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.

In this course, 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.

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.

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.

In this course, participants will learn alongside an Elder or Knowledge Keeper, facilitators, and peers as they reflect on Indigenous student success. Through dialogue and guided inquiry, participants will situate themselves within their professional roles, examine assumptions, and analyze data, processes, and provincial accountability measures tied to funding that supports Indigenous students. They will explore their own positionality and privilege, and consider how to carry the stories and experiences of Indigenous youth with respect, care, and integrity. Rooted in Indigenous perspectives, the course invites participants to experience a safe and supportive learning space and leave with a renewed commitment to ethical leadership and informed action that advances Indigenous student success.

In this course, participants will explore the characteristics of the Age of Disruption and consider their implications for public education. Participants will assess their general readiness to provide effective leadership in such fluid and unsettled times. Participants will also explore selected aspects of this period currently challenging education and begin to develop plans/initiatives to respond to them.

In this course, participants will gain financial literacy skills and a broad understanding of how funds are allocated to school authorities. Participants will also understand the many complexities of managing and overseeing the finances and operations of an Alberta school authority.

This course will focus on building the professional capacity of system education leaders to engage in purposeful and targeted planning to develop leadership capacity and engage stakeholders throughout their school authority. Participants will have the opportunity to reflect on their personal leadership values and beliefs and how these align with their role as a system education leader. They will conduct an environmental scan of potential leaders within their systems and develop plans to build leadership capacity and enhance stakeholder engagement throughout their school authority. Participants will be challenged to consider what their ripple effect as a system education leader will be.

Participants will learn from place alongside an Elder/s, the course facilitator, and one another as they examine a perceived challenge/problem 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 related research and policy, leading to renewed commitment to action in relation to Competency 5 in the SLQS and LQS.

This course on leading to support effective governance is designed to take participants through readings, discussion, and reflection on their roles and responsibilities. Participants will be provided with concrete governance examples and approaches, and participants will apply their learning and experiences through structured activities. Topics include the examination of governance models and approaches, building relationships and communicating effectively with the board, as well as how to manage conflict productively. Learning modules open with a guiding question, which will focus the presentation of information and discussions.

This course will take participants on a journey that focuses on the competency of Leading Learning within the Superintendent Leadership Quality Standard (SLQS). Participants will examine how a superintendent establishes and sustains a learning culture in the school community that promotes ongoing critical reflection on practice, shared responsibility for student success, and continuous improvement.

Participants will exchange views about how educational leaders model their commitment to professional learning. Participants 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. Participants 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 they share their philosophy of education with those they serve.

This course has been designed to provide information and support to school superintendents and the system education leadership team to effectively implement a continuum of support and services model within their school authority. The participants will be involved in several interactive activities to understand their beliefs about education and educational practices. Participants will learn about the necessary attributes in the design of a continuum of supports and services, the essential elements, and the knowledge, skills, attitudes, and actions they will need to lead this work.

The CASS Mentorship Program is a formal, structured, yet flexible opportunity designed to support the professional and personal growth of CASS regulated members through purposeful mentoring relationships. Grounded in educational leadership, the program fosters growth through informational, inquiry-based, compassionate, and co-constructed support. A key goal is to meet the evolving needs of both mentees and mentors while promoting leadership development aligned with school authority contexts. Participants engage deeply with the Leadership Quality Standard (LQS) and the Superintendent Leadership Quality Standard (SLQS), supported by curated resource materials. The program is voluntary and provides participants the opportunity to earn Continuing Education Program (CEP) credits upon completion.