ATA Magazine THE ALBERTA TEACHERS’ ASSOCIATION Winter 2026
WELLNESS Rebalancing Indigenous wellness through spirit, land and story
IN PROFILE Path to the classroom one of discovery for Chestermere teacher
MOST MEMORABLE LESSON The legend of Sloof Lirpa spans generations
PAGE 12
PAGE 54
PAGE 60
Full Page
8.75 x 11
Contents
ATA Magazine THE ALBERTA TEACHERS’ ASSOCIATION Winter 2026
Feature
WELLNESS Rebalancing Indigenous wellness through spirit, land and story
IN PROFILE Path to the classroom one of discovery for Chestermere teacher
MOST MEMORABLE LESSON The legend of Sloof Lirpa spans generations
PAGE 12
PAGE 54
PAGE 60
Winter 2026 / Vol. 106/ No.2
Feature 20 Fils francophones dans le tissu albertain Francophone threads in Alberta’s fabric Outlook 4 Letters 5 From the President Mot du président 7 Then and Now 8 Looking Abroad 10 Unsung Hero Bulletin Board 3 Editor's Notebook Note de la rédactrice 12 Wellness 14 Technology 16 Diversity 38 Research Insights 54 In Profile Learning Commons 42 From the Bookshelves 44 Kid Lit 47 In Focus En point de mire Teacher to Teacher 51 Who's Out There 58 In my Humble Opinion 60 Most Memorable Lesson
Fils francophones dans le tissu albertain Francophone threads in Alberta’s fabric
20
10
38
UNSUNG HERO Kerri Mckinnon: Cheerleader for inclusive education
RESEARCH INSIGHTS Curriculum and assessment is contested ground in Alberta
IN MY HUMBLE OPINION Strategies for connecting with quieter students
58
ATA Magazine Winter 2026
1
Contributors
ATA Magazine Winter 2026
WRITER
ARTIST
PHOTOGRAPHER
EDITOR-IN-CHIEF Elissa Corsi | elissa.corsi@ata.ab.ca MANAGING EDITOR Cory Hare | cory.hare@ata.ab.ca CREATIVE DIRECTOR Erin Solano | erin.solano@ata.ab.ca ASSOCIATE EDITOR Lindsay Yakimyshyn ART DIRECTION AND DESIGN Alexa Guse, Bianca Ho, Michael Parillas COPY EDITOR Sandra Bit SECTION EDITOR Shelley Svidal FRENCH EDITORS David Martin, Régine Toal, Yaghma Kaby ADVERTISING Trevor Battye Advertising Sales trevor@tbasales.ca The ATA Magazine is distributed to more than 35,000 members. Content represents the views of the authors and does not necessarily reflect ATA policy. Acceptance of an advertisement does not imply endorsement. © 2026 by The Alberta Teachers’ Association. Unauthorized use or duplication without prior approval is strictly prohibited.
ANDIE BORBELY | pp.10 and 11
ALYSÉE THIBEAULT | p.33
Toronto-area illustrator Andie Borbely draws from a seemingly never-ending imagination to create playful, colourful and heartfelt cre- ations. Find more of her work at andieborbely.com.
Alysée Thibeault a terminé ses études secondaires à l'école Maurice-Lavallée en 2023 et étudie maintenant à l'Université du Québec à Trois-Rivières en biologie médicale. Alysée Thibeault graduated from École Mau- rice-Lavallée in 2023 and is now pursuing studies in biomedical sciences at the Univer- sité du Québec à Trois-Rivières.
SOROUSH SABBAGHAN | pp.14 and 15 Soroush Sabbaghan is an associate professor at the Werklund School of
Education and the Educational Leader in Residence for Generative AI at the Taylor Institute for Teaching and Learning.
KENNY M’PINDOU | p.33
Kenny M’Pindou est un athlète de bobsleigh de calibre national et le fondateur de l’Alliance des jeunes bègues de l’Alberta. Kenny M’Pindou is a national-level bobsleigh athlete and the founder of the Alliance of Young Stutterers of Alberta.
SIMON PAGÉ | pp.20–23
Simon Pagé est un enseignant passionné des études sociales maintenant à la retraite, mais tou- jours impliqué dans la création de ressources en français. Simon Pagé is a passionate social studies teacher who is now retired but still involved in creating resources in French.
KEVIN M’PINDOU | p.33
Kevin M’Pindou a grandi à Edmonton et a fréquenté, de la troisième à la douzième année, des écoles francophones. Il travaille aujourd’hui au Texas. Kevin M’Pindou grew up in Edmonton and spent Grades 3 to 12 in francophone schools. He now works in Texas.
HENRI LEMIRE | pp.24 and 25
The Alberta Teachers’ Association 11010 142 Street Edmonton, AB T5N 2R1 Telephone: 780-447-9400 Toll Free in Alberta: 1-800-232-7208 Website: www.teachers.ab.ca
Henri Lemire a enseigné pendant 10 ans à Bonny- ville. Il fut directeur général du Lakeland Catholic SD (6 ans) et du Conseil scolaire Centre-Nord (20 ans). Henri Lemire taught for 10 years in Bonnyville. He was the superintendent of the Lakeland Catholic school dis- trict for six years and of the Conseil scolaire Centre-Nord for 20 years. SYLVIANNE MAISONNEUVE | pp.26 and 27 Sylvianne Maisonneuve a œuvré comme con- seillère scolaire au Conseil scolaire du Nord-Ouest pendant douze ans ainsi que pendant deux ans à la présidence de la Fédération des conseils scolaires francophones de l’Alberta. Sylvianne Maisonneuve served for 12 years as a school trustee with the Northwest Francophone School Author- ity (CSNO) and two years as president of the Fédération des conseils scolaires francophones de l'Alberta (FCSFA). PÉTRONILLE MAKUETCHE | pp.29 and 30 Enseignante au secondaire à l’école de la Rose sauvage à Calgary, Serge Pétronille Makuetche est engagée auprès de la communauté francophone et des groupes ethnoculturels. A secondary school teacher at École de la Rose sauvage in Calgary, Serge Pétronille Makuetche is committed to the francophone community and ethnocultural groups.
TABLE OFFICERS President Jason Schilling Vice-President Greg Carabine Vice-President Allison McCaffrey Past President Greg Jeffery Executive Secretary Dennis Theobald Associate Executive
DISTRICT REPRESENTATIVES Calgary City Kevin Kempt, Kent Kinsman, Alicia Taylor South Central Rockies Wade Westworth Central Brenton Baum Central East Murray Lalonde Central North Rick Kremp Central South Brice Unland Central Prairie Sky Janet Westworth Edmonton McMurray Carmen Glossop, Chandra Hildebrand, Jay Procktor North West Rhonda Kelly South East Heather McCaig South West Katherine Pritchard
NANCY ROY | pp.34 and 35
Au cours d'une carrière de 29 ans, Nancy Roy a œuvré à titre de directrice d’école, de conseillère pédagogique, d’ac- compagnatrice pédagogique, d’enseignante et d’orthopédagogue. Elle est maintenant di rectrice de l'école Notre-Dame à Edmonton. During her 29-year career, Nancy Roy has been a school principal, student support consultant, learning coach, teacher and spe- cial education specialist. She is currently the principal of École Notre-Dame in Edmonton.
Secretaries Elissa Corsi Robert Mazzotta
JAMES MAY | pp.54–56
Flowers and hot dogs have their appeal, but James May
The ATA Magazine is a member of the Canadian Educational Press Association.
likes to photograph people and places. A graduate of the professional photography program at Victoria's Western Academy, James lives in Calgary with his wife and son.
Canadian Publication Mail Agreement No. 40065477 Return undeliverable Canadian
addresses to the Alberta Teachers’ Association. ISSN 0380-9102
PEFC Certified
The Alberta Teachers’ Association respectfully acknowledges that we are located on Treaty 4, 6, 7, 8 and 10 territories, the travelling routes, gathering places and meeting grounds for Indigenous Peoples whose histories, languages, cultures and traditions continue to influence our vibrant community. We are grateful for the traditional Knowledge Keepers and Elders who are still with us today and those who have gone before us. We recognize the land as an act of reconciliation and gratitude to those whose territory we reside on or are visiting.
This product is from sustainably managed forests and controlled sources
www.pefc.org
PEFC/29-31-75
2
THE ALBERTA TEACHERS’ ASSOCIATION
EDITOR’S NOTEBOOK NOTE DE LA RÉDACTRICE
Monique Gravel
Guest editor, ATA Magazine Rédactrice en chef invitée de l’ ATA Magazine
A time-tested fabric THE COLLECTIVE FABRIC OF ALBERTA society extends to every corner of the province, woven together by our two official languages. While one became dominant, the other, the francophone thread, found itself in the minority, fighting for its social, cultural, economic and educational survival. This francophone thread has become intertwined with the deepest layers of the fabric, which has reinforced its strength and importance. Over time, it has been enriched by a flourishing cultural diversity that provides a source of dynamism and vitality. Today, more than 1,000 teachers and school leaders dedicated to the education of 10,000 students across 49 francophone schools are key to this richness. The Campus Saint-Jean, ACFA, ATA and some 50 community organi zations work alongside them to actively support this vitality, making them an essential collective force. Despite these advances, historical underfunding and accessibility challenges are reminders of the constant effort required to guarantee that the Charter right to substantively equivalent programs and services is upheld. These issues demonstrate the perseverance of those who, day in and day out, defend the place of French in our education system. Francophone education is an enduring symbol of adaptation and continuity. It offers invaluable benefits, allowing a rich cultural heritage to be passed on, promoting lasting additive bilingualism and supporting identity-building among the younger generations. In this issue of the ATA Magazine , we are proud to dedi- cate our main feature to francophone education in Alberta, a sector with unwavering resilience and exemplary deter- mination as its underpinnings. I hope that this feature will inform, inspire and remind you of the importance of your role. As teachers and school leaders, you are the crafters of this precious fabric. Your daily contributions, through which you seek to promote the French language and build franco- phone identity and community, are essential to ensure the longevity of this shared family and to guarantee that its thread continues to be woven into our collective future.
Un tissu éprouvé au fil du temps
LE TISSU COLLECTIF DE NOTRE SOCIÉTÉ albertaine s’étend vers tous les coins de la province, tissé par nos deux langues officielles. Tandis que l’une est devenue dominante, l’autre, le fil francophone, s’est retrouvé en position minoritaire, luttant pour sa pérennité sociale, culturelle, économique et éducative. Ce fil francophone s’est intégré aux couches pro- fondes du tissu, renforçant sa solidité et son importance. Avec le temps, il s’est enrichi grâce à une diversité culturelle florissante, porteuse de dynamisme et de vitalité. Aujourd’hui, plus de 1 000 enseignants et leadeurs scolaires dévoués à l’éducation de 10 000 élèves répartis dans 49 écoles francophones contribuent à cette richesse. À leurs côtés, le Campus Saint-Jean, l’ACFA, l’ATA et une cinquantaine d’orga nismes communautaires soutiennent activement cette vitalité et représentent une force collective essentielle. Malgré les avancées, le sous-financement historique et les défis d’accessibilité rappellent l’effort constant nécessaire pour faire respecter le droit à l’égalité réelle des programmes et services prévu par la Charte. Ces enjeux témoignent de la persévérance des intervenants qui, jour après jour, défendent la place du français dans notre système d’éducation. L’éducation francophone est un symbole d’adaptation et de continuité. Elle offre des avantages inestimables : la transmission d’un riche héritage culturel, le développement d’un bilinguisme additif durable et la construction identitaire des jeunes générations. L’ATA est fière de vous présenter ce numéro thématique de l’ ATA Magazine consacré à l'éducation francophone en Alberta, un secteur porté par une résilience inébranlable et une déter- mination exemplaire. Je souhaite que ce numéro vous renseigne, vous inspire et vous rappelle l’importance de votre rôle. En tant qu’enseignants et leadeurs scolaires, vous êtes les artisans de ce précieux tissu. Vos contributions quotidiennes, qui visent à mettre en valeur le français et à développer l’identité et la communauté francophones, sont essentielles pour assurer la pérennité de cette grande famille et pour que ce fil continue de tisser notre avenir collectif.
ATA Magazine Winter 2026
3
Outlook
Letters
Have thoughts on what you liked or didn’t like? Letters to the editor for possible publication can be emailed to Elissa Corsi, editor-in-chief, elissa.corsi@ata.ab.ca or Cory Hare, managing editor, cory.hare@ata.ab.ca. We want your feedback
Great work Although I am neither a teacher nor a parent, I enjoyed several stories in the recent edition of the online ATA Magazine , such as the profiles of pioneer teacher Lillian Osborne, and the still-working Ben Galeski, who obviously was born to be a teacher. I also appreciated the scope of coverage and resources devoted to climate change. Two years ago, I went with a friend down to a community hall in the foothills west of Fort Macleod to listen to 50 farmers and ranchers talk about water. At one point in the evening, I stuck up my hand and asked a rancher at the front of the room if he had noticed any impacts from climate change. He said, “Our wets are getting wetter, and our dries are getting drier.” We are ill-served by the wilful ignorance of our provincial government, and I applaud the ATA for teaching teachers that it’s still important and possible to discuss climate change in the classroom. – Roger Gagne, Calgary
Climate change content sparks student curiosity I'm happy to share that I used the informa- tion contained in the climate change feature on pages 18 to 28 of the fall 2025 issue of the ATA Magazine in my Grade 6 classroom. I had the students read all the sections and use sticky notes to write down what they wondered or had questions about, interesting information, and any further research they would like to do. These were the questions we answered. • How do you feel about climate change? What questions do you have? Is there an area you are most interested in? • What project could you do? What steps do you have to take? What research do you have to do first? How is it connected to our school? • What impact will it have? What change are you hoping to make? How will you educate others? We have just started the research pieces, and students are researching how changing sea levels are affecting aquatic life, how we can reduce emissions, how we can continue water conservation even after city water-use restrictions are lifted. – Antonia Kousouris, Grade 6 Learning Leader, Hillhurst School, Calgary
LETTERS TO THE EDITOR — GUIDELINES
Word limit: 300 Please include
• your first and last name, • basic information about your teaching assignment (i.e. school, grade, subject). All letters are subject to editing for length, clarity, punctuation, spelling and grammar. Digital options ATA Magazine material is avail- able in several digital formats. Flipbook https://abteach.cc/ ATAMagazineFlipbook
ATA website https://abteach.cc/ news
ATA e Magazine delivered to your inbox. https://abteach.cc/ SubscribeNow PDF archive https://abteach.cc/ PDFarchive
MISSED THE FALL ISSUE? Catch the digital version here: https://abteach.cc/MagazineFall2025.
4
THE ALBERTA TEACHERS’ ASSOCIATION
FROM THE PRESIDENT MOT DU PRÉSIDENT
Jason Schilling
President, ATA Président de l’ATA
Vibrant curriculum creates a richer future WHEN I TAUGHT high school drama, one of my favourite things was seeing students act out life through another’s perspective. The act of creating characters for the stage, whether from a text or from improvisation, helps us shape our own perspective. I would tell my student actors that it was their job to create a character that is believable, and that this takes work. Actors need to read, research, observe and develop character attributes that exist beyond the page, such as the way the character walks, talks and interacts with the world. When developing characters, student actors will often use what they are learning in school as a reference. This is why it is important for students to have a curriculum that is dynamic and vibrant. One of the biggest criticisms of the most recent updates to the Alberta curriculum is that it is too content heavy, too rooted in traditional ideas and lacking the creativity students will need once they graduate. An- other criticism is that it also lacks authenticity when representing Indigenous and francophone cultures, histories and ways of knowing. Given a curriculum that shortchanges the histor- ies, stories, perspectives and experiences of Alberta’s diverse people, students will not be able to under- stand and empathize with the many cultures that make up the fabric of our modern province. Seeing ourselves in the lessons we learn and the people who teach us is vital. It helps create a solid understanding of the past along with a vision for the future. When we honour every story, we give young people the tools to imagine, empathize and create a richer future for all of us. If we want students to understand their world and each other, we must provide a curriculum that expands their world rather than narrowing it.
Un curriculum vivant pour un avenir plus riche LORSQUE J’ENSEIGNAIS l’art dramatique au secondaire, l’un de mes plus grands plaisirs était de voir les élèves jouer des scènes de la vie du point de vue d’autrui. La création de personnages pour la scène, que ce soit à partir d’un texte ou dans le cadre d’une improvisation, nous aide à mieux cerner notre propre perspective. Je disais à mes élèves qu’en tant qu’interprètes, ils se devaient de créer un personnage crédible, et que cela demande du travail. Les comédiens doivent lire, faire des recherches, effectuer des observations et développer les caractéristiques d’un personnage qui existent en marge du texte, notamment la façon dont le personnage marche, parle et interagit avec le monde. Lorsqu’ils développent leurs personnages à titre d’interprètes, les élèves puisent souvent dans ce qu’ils apprennent à l’école. Voilà pourquoi il est important que les élèves bénéficient d’un curriculum dynamique et vivant. L’une des principales critiques formulées à propos du curriculum de l’Alberta récemment mis à jour est qu’il est trop chargé, trop axé sur les idées traditionnelles et qu’il ne favorise pas suf- fisamment la créativité dont les élèves auront besoin une fois diplômés. On en a également critiqué le manque d’authenticité dans la représen- tation des cultures, des histoires et des systèmes de connaissances autochtones et francophones. Étant donné que le curriculum n’accorde pas aux histoires, aux récits, aux perspectives et aux expériences des différents peuples de l’Alberta la place qu’ils méritent, les élèves ne seront pas en mesure de comprendre les nombreuses cultures qui composent le tissu de notre province à l’heure actuelle, ni de faire preuve d’empathie à leur égard. Il est essentiel que nous puissions nous reconnaitre dans les leçons qui nous sont enseignées et dans les personnes qui nous enseignent. Cela nous aide à acquérir une solide compréhension du passé et à développer une vision pour l’avenir. Quand nous reconnaissons la valeur de chaque histoire, nous donnons aux jeunes les moyens d’ima giner, de faire preuve d’empathie et de créer un avenir plus riche pour nous tous. Si nous voulons que les élèves comprennent leur monde et les autres, nous devons leur proposer un curriculum grâce auquel leurs horizons s’élargissent au lieu de se rétrécir.
ATA Magazine Winter 2026
5
University of Calgary Continuing Education online tech courses and programs help you strengthen your digital skills, enhancing technology-based learning in your classroom. Build the tools and knowledge that empower you and your students to thrive in a changing world. Guided by industry experts, develop skills in technical areas such as: • Artificial intelligence and machine learning • Cybersecurity and cloud computing • Data analytics and business intelligence • Microsoft 365 Copilot and Office productivity tools • Web and software development Gain the skills to tackle new challenges, use technologies effectively, and make a meaningful impact in your classroom and educational community. Grow your digital skills. Inspire innovation.
Learn more about our flexible online programs at conted.ucalgary.ca/tech
Then AND NOW
Spring 1996
To change, or not to change? YEARS AGO 30 Check out these items from the Spring 1996 issue of the ATA Magazine , which looked at the value of public education and the meaning of change in education. Archival issues of the ATA Magazine can be just as relevant now as they were when originally published, or they can remind us how far we’ve come. You decide.
In Praise of Teachers
[W]hen we read the words “edu- cational change,” we are actually reading an oxymoron. There is no such thing as educational change—at least in a philosophic sense. What we do when we edu- cate is help our youth rediscover humanity. — Dale Wallace, “Education is Art: Education is based on the principles of democ- racy and humanism”
Change the curriculum if neces- sary. Change the resources, the requirement for advancement, the physical surroundings and the amenities. Change, if possible, the auxiliary activities that steal precious time. But do not change the teacher in the classroom. The teacher is the ruler in the kingdom of fantasy, fairy tales and dreams-come-true, and the creator of miracles. Yet even makers of miracles have needs, and one of the most important of these is respect. Let us never forget to respect our teachers. — Kathy Paterson, “Wizards of Wisdom: The teacher is the key to the enchanting world of the classroom”
Early in my efforts to get teachers and schools involved in promoting public education, I learned that what we need to do is add in rather than add on. What I mean is teachers cannot add more to an already busy workload and continue to be effective in their job instructing students. What can be done is take advantage of the positive events that happen in school every day, and look for opportunities to add in a little promotion of these successes. — Donna Swiniarski, “The Public Education Action Centre Works!”
ATA Magazine Winter 2026
7
LOOKING ABROAD
Women Lead for Learning Why gender balance in educational leadership matters
Lisa Everitt
Executive Staff Officer, ATA
SINCE ITS FOUNDING IN 1945, the United Nations has worked to pro- mote security, cooperation and human development across the globe. One of the UN’s important contributions is the 2015 adoption of 17 sustainable development goals (SDGs), which set out a universal framework for peace and prosperity. Each year, progress toward these goals is documented through a series of reports. Among them is Women Lead for Learning , a 2025 publication of UNESCO’s Global Education Monitoring series, funded by a group of governments, multilateral
agencies and private foundations, in- cluding the Government of Canada. The report focuses on SDG 4—Quality Educa- tion—and highlights a striking reality: although women make up the majority of the world’s teachers, they remain signifi- cantly underrepresented in educational leadership. The report opens with an arresting statistic. Globally, there is a 20-per- centage-point gender gap in school leadership positions (UNESCO 2025, 5). This gap persists across diverse con- texts, from low-income nations to the
world’s wealthiest education systems, and remains true even in countries where girls’ access to education has improved. The findings underscore a critical point: gender parity in classrooms does not automatically translate to gender parity in leadership. UNEVEN GLOBAL PATTERNS The broader educational landscape helps explain these disparities. While boys and girls now enrol in primary education at similar rates worldwide, regional trends
8
THE ALBERTA TEACHERS’ ASSOCIATION
into leadership roles, more likely to be evaluated harshly for displaying assertive leadership behaviours and more likely to take on significant caregiving responsibil- ities outside of work. These factors not only delay women’s entry into leadership roles but also shorten the time they have to ascend to more senior levels. Accord- ing to the report, “empirical evidence consistently shows that women enter education leadership roles later than men,” which results in fewer opportun- ities to advance to system-level leadership before retirement (UNESCO 2025, 43). WHY WOMEN’S LEADERSHIP MATTERS Beyond the clear issue of fairness, the report outlines compelling reasons to diversify leadership. When women are visible in leadership roles, it challenges entrenched assumptions about who leads and why. Girls see possibilities they may not have imagined, and boys witness models of leadership that expand their understanding of authority and competence. Moreover, women’s leadership con- tributes substantively to how education systems function. Research cited in the report highlights that women leaders often prioritize instruction, professional collaboration, curriculum development and the cultivation of positive school cultures. At the system level, women in senior roles have been “found to influ- ence national reforms, including funding decisions, teacher recruitment strategies, inclusive policy development, and child- friendly disciplinary practices” (UNESCO 2025, 35). In other words, increasing the representation of women in leadership strengthens not only equity but also the quality and responsiveness of education systems themselves.
BUILDING A MORE EQUITABLE FUTURE To address these systemic challenges, UNESCO recommends a trio of solutions that are interconnected and should be im- plemented concurrently. First, education systems need better data. Without know- ing where women fall off the leadership ladder, policymakers cannot target their efforts effectively. The “broken rung” phenomenon—the point early in a career where women are disproportionately excluded from advancement—must be identified before it can be addressed. Second, systems must actively remove structural barriers. This includes improv- ing recruitment and promotion practices, offering gender-bias training for hiring panels, and setting goals or targets to ensure women are considered equitably for leadership roles. Culture change is essential: women need to work in en- vironments that not only welcome their contributions but also recognize their leadership potential. Finally, women must be supported throughout their leadership journeys. Mentorship, coaching, peer networks and leadership development programs all contribute to a robust pipeline of future leaders. Providing these supports early and consistently increases the likelihood that women will pursue and succeed in leadership pathways. References Eagly, A. H., and L. L. Carli. 2007. “Women and the Labyrinth of Leadership.” Harvard Business Review 85(9): 63–71. UNESCO. 2025. Global Education Monitoring Report: Gender Report—Women Lead for Learning . United Nations. 2015. Transforming Our World: The 2030 Agenda for Sustainable Development . https://sdgs.un.org/2030agenda.
differ. In eastern and southeastern Asia, Europe and North America, more boys than girls are out of school, signalling a shift in long-standing patterns of gender disadvantage. In contrast, in north- ern Africa, western Asia, Oceania and sub-Saharan Africa, girls are more likely to be excluded from schooling, though their participation is improving steadily. Tertiary education presents its own con- tradictions. Enrolment is rising across the globe, yet in low-income countries, young women remain significantly underrepre- sented, with only 77 women enrolled for every 100 men. In high-income countries, the trend reverses, with women outnum- bering men in university participation, even as men continue to dominate voca- tional training pathways. These differences shape how young people see themselves and what futures they imagine. As the report notes, gender disparities in education extend into “how boys and girls learn and imagine their futures” (UNESCO 2025, 18). Because leadership pipelines emerge from educa- tional and occupational pathways, early patterns of participation can have long- term consequences for who goes on to lead schools, systems and ministries. BARRIERS THAT BEGIN EARLY A central message of Women Lead for Learning is that gender gaps in leadership rarely stem from a single cause. Instead, they reflect a web of social norms, organ- izational practices and life circumstances that accumulate over time. Research shows that children internalize gendered expectations at a very young age. As early as six, they begin associating leadership with traits typically coded as masculine, such as assertiveness or strategic deci- siveness. These implicit assumptions shape how individuals view themselves, how others perceive their potential and how leadership qualities are evaluated in professional settings. UNESCO’s analysis echoes the work of Alice Eagly and Linda Carli (2007), who argue that women face a “labyrinth” rather than a single barrier. Despite being as ambitious as their male peers, women are less likely to be encouraged
ATA Magazine Winter 2026
9
10
THE ALBERTA TEACHERS’ ASSOCIATION
UNSUNG HERO
Kerri Mckinnon: Cheerleader for inclusive education
Lindsay Yakimyshyn Associate Editor, ATA Magazine
WHEN A STUDENT TURNED around and said “no” for the first time, Kerri Mckinnon and her colleagues cheered. It wasn’t a moment of defiance from him—it was a milestone—the first time the mostly nonverbal student had ever spoken to them. For Mckinnon, moments like this represent the heart of inclusive education: celebrating each stu- dent’s progress, whatever form it takes. Mckinnon has been invested in inclu- sive learning practices since she began her teaching career in Athabasca more than two decades ago. Early on, she saw the diverse and complex needs in her classes and wanted to do whatever she could to ensure that each student had the best chance of success. “I just always had that open-door policy, to be there for students and offer support if they needed that extra help,” she said. “My goal was always to figure out how we could get where we need to be, together.” The daughter of two teachers, Mckin- non had sometimes resisted joining the teaching profession, but was drawn to education-related roles with organiza- tions such as the Glenrose Hospital and the Royal Alberta Museum. Even more so, in each role she took on, Mckinnon found herself wanting to reach out to children and youth who required just a bit more support, patience and empathy. “I was clearly heading toward teaching with every job I took, so I thought I might as well reroute back to where I’m meant to be,” Mckinnon said.
Now in her third year as education services coordinator with Wolf Creek Public Schools, Mckinnon leads division- wide professional development and offers in-school residencies to share inclusive education strategies and build confidence in school teams working to support com- plex needs. “I always encourage teachers to lean into the challenges, as those tough mo- ments or the reflections after are some of the greatest learning opportunities.” McKinnon believes that embracing the muddiness of inclusive education can lead to finding new ways to help students reach their next milestone, whether that is understanding a new math concept or verbalizing “no” for the first time. “It’s not going to look the same for every student,” Mckinnon said, “Teaching in this context is about being aware of where the student is and figuring out how to meet them there.” ⊲ Got an idea? Unsung Hero is a space dedicated to honouring ATA members past and present who have had nota- ble achievements, either in the ATA or in their private lives. If you know of a member whom you feel should be recognized, please contact section editor Lindsay Yakimyshyn at lindsay.yakimyshyn@ata.ab.ca.
Kerri Mckinnon Education services coordinator
Local ATA Women in Leadership chair and Diversity, Equity and Human Rights chair Holds a bachelor of education degree, a bachelor of arts degree in English and psychology with a minor in exceptionalities, and a master’s degree in leadership and educational improvement
ATA Magazine Winter 2026
11
Wellness
Carrying our shawls Rebalancing Indigenous wellness through spirit, land and story
INDIGENOUS WELLNESS, FROM my perspective as ts’ékui (a Dene woman) from Tthebatthıe Dënésułıné Nation (formerly known as Smith’s Landing First Nation) in Treaty 8 territory, cannot be easily defined or generalized. In fact, pairing “Indigenous” with “wellness” in a single term can feel limiting, as it risks simplifying something deeply personal, complex and relational. Having been born and raised in amiskwaciwâskahikan (nêhiyawêwin/ Cree—Edmonton) and currently residing in Treaty 6 territory, my understanding of wellness has evolved through my lived and learned experiences—professionally, personally and spiritually. For me, well- ness is not something separate from my relationships to land, family, community or spirit. My wellness is bound up with my children, ancestors and the genera- tions yet to come. It includes the lands I live on, the stories I carry and the truths I continue to uncover. I’ve come to realize that wellness in- cludes protecting and nurturing my spirit,
especially as I navigate colonial systems, microaggressions and the invisible labour of constantly explaining my existence and values in spaces not designed for Indigen- ous Peoples and Knowledges. Over time, I noticed my spirit had been slowly worn down. The realization came not just from professional burnout or advocacy fatigue but from deeper disconnection. It became clear to me that I needed to protect my spirit and intentionally rebalance my being. During a graduate studies class, Elder Calvin Cardinal (Saddle Lake Cree Nation) said that instead of a “healing journey,” we might think about “rebalancing,” a continual tending to the physical, mental, emotional and spiritual parts of ourselves. This teaching continues to resonate with me. It affirms what I have felt intuitively: that I had not been holding enough space for rebalancing. One way I have reconnected is through fancy shawl powwow dancing. Each time I put on my shawl—its designs, colours and movement—my spirit is reflected, uplifted and protected. The beat
Melissa Bird
Former Executive Staff Officer, Indigenous Education, ATA
12
THE ALBERTA TEACHERS’ ASSOCIATION
of the drum and melody of the songs are much more than music or an auditory ex- perience; they are the heartbeat of Mother Earth, a return to the rhythms I first knew in my mother’s womb. It renews and (re) awakens my dancing spirit. For me, dan- cing is not only ceremony—it is medicine. Even when I’m not dancing, I carry the shawl with me. I imagine it across my back as a symbol of strength, identity and presence. I try to live in ways that reflect what I’ve learned in the powwow circle— preparing, sewing, beading and caring for all aspects of my being. For me, Indigenous wellness includes ceremony, land, movement and kin- ship. While therapy and medicine have their place in my journey, I know that they are not enough on their own. What sustains me is spirit work—connecting to who I am, where I come from and the responsibilities I carry. Wellness, for me, is an act of resistance, renewal and deep relationality. POINT OF REFLECTION: What is your “shawl”? What do you carry that protects and reflects who you are?
Have you ever considered using a life coach?
Shelley Svidal
Build accountability: Regular check- ins help you stay on track and follow through with your commitments. Strengthen confidence: Through sup- port and honest feedback, a coach can help you overcome self-doubt and trust your own decision making. Improve balance: Coaches often work with clients to manage time more effectively and align their daily routines with their long-term goals. Encourage growth: Whether you're trying to build better habits, take on a new role or navigate a major change, a coach provides the structure and motivation to keep moving forward. IS A LIFE COACH RIGHT FOR YOU? You might benefit from a life coach if you • feel unsure about your next step or need help setting priorities; • are motivated but struggle to stay focused or organized; • want to make a change but feel overwhelmed by where to begin; and/or • value external support and clear, action-oriented guidance.
Staff Writer, ATA Magazine
A LIFE COACH IS A TRAINED professional who works with indi- viduals to support personal growth, clarify goals, and navigate transitions or challenges. Their role is to help you gain a better understanding of what you want in life—in your career, relationships, health or personal de- velopment—then guide you in taking practical, forward-focused steps to get there. Unlike therapists, who often address past trauma or mental health conditions, life coaches concentrate on the present and future. They don’t diagnose or treat psychological dis- orders; instead, they focus on helping build self-awareness, setting achiev- able goals, and developing the mindset and habits needed to succeed. WHAT CAN A LIFE COACH DO FOR YOU? Clarify your vision: If you're feeling uncertain or stuck, a coach can help you define what matters most and what direction to take. Create a plan: Coaches assist in breaking big goals into smaller, actionable steps.
Recommended resource
Held by the Land: A Guide to Indigenous Plants for Wellness Leigh Joseph Available through the ATA library.
This article was drafted with the assistance of an artificial intelligence language model and reviewed and edited by the author.
ATA Magazine Winter 2026
13
Technology
CLEAR Thinking A framework for AI use Soroush Sabbaghan Associate Professor, GenAI Educational Leader in Residence, Werklund School of Education, University of Calgary This article draws on a workshop available for teachers and school divisions on evaluating AI tools with the CLEAR framework. For more information, contact the author at ssabbagh@ ucalgary.ca
ARTIFICIAL INTELLIGENCE IS ARRIVING in K–12 classrooms faster than most of us expected. Some tools promise efficiency, others creativity, but the question for teachers is always the same: Does this tool actually support my students’ learning? The CLEAR framework offers five principles to help teachers pause and reflect before adopting any AI tool: context, literacy, equity, agency and responsibility. It isn’t a checklist for compliance; it’s a set of guiding questions. By thinking through CLEAR, edu- cators can cut through the hype, spot the risks and make sure AI enhances learning instead of undermining it. "By thinking through CLEAR, educators can cut through the hype, spot the risks and make sure AI enhances learning instead of undermining it."
14
THE ALBERTA TEACHERS’ ASSOCIATION
Using the CLEAR Framework CONTEXT
Recommended resource
AI tools don’t land in a vacuum. They enter classrooms shaped by curriculum, developmental stages and community values. What feels like innovation in a Grade 11 history course could feel overwhelming in Grade 3 math. Ask: Does this tool truly fit the subject I teach, the learners in front of me and the outcomes I’m responsible for? Or am I bending my teaching to fit the tool? When context is ignored, AI can distract rather than enhance learning. LITERACY AI literacy is not about clever prompting; it’s about critical use. Students need to know how AI works, when to lean on it and when to set it aside. Teachers, too, need that literacy to guide safe, thoughtful use. Ask: Does this tool help me and my students understand bias, limits and blind spots? Does it give opportunities to critique outputs and test alterna- tives? Without literacy, tools become shortcuts. With literacy, they become a way to teach discernment. EQUITY Equity is not only about who can access AI but also about who can use it well. A tool might be available to all students yet still create divides if only some know how to turn outputs into deeper learning. Ask: Does this tool give every student, not just the most digitally fluent, the chance to use AI to think critically, ask better questions and refine their own reasoning? If equity isn’t built in, innovation risks becoming exclusion. AGENCY AI can either silence student voices or amplify them. If assignments stop at “what the AI said,” students’ reasoning disappears. But if tasks require them to critique, adapt and justify AI outputs, agency is pro- tected. Ask: If students use this tool, what part of the work still belongs uniquely to them? How do I design assignments so they must make choices, explain decisions and defend their learning? Agency doesn’t happen by accident. It must be designed into every task. RESPONSIBILITY When teachers bring AI into the classroom, we also bring responsibility. Students learn how to use these tools by watching us. If we model attri- bution, transparency and reflection, they will too. Ask: Does this tool let me model ethical practice, not just efficient practice? Does it open space for conversations about honesty, accountability and long-term conse- quences? Responsibility is not an afterthought; it’s the anchor that keeps innovation tied to integrity.
Playful STEAM Learning in the Early Years: An Educator's Guide to Screen-Free Explorations Amanda Sullivan and Amanda Strawhacker Available through the ATA library.
FOUR TIPS FOR MANAGING EMAIL OVERLOAD 1. Turn alerts off. 2. Create blocks of email file or delete as much as possible. 4. Develop a strategy for saying no. free time during the day. 3. Focus on key emails; Source: Timothy Caulfield. 2022. Relax. A Guide to Every- day Health Decisions With More Facts and Less Worry . Penguin Random House.
Final thoughts CLEAR is meant to be a way to slow down and ask important questions about AI use. By reflecting on context, literacy, equity, agency and responsibility, teachers can better decide which AI tools belong in their classrooms, how to use them and why. When we do that, we ensure AI serves student learning rather than the other way around. ATA
ATA Magazine Winter 2026
15
Diversity
Taking the ‘person’ out of
‘personalized’ land acknowledgements
Melissa Bird
Former Executive Staff Officer, Indigenous Education, ATA
LAND ACKNOWLEDGEMENTS have become increasingly present in our daily lives. These statements, which recognize Indigenous Lands, Peoples and Languages, and commitments to our relations, are often intended as gestures of respect and commitment to reconcilia- tion. Land acknowledgements recognize numbered Treaties within Alberta, Métis Territories and Districts of the Otipemisi- wak Métis Government and Nations, and communities from the places and spaces where they are shared. As these acknowledgements become more common, many individuals and or- ganizations have taken up the call to make them more meaningful and authentic. A common response has been to personalize them—injecting personal reflections or stories to avoid performative repetition. While this may be well-intentioned, it can inadvertently center settler identities and perpetuate colonial narratives. Personalized land acknowledgements may risk recentering non-Indigenous voices rather than focusing on commit- ments rooted in relational responsibility.
“right” or “perfect” version, something that can be read aloud with confidence. But this focus on crafting a polished product can interfere with the deeper, ongoing process of building relationships with the Indigenous Lands, Languages and Peoples being acknowledged. QUESTIONS FOR REFLECTION AND PRACTICE • How can we ensure that land acknow- ledgements move beyond words into meaningful, ongoing action? • What does it mean to shift from a personalized approach to a relational approach? • What responsibilities do we carry because we live, work and learn on this Land? • What specific actions can accompany land acknowledgments to uphold Treaty relations and relational responsibilities? Land acknowledgements should be living practices, ever evolving alongside our
RETHINKING PERSONALIZATION Instead of personalizing land acknow- ledgements, what if we approached them as opportunities for relational renewal ? This means grounding acknowledge- ments not in personal experience(s), but in shared responsibilities we hold in relation to Indigenous Lands, Peoples and Languages, including stories, traditions and knowledges. Land acknowledgements, when grounded in responsibility, reciprocity and respect, move beyond symbolic gestures and become part of the ongoing work of unlearning colonial logics within education (and beyond). Elder Dr. Vincent Stogan (Tsimilano) reminds us that these practices can be gratitude-grounding experiences—oppor- tunities to “reach back and learn from those that have gone before us and then reach forward to pass on the teachings to those that are coming after us.” PROCESS OVER PRODUCT One of the challenges with land acknow- ledgements is the tendency to seek a
16
THE ALBERTA TEACHERS’ ASSOCIATION
Resources for further learning ATA land acknowledgements Pronunciation guides, videos and examples of land acknowledgements ATA workshops • More Than Words: The Significance of Land Acknowledgements on the Journey of Truth and Reconciliation • Our Shared History, Our Shared Future —A Brief Introduction to Treaties • Being in Good Relations —An Introduction to Cultural Protocols ATA resources ATA Stepping Stones Series • Numbered Treaties within Alberta Treaty 6, Treaty 7 and Treaty 8 • Elder Protocol View the complete workshop and resources series at: www.teachers.ab.ca > Indigenous education and Walking Together www.teachers.ab.ca > Workshops and presentations > Indigenous education workshops Or email pd@ata.ab.ca for more information.
Defining terms Personalizing: to design or produce (something) to meet someone’s individ- ual requirements or to make (something) iden- tifiable as belonging to a particular person (Oxford Dictionary) Colonial frontier logics: those epistemological assumptions and pre- suppositions, derived from the colonial project of dividing the world according to racial and cultural categorizations, which serve to naturalize assumed divides and thus contribute to their social and institutional perpetu- ation (Dr. Dwayne Donald)
Recommended resource
learning and relationships. They are not meant to be static scripts, but in- vitations into deeper understanding, responsibility and transformation. BEYOND THE ACKNOWLEDGEMENT: REIMAGINING OUR RELATIONS When treated as daily reminders of our collective responsibilities, land acknowledgements can counter the erasure of Indigenous Peoples and Knowledges. They can help us reimagine the story we tell about the Land—not as something owned or occupied, but as something to be in good relation with. Ultimately, this means priori- tizing the process of reconnection over performance, and committing to actions that reflect the values embedded within each word of an acknowledgement. ATA
Indigenous Storywork —Educating Heart • Mind • Body & Spirit abteach.cc/IndigenousStorywork
Learning to Relearn: Supporting Identity in a Culturally Affirming Classroom Kwame Sarfo-Mensah
Forts, Curriculum and Indigenous Métissage , Dr. Dwayne Donald abteach.cc/Forts
Available through the ATA library.
We Need a New Story, Dr. Dwayne Donald abteach.cc/NewStory
ATA Magazine Winter 2026
17
Geetha Ball Retired Teacher and Principal, Alberta Blue Cross Member
Teachers, choose how you retire. As a teacher, you’ve shaped Alberta’s future. Now it’s time to focus on yours. When life calls for courage, we’re here to support you with the coverage you need for retirement.
Why choose a retirement benefit plan with Alberta Blue Cross ® ? Our flexible retirement options are designed to make taking care of your health simple in this next chapter. Here's how: No membership fees
Up to 120 days of Emergency Medical travel coverage
Access to airport lounges or hotel rooms if your flight is delayed through Flight Delay Service
Exclusive discounts for wellness products and services
Mix and match your coverage levels for health, prescription drugs and dental. No medical questions are required. 24/7 access to health providers through TELUS Health Virtual Care Personal, nutritional and financial counselling sessions through our Individual Assistance Program
Alberta Blue Cross gives back More than $1 million is invested annually in our communities, including support for teacher bursaries.
Ready to learn about your options for retirement? Our team is ready to help. ab.bluecross.ca/teachers | 1-800-394-1965
® *The Blue Cross symbol and name are registered marks of the Canadian Association of Blue Cross Plans, an association of independent Blue Cross plans. Licensed to ABC Benefits Corporation for use in operating the Alberta Blue Cross Plan. ® †Blue Shield is a registered trade-mark of the Blue Cross Blue Shield Association. IP015-14-25 2025/12 v6
Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56 Page 57 Page 58 Page 59 Page 60 Page 61 Page 62 Page 63 Page 64Made with FlippingBook - professional solution for displaying marketing and sales documents online