The ATA News , February 17, 2026 ❚ 11
We are ATA Members set direction as part of provincial committees
ATA News Staff
and this one stood out for me. I am a school leader and have been for over 18 years, and I definitely have concerns. It isn’t that the issues facing school administrators are bigger or more difficult than those faced by classroom teachers, but they are different at times. The most surprising and/or rewarding part: The most surprising and most gratifying part of serving on this committee has been how much our discussions focus on the needs of teachers. One of the most significant stressors on administrators— and the one we talk about the most—is how we are struggling to give the teachers in our school what they need. School principals know their role is to ensure teachers have the time, resources and working environment to, in turn, support their students. In today’s public school system, that has become a real challenge. The time commitment isn’t all that onerous, and it is important to get involved. How many times have you heard it? We ARE the ATA.
The most surprising and/or rewarding part: Through this role, I’ve had the opportunity to examine emerging issues and provide informed advice to our Association. It continually challenges me to think beyond my own classroom and community, consider the broader educational landscape, and reflect on the issues and concerns that may shape our profession in the years ahead. The best time to get involved with our Association was yesterday and the next best time is now. Our Association—and our profession—is strongest when members are informed, engaged and involved. LaToya Bartlett Principal, Rocky View Local No. 35 Women in Leadership Committee pursuing leadership roles. Many don’t recognize that the skills they use every day—collaboration, relationship building, instructional expertise and problem solving—are already core leadership strengths. Women are often leading in classrooms and schools without seeing themselves as leaders. I hope to highlight these strengths, support women in recognizing their leadership potential, and help mentor and empower those aspiring to advance their careers. The most surprising and/or rewarding part: What surprised me most was realizing how many women share the same challenges when entering official leadership roles. Many women juggle competing life and career priorities yet often feel alone. I also learned how often women underestimate their own leadership skills, even though they lead every day in classrooms, in school communities and at home. Seeing how common this is reinforced the importance of supporting and encouraging one another. Why I wanted to serve: I joined this committee because, despite progress, women in education still face unique challenges when Committee need-to-knows Is this a volunteer role? Yes. The ATA covers expenses incurred for members to attend meetings, as well as release time when necessary. How often and where do committees meet? Most standing committees meet three to five times per school year. Meetings may be held in person (generally in Edmonton) or online. For which committee(s) should I apply? Committee opportunities for 2026/27— including for such committees as the Diversity, Equity and Human Rights Committee and Teacher and Education Certification Committee—are now posted on the ATA website under Advocacy > Volunteer . You may apply for more than one, so feel free to express your interest in any that align with your interests, experience and expertise. How can I serve on an ATA committee? Apply now! Applications are due April 7 . All applicants will be advised as to the outcome of their application.
D id you know that practicing teachers and school leaders serve on standing committees of the Alberta Teachers’Association (ATA)? Serving on an ATA provincial committee gives members a direct role in shaping decisions that affect the teaching profession in Alberta. These committees bring together teachers, school leaders, Provincial Executive Council members, ATA staff and external stakeholders to discuss a wide range of issues affecting both members and public education in the province. Below, six current members of provincial standing committees share their perspectives on what it means to serve. Sarjenka Kuryliw
Gr. 8–10 Language Arts Teacher, Greater St. Paul Local No. 25 Diversity, Equity and Human Rights Committee Why I wanted to serve: To help advocate and serve our rural members’ perspective. I was one of
Naomi Herriman K–9 school Inclusive Education Coordinator and Instructional Coach, Evergreen Catholic No. 44 Curriculum Committee Why I wanted to serve: I wanted to serve on a provincial committee to ensure the perspectives
the founding members of my local DEHR committee. I left that role to serve as the local’s president, but remained very passionate about advocating for DEHR. The provincial committee opportunity felt like the perfect fit. The most surprising and/or rewarding part: How much I have grown in my leadership skills and my breadth of understanding of the impacts I can have across Alberta. It was a great experience as a first-time committee member, and I hope all members can serve on a committee of their interest at least once. Preston Huppie nitisiyihkason
of classroom teachers are reflected in conversations about curriculum and assessment. In my roles, I interact with teachers of many grade levels. Decisions made at the provincial level have a direct impact on daily teaching and learning, and I believe it is essential that those decisions are informed by current classroom realities. Serving on this committee allows me to advocate for and support teacher and student success. The most surprising and/or rewarding part: The most rewarding part has been the opportunity to collaborate with and learn from educators from across Alberta who bring diverse experiences and deep expertise to the table. Hearing different perspectives, especially from those who teach outside of my context, has broadened my understanding of provincial issues while reinforcing how much educators share common goals when it comes to supporting students and strengthening public education. Serving on a provincial committee is one of the meaningful ways I can contribute beyond my own school or local. It offers professional growth, a deeper understanding of how the Association supports teachers, and the opportunity to represent colleagues at a broader level. I would encourage any educator interested in advocacy, collaboration and shaping the future of education to consider becoming involved in provincial committee work. #WeAreATA
Indigenous Education Consultant, Edmonton Catholic Local No. 54 Indigenous Education Committee Why I wanted to serve: My work is grounded in my Indigenous identity, lived experience
and as an Indigenous educator. I chose to serve on a provincial committee to bring Indigenous perspectives to provincial conversations and decisions that influence teaching, learning and professional practice across Alberta. The most surprising and/or rewarding part: The most rewarding part has been meeting educators from across the province and learning alongside them through shared experience and collaboration. I value the relationships built through this work and the collective commitment in advancing Indigenous Education. I also volunteer my time because I believe contributing to Indigenous Education, reconciliation and educator growth is a shared responsibility. Ian McLaren
Cheyenne Kopinsky K–9 Instructional Coach (Inclusive Programming, Reading Intervention, EAL Support), Edmonton Catholic Local No. 54 Strategic Planning Group Why I wanted to serve: I wanted to bring a classroom-
K–9 school principal, Wolf Creek Local No. 3 School Leaders Issues and Concerns Committee Why I wanted to serve: On the surface, choosing to attend three more meetings per year doesn’t immediately seem like an attractive
based perspective, particularly from the lens of an elementary teacher. With a background in early learning classrooms (kindergarten to Grade 3) and experience teaching in highly diverse, inclusive settings with a significant English as an additional language population, I felt it was important to ensure these voices were represented in provincial conversations. This role allows me to continue advocating for teachers and students while contributing to meaningful, positive change that supports classrooms and communities across our province.
proposition. However, I strongly believe that if we really want to improve Alberta’s public education, members of our Association need to get involved in every way they are able. A few years ago, I began looking at the various ATA provincial committees,
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