< PreviousI n 1994, CAPE’s personalized, inte- grated, flexible, responsive learn- ing environment was launched to address the unmet needs of students with diverse and unique profiles, especially the gifted and twice exceptional. Our first-year cohort consisted of these students, which became our experimental group, allowing us to test various pedago- gies; the project approach, cross curricular teaching and learning, expansion of concepts to challenge, adding relevance through expe- riential hands-on teaching and learning, and application of this learning within the local and global community. A small, dedi- cated and passionate staff explored, learned, planned, failed, and celebrated together. Parents were extremely involved. With such a small group, everyone stepped up. The very first Alberta Charter Schools Regulation was dropped on my desk by a still unknown individual in early February of 1995. It seemed obvious that our school fit the criteria, and, with the support of parents and staff, the first charter document took shape. We were granted our first charter in September 1995, making CAPE one of the first three charter schools in Alberta. Our population exploded and we got to work adapting the original concept to meet the needs of a much more diverse and larger population. What a moment it was when we realized that the program was as effective in “Over the years, as word spread, CAPE has outgrown two buildings and is currently looking for a third, a facility that will better support our program and the uniquely diverse student population we continue to serve.” A Labour By Teresa Di Ninno, Brian Celli, and Jeney Gordon, CAPE The sense of disbelief was palpable! Why, after nearly 10 years of retire- ment, would I even consider return- ing to work? Well, the answer lies in a small charter school nestled in the heart of Medicine Hat, Alberta. It is a school that truly focuses on meeting the academic and personal needs of each student, a school where people really count. All it took was one visit and I was hooked. Fol- lowing her recent tour of the school, the Premier of Alberta reflected on her visit saying, “...it is so calm and focused and comfortable here,” almost the same words I used after my first visit. Well, it has now been six months since I went back to “work,” and I have loved every minute of it! What follows is the remarkable story of the Centre for Academic and Personal Excellence (CAPE) Public Charter School, a 30-year labour of love that has produced a truly marvelous learning space in which there really is a place for everyone. (Brian Celli) of Love 20 Fall 2025 • The CASS ConnectionBrian Celli, B.Ed., M.Ed., CEC, is an alu- mnus of U.B.C. He began his teaching career in Fox Creek, Alberta, in 1988, and retired as the Superintendent of Wild Rose School Divi- sion. He recently “unretired” to join CAPE as the new Superintendent. Jeney Gordon, B.F.A., B.Ed., Diploma of Vis. Com., is an alumnus of the University of Lethbridge. She was born and raised in Me- dicine Hat. She started her teaching career at CAPE in 1995 and spent all but three of those years teaching there. Jeney has been the prin- cipal of CAPE Public Charter School for the past 19 years. long learning and the pursuit of personal and academic excellence, ethical citizenry and the development of respectful and respect- able members of society. n Teresa Di Ninno, CEGEP, B.A., B.Ed., M.A., is an alumnus of McGill University and the University of Toronto. Teresa began her teaching carrier in Alberta in 1980. She is the founder, past principal and, for the last 19 years, the superintendent of CAPE Public Charter School in Medicine Hat, Alberta. Teresa has just retired after 45 years in public education. supporting this broader new group as it was with our first cohort! Enrolment grew and so did the staff. As a new teacher, what attracted me to CAPE Public Charter School in 1995, was not just its philosophy but more so the way it was implemented. For thirty years, the work in this small charter school has provided me with immeasurable experiences and opportunities to learn and grow as an educator and a person within a collaborative community of life long learners; classroom teacher, gifted education programmer, schedule maker, year-plan coach, literacy and numeracy researcher, program de- signer, AISI coordinator, article author, PD presenter, human resources mentor, and prin- cipal educator to name only a few. This invest- ment has had profound returns for me. (Jeney Gordon) As our population grew ever more di- verse, we responded by refining our program and processes to include a Kindergarten class, a Grade 4 through 9 gifted strand, and tiered literacy and numeracy programs by ac- quiring new knowledge and skills as student needs arose, by becoming adept at creative problem solving to do the seemingly impos- sible with practically nothing, by securing the services of an educational psychologist, by encouraging and supporting professional development within the staff. The school hummed with enthusiasm! CAPE’s students have and continue to flourish. They are scattered across the world, in extremely diverse careers, each pursuing their personal goals. They give back to the school and the community, they contribute positively to society and the world. In short, they have become good people and good citizens. Over the years, as word spread, CAPE has outgrown two buildings and is currently look- ing for a third, a facility that will better support our program and the uniquely diverse student population we continue to serve. The school still hums with the excite- ment of learning, like my little friend that routinely comes oh so very eagerly to the lab to ask math questions. Even though CAPE has been my 30+ years labor of love, it has also been one for each and every staff mem- ber. It has been a true collaborative effort by the amazing people who, over the years, have collectively and individually positively impacted the lives of so many CAPE stu- dents and the families who entrusted them to our care. I know that CAPE will continue to support its students and encourage life- The College of Alberta School Superintendents 21F or a long time, education plans were built around what we thought communities needed. That is no longer the case. Communities are now telling us what matters most to them, and North- land School Division is listening. When the division launched its new Three-Year Education Plan, the first version of Priority One was called Connections Sup- porting Reconciliation. During the second year of community engagement, people told us something was missing. Elders, Knowl- edge Keepers, families, and students said the word “truth” needed to be there. Reconcili- ation cannot happen without it. We made the change. The priority is now called Connections that Sup- port Truth and Reconciliation. That shift shows that feedback matters and the direction is right. Communities are help- ing lead the way, not just responding to it. The journey began with listening In 2023 to 2024, Northland School Division hosted engagement sessions at every school. These conversations invit- ed families, students, Elders, Knowledge Keepers, and staff to share their experi- ences and ideas for the future of educa- tion. The feedback was collected and used to create the first set of What We Heard reports. These reports became the founda- tion for the Three-Year Education Plan. In 2024 to 2025, the division returned to each school and asked communities what they had noticed since the last visit. The questions focused on changes in stu- dent engagement, relationships between schools and communities, programming, and student supports. The division also asked what communities thought should come next. That feedback led to updated What We Heard reports and small but meaningful changes in the second year of the plan. Changing the Priority One title was one of them. By Cal Johnson, Northland School Division Connections that Support Truth and Reconciliation in the Northland School Division Three Year Education Plan ABOVE: (L to R back row): Troy Tait, PSBAA Executive Director and CEO; Cal Johnson, Superintendent of Schools/CEO; Wally Rude, Ward 8 Trustee (Calling Lake); Robin Build, Vice-Chair; Dennis McNeil, PSBAA President. (L to R front row): Tanya Fayant, Board Chair; Lorraine McGillivray, Ward 1 Trustee (Paddle Prairie); Jesse Lamouche, Ward 4 Trustee (Grouard and East Prairie Métis Settlement). RIGHT: Northland School Division student Ariel Gladue-McLeod, from St. Theresa School, who participated in the Cultural Days in Wabasca-Desmarais. Photos courtesy of Curtis Walty. 22 Fall 2025 • The CASS ConnectionBy sharing this experience with other school divisions, Northland is helping show what it means to build a plan that reflects the strengths, goals, and values of the com- munities it serves. Recognized across the province In spring 2025, Northland School Divi- sion received the Promoting and Advancing the Calls to Action of the Truth and Rec- onciliation Commission of Canada Award from the Public School Boards’ Association of Alberta. The award recognizes leadership in education that brings reconciliation into everyday practice. This recognition belongs to everyone who has taken part in the journey. That includes students, families, Elders, Knowl- edge Keepers, staff, and school leaders. It honours the relationships that have been built and the work that is still to come. A commitment we carry forward “Connections that Support Truth and Reconciliation” is not just a line in a plan. It is a commitment. It reflects the strengths and voices of the communities Northland School Division serves. It is about language, land, trust, and identity. n Cal Johnson is the Superintendent of Schools and Chief Executive Officer for North- land School Division. He brings over 30 years of experience in education across three provinces. Since joining Northland in 2016, Cal has served as a Principal, Associate Super- intendent, Acting Superintendent, and is now Superintendent/CEO. Language is another key focus. The division continues to expand programs in Cree, Dene, and other local languages. Language is part of identity and pride. It lives in classrooms, on signage, in announcements, and in school events. It is not just something students learn. It is something they live. Building strong relationships with fami- lies, Elders, and Knowledge Keepers is also central. Schools are creating space for local knowledge and community voices. The goal is not to lead communities but to walk beside them. Sharing with education leaders across Alberta Northland School Division shared its journey at the 2025 First Nations, Métis, and Inuit Education Gathering, a confer- ence hosted by the College of Alberta School Superintendents. During the pre- sentation, the division spoke about how the Truth and Reconciliation Commission of Canada’s Calls to Action helped guide the direction of the Three-Year Education Plan. The presentation also highlighted how community conversations shaped the plan and how voices from across North- land are helping lead the work. Learning from Elders, Knowledge Keepers, and youth To help guide this work, Northland School Division created two advisory coun- cils. The Superintendent’s Elder and Knowl- edge Keeper Council brings cultural teach- ings, history, and spiritual guidance into planning and decision-making. The Super- intendent’s Youth Council gives students a direct way to share what school feels like for them and how decisions and actions shape their experience. These councils are not just about engage- ment. They are part of how the division makes decisions. They bring experience, honesty, and perspective that cannot be found in a spreadsheet or a planning docu- ment. They help make sure that change is meaningful and grounded in what people are living every day. Honouring land, language, and relationships This priority also strengthens the con- nection between education and the land. In many of the division’s communities, the land is more than a location. It is part of the learning. Schools are weaving land-based learning into daily life, ceremonies, and student activities. “Connections that Support Truth and Reconciliation” is not just a line in a plan. It is a commitment. The College of Alberta School Superintendents 23H ow dare we? How dare educators return each Sep- tember with a spring in our step, brimming with opti- mism? This job is hard and growing harder every year. Yet somehow, the challenges and sorrows of the school year ahead are embraced with anticipation rather than dread. How can this be? And yet here we are, not just hopeful, but audaciously hopeful about the year to come. Some of the bumps and bruises from last year may still be tender, but we stand a little taller, ready to walk into a new school year with confidence. It will be good. It will be beautiful. We know this because when educators come together, col- laboration and complementarity become grace in action. Not only do we get the job done, but we also accomplish the impossible… together. Schools reveal themselves time and again to be living communities of resilience and compassion. Diverse personalities work almost unconsciously in harmony: one colleague anticipating another’s need, one gift compen- sating for another’s weakness. A whispered “I can’t manage this right now” is answered by a steady “I’ve got this.” Teaching and nurturing are not reserved only for students; they extend richly to staff. Each teacher’s expertise is the fruit of countless colleagues who have poured knowledge, encouragement, and creativity into one another for the good of students and the well-being of peers. This generous exchange keeps our practice dynamic and our hope alive. As leaders and teachers, we recognize these daily acts of solidarity as the heart of education. They are why we strive to foster learning environments filled with joy and belonging. In every school, the ordinary is transformed: laughter lightens burdens, colleagues support one another, kindness multiplies energy, and a quiet word of By Dr. Clint Moroziuk and Maureen Offenberger, Greater St. Albert Catholic Schools Audacious Hope: When Teaching Becomes Grace 24 Fall 2025 • The CASS Connectionencouragement provides strength when it’s most needed. It is here, in this web of belonging, that our shared values come alive. Grace is not simply a theological concept; it can be understood as a gift that is unearned, abundant, and meant to be shared widely. This year, the wider community reflects on what it means to be “pilgrims of hope.” Educa- tors know this pilgrimage well. Each Septem- ber, we shoulder our bags, carry our crosses, and set out again on the road of teaching and learning. What sustains us is the promise that we do not walk alone. Every school year is a journey toward growth, marked by compan- ions who lift us when we stumble and cheer us when the road grows long. We can look to the left and to the right to see those who under- stand us and champion us as we move forward. Our students, too, are pilgrims of hope. They arrive with questions, doubts, laughter, and dreams. They learn that their journeys are never solitary, for they are guided by teachers who walk alongside them, and by a commu- nity that delights in their every step. In walk- ing together, educators and students alike, we discover anew that learning is not a possession but a path, and that wisdom is revealed most powerfully when it is shared. In all schools, staff are seen and known by colleagues and leadership. This recognition takes on unique significance in the context of belonging. Gifts and talents are affirmed, struggles are shared, and burdens carried together. This freedom to be authentically oneself creates the conditions for resilience and strength – the very qualities on which our students rely. Colleagues become more than friends; they are family, woven into a tapestry where every strand contributes to a larger picture. The golden thread that runs through is shared grace. What is true for students is true for educa- tors: education transforms. Our schools are places where staff grow as much as students, where the extraordinary is found in the ordi- nary, and where, when we cooperate with one another, and with the quiet promptings of the Spirit, learning and life abound. This is the audacious hope that sustains us: the belief that together, with a touch of grace, we can accom- plish more than we ever thought possible. If you know, you know. And we are so very glad we do. n Dr. Clint Moroziuk is the Superintendent of Schools, and Maureen Offenberger is a teacher for the Greater St. Albert Catholic Regional School Division. In walking together, educators and students alike, we discover anew that learning is not a possession but a path, and that wisdom is revealed most powerfully when it is shared. The College of Alberta School Superintendents 25A t Edmonton Catholic School Division (ECSD), the joy of teaching and learning is more than a guiding principle, it is a lived experience, deeply rooted in faith, hope, and the power of human connection. Each day, within our vibrant school com- munities, we witness moments that affirm our shared purpose: acts of compassion, courageous conversations, and the quiet triumphs of students and staff growing together. These moments are not incidental; they are intentional acts of service aimed at optimal learning. In this article, we share how ECSD exemplifies Optimal Learning as a living process rooted in faith and inspired by hope. We also explore how our Col- laborative Stewardship Groups ensure that transformative teaching and learning is not only foundational, but also life-giving and life-inspiring thereby preparing students to engage meaningfully with the greater world. ECSD’s Executive Leadership Team (ELT) helps transform teaching and learning by sus- taining an open and collaborative environ- ment that encourages division-wide cohesion. The ELT has nine members, comprised of six superintendents, a Chief Facilities and Tech- nology Officer, a Chief Financial Officer, and a General Counsel. Each of the six superinten- dents is assigned to a group of approximately 15 schools, which are called Stewardship Groups. Part of a superintendent’s role is to work with their Stewardship Group, and both sup- port the school-based administrative teams as well as gather school-based feedback. Stewardship Group meetings and school site visits incorporate data sharing and discus- sions to celebrate successes and collaborate on strategies for continuous improvement. This solutions-focused process helps ensure a common set of Optimal Learning Condi- tions for each of our 51,000+ students. In School Reform from the Inside Out: Policy, Practice, and Performance, Richard By Lynnette Anderson, Ryan Freehan, and Terri Peterson, Edmonton Catholic School Division Rooted in Faith, Growing Through Collaboration: Optimal Learning at ECSD A teacher helping students solve a problem. Photos courtesy of Edmonton Catholic Schools. 26 Fall 2025 • The CASS ConnectionGroups ensure that transformative teaching and learning is not only foundational but also prepares students to live fully and to serve God in one another. n Lynnette Anderson is the Chief Superinten- dent of Edmonton Catholic Schools, bringing nearly 30 years of dedicated service in educa- tion. Lynnette is deeply committed to fostering student success by creating inclusive, faith-filled learning environments where every student is empowered to thrive. Ryan Feehan serves as Superintendent of Leadership Services for Edmonton Catholic Schools. Holding a doctorate in Educational Leadership, Ryan is dedicated to developing leaders by cultivating strong school leader- ship and fostering collaborative learning environments. Terri Peterson is Superintendent of Learn- ing Services with Edmonton Catholic Schools, bringing over 35 years of dedicated service to inclusive education and professional develop- ment. She leads with a commitment to faith- based learning and student success. but most especially among grade one at- risk learners, who demonstrated significant gains from September to January. In short, Saint Augustine’s collaborative approach to pedagogical transformation increases joy and academic rigour to make students feel more known, challenged, and supported. Learning experiences at the intersection of joy and academic rigour spark student curiosity and the desire to learn. At ECSD, joy and rigour are part of our nine Optimal Learning Conditions. The other conditions are Catholic faith permeation, well-being and Catholic spiritual formation, creativ- ity and risk taking, ownership of learning, applied and collaborative learning, assess- ment and feedback, real-world connections, and lifelong learning. These conditions anchor ECSD and align our work by plac- ing students at the centre of teaching and learning. The heartbeat of ECSD echoes the rhythms of our Catholic faith and a shared commitment to Optimal Learn- ing. The full formation of our students in spirit, mind, and body is foundational to our mission, which is anchored in Catholic social teaching and a continued focus on overall student and staff well- being. As Dr. Santiago Rincón-Gallardo reminds us, “Learning is a practice of free- dom.” 2 This belief resonates deeply within ECSD, where learning goes beyond the transmission of knowledge, to become a living process rooted in faith, freedom, and hope. Indeed, our collaborative Stewardship Elmore1 explains how pedagogy is more likely to be substantially transformed in a large number of schools if done from the inside out. The collaborative process within our Stewardship Groups is an example of Elmore’s “inside out” approach to pedagogi- cal transformation, which in our case is aimed squarely at Optimal Learning. To this end, our superintendents engage with the school- based leaders in their Stewardship Group to better understand, in the words of Michael Fullan, “...what works … and what doesn’t.” These engagements align expectations for student learning, define the pedagogical prac- tices that foster such learning, and ensure the Optimal Learning Conditions are in place for these practices to thrive. For example, school-based visits and collaborative engagements helped the staff at Saint Augustine Catholic Elementary School explore what was working well in their school, and what was not. Through this process, they identified the need for a school-wide focus on literacy. Staff then employed research-based reading interven- tion strategies and differentiated instruction to tailor lessons and create pathways to indi- vidual reading success. This focus helped provide clarity and challenge within an environment where students celebrate learning. In addition, data was collected to create student groups for targeted intervention. These interven- tion groups received 30 minutes of daily support, resulting in notable improvements in student literacy across all grade levels, References: 1. Rincón-Gallardo, S. (2019). Liberating learning: Educational change as social movement (1st ed.). Routledge. https:// doi.org/10.4324/9781351032100. 2. Elmore, R. (2004). School Reform from the Inside Out: Policy, Practice, and Performance. Harvard Education Press. Staff collaboration on strategies for continuous improvement. The College of Alberta School Superintendents 2728 Fall 2025 • The CASS ConnectionA t ASEBP, we are united by one common purpose: supporting covered mem- bers’ health and well-being as the benefits provider of choice for Alberta’s education sector. This purpose guides each decision ASEBP makes and reflects a deep commitment and pas- sion for supporting those who dedicate their lives to teaching and learning. We believe that when education work- ers and school divisions are supported in optimizing their individual and organi- zational health, it leads to more engaged educators and better learning environments for students. This belief is embedded into our culture and drives our compassionate, customer-focused approach. A governance structure rooted in education ASEBP was created by the Alber- ta Teachers’ Association (ATA) and the Alberta School Boards Association (ASBA) and has a deep understanding of the chal- lenges and opportunities present in the education sector. Established more than 55 years ago, ASEBP was created specifically to serve the needs of the education sector and has continuously evolved to align with this mission. ASEBP is governed by 10 Trustees, evenly appointed by our founding organi- zations. They set ASEBP’s mission, values, and strategic direction, create and make changes to benefit plans, set premium rates, establish adequate reserves, and invest the funds of the trust. Through their leadership, ASEBP continually refines our approach to improve, maintain, and pro- tect our covered members’ overall wellness. As an Employee Life and Health Trust, ASEBP operates as a not-for-profit organi- zation, unlike traditional insurance provid- ers. Any profits gained from premiums or investment funds are reinvested into the Plan to benefit covered members and offset premium costs. ASEBP is not account- able to shareholders or driven by corpo- rate profits, so ASEBP Trustees can focus their attention and efforts on the needs of Alberta’s school employees. This plan structure also provides flexibility to subsi- dize future rates or amortize losses over a longer period. Sustainability measures focused on continued support Sustainability will always be a focus for ASEBP leadership. We understand the trust placed in us to manage resources respon- sibly and want to continue supporting Empowering Education: ASEBP’s Commitment to Wellness and Purpose The Alberta School Employee Benefit Plan (ASEBP) is an employee life and health trust governed by 10 Trustees. It offers a wide variety of health benefits and promotes programs that sustain healthy lifestyles and workplaces for more than 64,000 covered members and their dependants. By Jocelyn Plakas-Lock, Interim Chief Executive Officer, ASEBP The College of Alberta School Superintendents 29Next >