System Education Leaders’ Roadmap to Addressing Classroom Complexity

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System education leaders in Alberta are compelled by provincial legislation, policy, and standards to support inclusive education systems throughout their school authorities:

  • Section 33 (1)(e) of the Education Act (Government of Alberta, 2023) requires school boards to “provide a continuum of supports and services that are consistent with the principles of inclusive education” (p. 47).
  • The Alberta Education Superintendent Leadership Quality Standard (2023c) states “whereas the success of all members of the school community in their respective roles requires inclusive environments in which diversity is embraced and its members are welcomed, safe, cared for and respected” (p. 1).
  • The Alberta Education Leadership Quality Standard (2023b) states “whereas the success of all members of the school community requires inclusive environments in which diversity is respected and members of the school community are welcomed, cared for, respected and safe” (p. 1).
  • The Alberta Education Guide to Education (2023a) includes an inclusive education policy which states:
    • To support children and students in attaining the goals as stated in the Ministerial Order on Student Learning, school authorities must ensure that all children and students (Kindergarten to Grade 12), regardless of race, religious belief, colour, gender, gender identity, gender expression, physical disability, mental disability, family status or sexual orientation, or any other factor(s), have access to meaningful and relevant learning experiences that include appropriate instructional supports.

The attached report Addressing Classroom Complexity at the System Level: Environmental Scan and Review of Literature provides current and relevant research-based information to support system education leaders with addressing classroom complexity. The report includes an environmental scan which provides macro-level information from across Canada about provincial approaches to addressing classroom complexity, including a review of the Alberta context. The environmental scan serves to set Alberta within the national context.

The report also includes a review of literature which will further support system education leaders in leading inclusive education systems and implementing continuums of supports and services to meet the needs of all learners. The literature review is focused on system education leadership practices for an inclusive education system. The “holistic approach known as being-knowing-doing” (Alberta Education, 2022, p. 8) frames the review of literature.

For the full literature review including environmental scan, please review this report:

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The College of Alberta School Superintendents upholds the standard of practice for system education leaders in Alberta.

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