CASS Planning Guide to Support Curriculum Implementation: A Strategic Roadmap for System Education Leaders

This planning guide was developed to support system education leaders in navigating the complexities of new curriculum implementation through intentional planning, collaboration, and continuous improvement. Drawing on insights, promising practices, and resources shared by Alberta school authorities, the fillable guide provides practical guidance to help leaders align curriculum, instruction, assessment, and professional learning efforts while providing space for notes to reflect local context. It is intended to serve as a reflective and action-oriented resource that supports system education leadership teams in building coherence, strengthening implementation processes, and enhancing student learning outcomes.

Curriculum Implementation Planning Guide

Foothills School Division – Chase Ellis, Director of Professional Learning and Education Partner Relations

Foothills School Division implemented the new curriculum to enhance teaching, learning, and leadership, focusing on deepening student conceptual understanding and transferable skills. Students actively engaged with complex problems, built confidence, and gained independence. The design team met regularly, and administrators improved implementation and instructional leadership through learning days. AI tools, such as Copilot/Copilot 365, FSD Agents, and CaRT, streamlined processes, reduced administrative tasks, and enabled more time for mentorship and professional growth, allowing educators to prioritize human-centered teaching.

Fort McMurray Catholic Schools – Dr. Mathew Campbell and Danielle Maczko, Directors of Curriculum, Instruction, and Assessment

During Fort McMurray Catholic Schools’ implementation of a new curriculum for its 7,000 students, key challenges included a rapid rollout pace, maintaining coherence, resource availability, and teacher well-being. Successes, or “glows,” feature a three-tiered professional learning framework consisting of teacher-led communities, school-based priorities, and division-led cohorts. Ongoing stakeholder engagement through workshops and feedback cycles further supported implementation, while future “grows” focus on strengthening instructional leadership and refining resource procurement through teacher-led piloting to ensure long-term sustainability and student success.

Grande Prairie Public School Division – Corinne Kruse, Director of Teaching and Learning

Corinne Kruse, Director of Teaching and Learning for the Grand Prairie Public School Division, outlines her school authority’s systematic approach to curriculum implementation and refinement. Recognizing her macro-level role, she emphasizes system readiness through auditing, clear communication, and defined roles to reduce uncertainty among stakeholders. The school authority utilizes an optimum learning framework to define quality teaching and provide differentiated professional development and professional learning with multiple entry points for teachers and leaders. By prioritizing evidence-based monitoring and collaborative decision-making, the division ensures continuous growth, moving from initial implementation toward refined, sustainable practice.

Greater St. Albert Catholic Schools – Catherine Giesbrecht, Assistant Superintendent

Greater St. Albert Catholic Schools approached the new curriculum rollout by prioritizing teacher well-being, equity, and research-based decisions. Strategically focusing on foundational literacy and numeracy, its leadership avoided an overwhelming all-at-once implementation in favor of a manageable, step-by-step building block approach. Success was driven by grade-level Professional Learning Communities where administrators learned alongside every teacher, supported by consistent resources and research partnerships. Despite challenges, such as resource scarcity and student readiness gaps, the school authority emphasized pedagogy over content to protect staff and improve student learning outcomes.

Horizon School Division – Terri Duncan, Associate Superintendent

Horizon School Division’s presentation, “The Power of Permission,” outlines the division’s collaborative approach to implementing a new provincial curriculum. Facing initial teacher anxiety, leadership prioritized autonomy by inviting early adopters rather than mandating participation. By granting “explicit permission” to be uncertain, they moved from technical implementation to a supportive culture. They utilized a scaffolded learning structure and “curriculum cafes” to foster collaborative resource building. This relationship-based strategy shifted the focus from rigid timelines to deep, professional confidence, proving that meaningful change occurs when teachers are trusted to learn together.

Living Waters Catholic Schools – Ashley Floyd, Director of Teaching and Learning Corina Fennell, Curriculum Lead Teacher

Living Waters Catholic Schools underwent a four-year transition to a new curriculum, evolving from resource gathering to reimagining instructional cores. The journey progressed through three phases:

• Phase 1: Established collaborative subject-specific teams to develop resources and thematic concept approaches.
• Phase 2: Shifted to a centralized model with on-site support, focusing on unpacking outcomes and clarifying assessments through student-centered “I” statements.
• Phase 3: Utilized data-driven interventions, specifically implementing math frameworks and preparing for junior high transitions.

Sustainability now rests on on-site support, assessment clarity, and leadership engagement.

Palliser School Division – Tom Hamer, Superintendent

Palliser School Division’s superintendent, Tom Hamer, describes the school authority’s strategic shift from fragmented reporting to a unified, curriculum-aligned system. Facing a “perfect storm” of pandemic challenges and new technology implementations, the division paused its initial report card rollout to align it with the new provincial curricular outcomes. Key strategies included rebuilding staff trust through transparency, pruning non-essential initiatives to reduce “initiative fatigue,” and prioritizing professional development for principals before teachers. Ultimately, the school authority replaced 25 diverse report cards with a single tool, fostering systemic coherence and human-centric change.

Wetaskiwin Regional Public Schools – Wanda Fonteyne, Assistant Superintendent

Wetaskiwin Regional Public Schools’ curriculum implementation strategy focused on building staff confidence through a “simplexity” approach that broke complex changes into manageable steps. Key actions included developing a detailed 26-page roadmap and initiating pedagogical training, such as the “Science of Reading,” before official curriculum drafts were released. The school authority fostered a collaborative culture by organizing grade-level cohorts and “teacher chats” for peer support and resource sharing. Furthermore, leadership actively adjusted practices, including report card schedules, based on direct teacher feedback to alleviate workload and anxiety.

Wild Rose School Division – Jennifer Lefebvre, Director of Learning

Jennifer Lefebvre, Director of Learning in Wild Rose School Division, outlines the decade-long journey of implementing a provincially mandated curriculum, emphasizing inter-divisional collaboration. She introduces the “Powerful Learning Environment Framework,” which integrates new outcomes with assessment, purposeful instruction, and personalized learning. Key implementation strategies include using spreadsheets for long-range planning and depoliticizing the process to focus on student growth. Supporting teachers through individualized professional development paths is highlighted as essential for bridging the gap between old and new practices. Ultimately, WRSD’s success is attributed to provincial networking and learning from others’ expertise.