Mentorship Workshops

Administrators and the Collective Agreement (En/Fr)

60–90 minutes

This session is an overview of how problems arise when school administrators become involved in interpreting and applying the collective agreement. In addition to defining appropriate parameters for in-school administrators, it also looks at ways of involving them in the bargaining process and examines sample clauses that address the concerns of administrators.

Common and Emerging Issues for School Leaders (En/Fr)

60–90 minutes

School-based school leaders deal with a wide range of concerns and make decisions requiring a high level of responsibility and accountability. In addition to addressing issues that school leaders confront daily, this presentation will provide advice and examples on emerging topics that are of current interest. Upon request, the presentation can be tailored to meet the particular needs of participants.

Crafting Leadership Narratives: Your School’s Unique Tale (En)

90–180 minutes

Embark on a narrative journey to fulfill leadership quality standards 7, 8 and 9. Determine your school’s current story, envision the next chapter and learn the art of sharing it with your community. As you engage in this storytelling adventure, be prepared to leave with a profound understanding of leadership standards and the motivation to apply them effectively. 

Participants will reflect and plan for the following:

• a. Assessing the current state of wellness within your school community to inform future planning efforts
• b. Steps to create a plan to support the continued growth of your school community
• c. Strategies to share the successes, challenges and opportunities with your school community

Dealing with Volatile Situations (En/Fr)

60–90 minutes

Teachers have hundreds of interactions with parents, students and colleagues every day. Sometimes those interactions involve conflict in dynamic and delicate circumstances. This session will explore common types of conflict, causes of conflict, legal rights and obligations of individuals in school-related conflict, and strategies for managing and resolving conflict effectively. A discussion of sample scenarios will help tie learning to common conflict situations in the school context.

Developing Our Shared Mission and Vision (En)

90–180 minutes

Strategic planning is a key element in building a shared commitment to school improvement and developing the staff team. This workshop is designed to facilitate the development of a school’s shared mission, vision and values and will be customized to align with the school context. Participants will work through a series of collaborative activities and processes to modify an existing statement or develop new mission and vision statements. Using consensus-building activities, this workshop will encourage dialogue and collaboration among members of staff, resulting in a shared commitment to school improvement.

Full Circle—Understanding Social Implications of Indigenous Realities (En)

60–90 minutes

This workshop will examine core causes of intergenerational trauma, challenge common myths and misconceptions, as well as explore activities to foster effective relationships with First Nations, Métis and Inuit students, families and communities. Participants will explore assimilation strategies that have contributed to many current realities of Indigenous students, families and communities. You will gain an increased understanding of physical, mental, social and spiritual impacts and strength-based initiatives to contribute to the advancement of the reconciliation process.

Indigenous Matriarchy—Balance Through Truth, Justice and Reconciliation (En)

60–90 minutes

“For our young women, for our grandmothers, for our women who travel with us, we are sacred because we exist. We are sacred because we have survived.”
− Audrey Siegel, Reclaiming Power and Place: The Final Report of the National Inquiry into Missing and Murdered Indigenous Women and Girls (41)

Throughout this session you will examine historical and contemporary issues, challenges and inequities for Indigenous women, girls and Two-Spirit individuals, including action to support reclaiming power and place. You will deepen your understanding of why it’s crucial to support Indigenous women, girls and Two-Spirit individuals and how you can contribute to restoring balance within education systems. Please note that this workshop includes discussions of missing and murdered Indigenous women and girls, which will be upsetting to some.

Instructional Leadership to Optimize Student Learning and Staff Development (En)

90–180 minutes

Research tells us that the role of the principal as instructional leader is an extremely important one in today’s schools. In this workshop, participants will look at ways to build staff capacity, cultivate a positive school culture and environment, foster strong relationships and support evidence-informed teaching practices.

Leading the Way: Creating a Dynamic Culture of Leading and Learning (En)

90–180 minutes

In this session, we will dive deeply into leadership quality standards 2, 4 and 6. From aligning direction to taking effective action and creating positive environments, this comprehensive journey empowers school leaders to navigate the complexities of leadership with confidence and impact.

Participants can expect to discuss three primary domains:

• a. Setting our direction—provincial legislation, board policy, division goals, community values and the school education plan
• b. Taking effective action—practical processes and procedures
• c. Creating positive environments—how culture impacts success

Leading with AI: Tools, Tips and Tactics (En/Fr)

60–120 minutes

Currently under development to be available by November 2024.

Managing Professional Relationships (En/Fr)

60–90 minutes

Hostile conversations with adults in school settings are becoming more commonplace and more intense, and are deemed to be extremely stressful for educators. What can schools do to safeguard the school and effectively communicate with those individuals who have a propensity toward volatility? This presentation gives an overview of the rights and responsibilities of students, parents, teachers and school leaders with an emphasis on the knowledge and skills for effective conflict management and conflict resolution. This session also provides a brief introduction to the Healthy Interactions Program.

More Than Words: The Significance of Land Acknowledgements on the Journey
of Truth and Reconciliation (En)

60–90 minutes

Sharing a land acknowledgement has become a common practice, but there is potential for a land acknowledgement to be perceived as an empty gesture if it’s not paired with concrete actions. Throughout this session, participants will have an opportunity to reflect on the deeper meanings of a land acknowledgement and consider ways they can mobilize land acknowledgements in their own professional practice. Participants will reflect on their own connections to people and place, and consider how land acknowledgements and their associated actions can build relationships and contribute to truth and reconciliation.

Our Shared History, Our Shared Future—A Brief Introduction to Treaties (En/Fr)

60–90 minutes

This introductory workshop will explore historical and contemporary information and resources relating to numbered Treaties in present-day Alberta. Educators will build their understanding of the acknowledgement of land and people, as well as our shared responsibilities to the land and each other. Participants will engage in dialogue and reflect on their professional learning to build capacity in Treaty education.

Parents and the School (En/Fr)

60–90 minutes

This presentation examines parents’ rights and responsibilities and their involvement in decision making in the school. The session will also examine the rights of schools and teachers relative to student achievement, deportment and the program. Where disagreements between parents and the school occur, whose perspective prevails? Topics include handling concerns effectively and what to do when facing overly aggressive parents engaging in harassing behaviour.

Questions School Leaders Ask Teacher Employment Services (En/Fr)

60–180 minutes

This session covers a variety of issues that school leaders have sought advice on from Teacher Employment Services. Based on the time requested, up to 25 issues raised by school leaders in the form of questions they have asked Teacher Employment Services can be examined. The number of issues covered will vary with the length of session requested. This presentation requires a minimum of 1.5 hours and can be extended to a half-day or fullday session. The session is intended to be interactive, with attendees being encouraged to ask supplemental questions to the issues identified or ask questions not included in the presentation booklet.

School Leaders and the Law (En/Fr)

75–90 minutes

There are numerous provincial laws that school leaders need to be aware of in their day-to-day work. It is important that school leaders have an understanding of these important pieces of legislation. In this session, school leaders will be provided with an overview of the legislation and how it impacts school operations and interactions with students, teachers and parents. Legislation that will be reviewed includes the Education Act, the Child, Youth, and Family Enhancement Act, the Criminal Code of Canada, and the Occupational Health and Safety Act. The presentation will include practical suggestions from an ATA perspective as well as a number of scenarios for discussion.

School Leaders: Investigate or Not? When, Why and How (En/Fr)

60–90 minutes

This session looks at how school leaders should address complaints received about student(s) and teacher(s). Circumstances that need to be investigated by school leaders as opposed to those that should be investigated by the school division and/or police will be elaborated upon. The session discusses appropriate protocols and elements that must be considered to conduct an appropriate investigation. One’s obligation under the “rules of natural justice” and the Code of Professional Conduct for Teachers and Teacher Leaders will be discussed. The session will also discuss the school leader’s role when police seek to interview students at school.

Supervision as Instructional Leadership (En/Fr)

Follow up to the TGSE two-day workshop
Full day or two half days

This presentation examines the role of supervision in the provincial Teacher Growth, Supervision and Evaluation Policy to ensure that a teacher’s professional practice is under ongoing supervision. Supervision is presented as synonymous with instructional leadership. It is an interactive presentation that covers a range of topics such as classroom observations, creating reflective and open-ended questions, competency versus conduct and the development of a supervision plan. Attendees must have completed the two-day TGSE workshop.

Support for Administrators of French Immersion Programs (En)

60–90 minutes

Administrators new to the French immersion program and administrators who want to remain current in recent French immersion program development, literature, student exchanges and teacher professional development opportunities are welcome to attend this interactive workshop. In addition to the above, we will identify issues and promising practices suggested in the revised Alberta Education resource Handbook for French Immersion Administrators.

Teacher Growth, Supervision and Evaluation (TGSE) (En/Fr)

Two Full Days

The provincial Teacher Growth, Supervision and Evaluation Policy deals with accountability and continuous professional growth and ensures that a teacher’s professional practice is under ongoing supervision. The Teacher Growth, Supervision and Evaluation Policy defines the process, and the Teaching Quality Standard defines the competencies for professional practice. This workshop reviews with school leaders their critical role and the duties they must perform as outlined in the Education Act, the provincial Teacher Growth, Supervision and Evaluation Policy and the Leadership Quality Standard.

Tend the Garden—Starting and Sustaining Change in Schools (En)

90–180 minutes

Do you have a project, program or initiative you’d like to get started? Join this session to explore the science behind what makes short- and long-term programs, projects and initiatives successful. This discussion-focused session will lead you through the process for planning, implementing and sustaining a successful program over time. Participants are encouraged, but not required, to bring ideas for programming, projects and initiatives they would like to implement in their own context.

The ATA and Professional Conduct—Serving the Interests of the Public and the Profession (En/Fr)

60–90 minutes

Have you ever wondered how you are expected to behave outside of school hours? Can you be held accountable if you make a bad decision while not on duty? What might happen if you find yourself on the wrong side of an Alberta Teaching Profession Commission complaint?

These are questions that we have answers for, along with a host of others. Join us for an interactive session where we will explore the history of professional discipline in Alberta, the new Code of Conduct, the role of the Alberta Teaching Profession Commission, trends in regulatory cases and, most importantly, how you can keep yourself out of the professional discipline process.

Our presenters are experienced executive staff officers with the ATA who have a wealth of experience. They are the “frontline” people who represent members caught up in the new disciplinary process set up by the Alberta Teaching Profession Commission. They will answer your questions, share their experiences and give advice on how to keep yourself professionally protected.

The Indian Act—Historical and Contemporary Realities (En)

60–90 minutes

The Indian Act has left a deep scar for many. Throughout this session, participants will explore foundational information about the Indian Act, and examine the historical and contemporary impacts of this aggressive assimilation tactic. Participants will leave this session with an increased understanding of the complexities of the Indian Act, including resources and strategies to contribute toward reconciliation.

Unlocking Connection: The Power of Strategic Communication (En)

90–180 minutes

Explore knowledge and strategies to enhance your communication plan. Delve into audience considerations, objectives, channels and communication protocols, with a deep dive into cultural, gender and generational needs. Elevate your leadership competencies as you unlock the true power of strategic communication. Participants can expect to gain valuable skills in many areas including

• a. protocols to consider when communicating and how these communications may be perceived by others,
• b. reviewing legislation and expectations around school-based communication, and
• c. developing a highly effective and inclusive school communication plan.

Wîcihtotân (Let’s help each other)—Mentorship Practices for Inservice Indigenous Teachers and
School Leaders (En)

60–90 minutes

Unlearning and (re)learning effective mentorship for Indigenous teachers disrupts “traditional” mentoring structures through decolonization and Indigenization practices. Learn from key concepts of effective mentorship practices for inservice Indigenous teachers that are respectful and responsive to Indigenous ways of knowing, being and doing.

ᑕᐯᐧᐃᐧᐣ tapwewin: Dismantling Anti-Indigenous Racism (En)

60–90 minutes

This introductory workshop will encourage educators to critically reflect on concepts such as systemic racism and assimilation. Historical and contemporary examples of anti-Indigenous racism will be explored, and participants will be challenged to consider their own role in dismantling anti-Indigenous racism. Educators will leave with a foundational understanding of antiracism with a focus on Indigenous Peoples and will also be equipped with suggested resources for further learning. Note that portions of this workshop may be difficult for some participants, particularly for Indigenous Peoples and/or those who have experienced racism.