportunities.
Story of Practice Slideshow