ATA Magazine THE ALBERTA TEACHERS’ ASSOCIATION Fall 2026
Specialist Council Seminar, 1961
UNSUNG HERO Teacher supports commun- ity one K at a time
DIVERSITY Teachers create scholarship to support diversity in education
TEACHER HACKS Fab Four theme fosters student engagement
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PAGE 55
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Contents
Feature
Fall 2026 / Vol. 107/ No.1
Feature 18 Need a lift? Outlook 4 Letters 5
NEED A LIFT? ATA specialist councils elevate teaching practice and the entire profession
18
From the President Mot du président Then and Now Looking Abroad
7 8
10 Unsung Hero
Bulletin Board 3
Editor's Notebook Note de la rédactrice
12 Wellness 14 Technology 16 Diversity 32 Research Insights 48 In Profile
48
32
Learning Commons 38 From the Bookshelves 40 Kid Lit 43 In Focus En point de mire Teacher to Teacher 47 Who's Out There 52 In My Humble Opinion 55 Teacher Hacks 56 Most Memorable Lesson
IN PROFILE Edmonton teacher charts her own path as a trombone player and band leader
RESEARCH INSIGHTS Teachers lead the call for human boundaries around anthropomorphic AI
MOST MEMORABLE LESSON Sometimes a major moment is actually minor
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ATA Magazine Fall 2026
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ATA Magazine Fall 2026
Contributors
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
ROGER GARCIA | pp. 10 and 11 Roger Garcia is a self-taught illustrator, art preparator and educator based in Edmonton. Working
SHARI NARINE | p. 48
Shari Narine is an award-winning journalist. She is the author of a novel and short stories as well as book re-
in acrylics, gouache, ink and digital media, his art shares family stories exploring grief, resilience and healing. Garcia has long supported the Edmonton arts community through workshops for children, youth and adults, fostering creativity in schools, galleries, festivals and community events.
views. She recently served on the jury for the Alberta Book Publishing Awards. She resides in Edmonton where she fosters dogs and cheers for the Elks.
JASON WYATT | p. 55
SECTION EDITOR Shelley Svidal FRENCH EDITORS David Martin, Régine Toal ADVERTISING Trevor Battye Advertising Sales trevor@tbasales.ca
Elementary teacher and amateur guitarist Jason Wyatt believes strongly in the power of student voice
PETE RYAN | pp. 18, 19, 21 and 26 Pete Ryan is an illustrator living and working in BC’s southern interior. Pete is a recipient of three medals from
and student choice. He strives to create a classroom environment that promotes authentic learning and personal expression through a creative approach. He works in Parkland School Division.
the Society of Illustrators in New York and is slowly chipping away at his first children’s book. He enjoys golden retrievers and skateboarding and perfecting a chocolate chip cookie recipe when not out hiking and camping.
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.
ANNIE GARNEAU WINTER ISSUE 2026
Annie Garneau’s work appeared on pages 25 to 35 of the winter
JONATHAN SHAREK | p. 36 Dr. Jonathan Sharek is a career educator and practitioner aiming to bridge educational theory and classroom
2026 issue. Due to an editorial oversight, the ATA Magazine failed to acknowledge this contribution. The ATA Magazine apologizes for the error. Over the course of a 38-year career, Annie Garneau has been a secondary science and math teacher, French immersion consultant and school leader with Elk Island Public Schools. After serving four years as a field experience associate and course instructor at the University of Alberta’s Campus Saint-Jean, she continues to share her expertise as a sessional instructor. She remains dedicated to mentoring and training future educators in Alberta. Annie Garneau a contribué à la création du contenu publié aux pages 25 à 35 du numéro d’hiver 2026. En raison d’un oubli de la rédaction, cette contribution n’a pas été soulignée dans le numéro en question. L’équipe de l’ ATA Magazine souhaite présenter ses excuses pour cette erreur. Forte d’une carrière de 38 ans, Annie Garneau a occupé les fonctions d’enseignante de sciences et de mathématiques, de conseillère pédagogique et de leadeure scolaire au sein du conseil scolaire Elk Island Public Schools. Après avoir œuvré durant quatre ans, comme associée à la pratique et chargée de cours au Campus Saint-Jean de l’Université de l’Alberta, elle y poursuit aujourd’hui son engagement à titre de chargée de cours. Sa vaste expertise continue de soutenir la formation de la relève enseignante en Alberta.
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
practice. His experience spans teaching with New York City Public Schools to instructing undergradu- ate education at the University of Alberta. Holding masters and doctorate degrees in educational policy studies, he specializes in connecting with preservice teachers through university lectures and continues to mentor student teachers in his classroom. In 2016, he was awarded an Alberta Teachers’ Association Doctoral Fellowship in Education.
TABLE OFFICERS President Jason Schilling Vice-President Greg Carabine Vice-President Allison McCaffrey Past President Greg Jeffery Executive Secretary Robert Mazzotta Associate Executive Secretary Elissa Corsi
DISTRICT REPRESENTATIVES Calgary City Kevin Kempt, Kent Kinsman, Alicia Taylor South Central Rockies Wade Westworth Central Brenton Baum Central East Murray Lalonde 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 Central North Rick Kremp Central South Brice Unland
JORDON HON | pp. 48 and 50 Jordon Hon 韓寶軒 is a photog- rapher based in Edmonton with Hong Kong familial roots. Jordon spends
most of his time photographing people and spaces as well as organizing events and programs to archive local histories and invite conversations on culture and identity. His favourite teacher is his wife, who teaches Grade 6! Jordon witnesses second-hand how positively impactful she is to her students, parents, colleagues and community every single day, and this inspires him deeply.
The ATA Magazine is a member of the Canadian Educational Press Association.
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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.
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THE ALBERTA TEACHERS’ ASSOCIATION
EDITOR’S NOTEBOOK NOTE DE LA RÉDACTRICE
Elissa Corsi
Editor-in-Chief, ATA Magazine Rédactrice en chef de l’ ATA Magazine
Councils connect, support and elevate teachers
Les conseils mettent en relation, soutiennent et valorisent les enseignants SIÉGER À UN CONSEIL DE SPÉCIALISTES DE L’ATA est l’une des façons les plus gratifiantes pour les enseignants de s’investir dans leur profession au-delà de la salle de classe. En effet, ces conseils rassemblent des enseignants partageant des intérêts, des fonctions ou des disciplines similaires, créant ainsi de véritables communautés de pratique dynamiques et engagées qui favorisent à la fois l’épanouisse- ment individuel et la force collective de l’éducation publique en Alberta. Tout au long de ma carrière, que ce soit comme enseignante ou leadeure scolaire, j’ai eu le privilège de participer à plusieurs conseils de spécialistes. J’ai notamment fait partie du Council for School Leaders , du Conseil français et du Council for School Counsellors . Chacune de ces expériences m’a offert une occasion unique de tisser des liens avec des collègues de toute la province, d’échanger des idées et d’approfondir ma compréhension de l’enseignement et de l’apprentissage dans des contextes variés. Par ailleurs, les colloques et formations profession- nelles de ces conseils ont été déterminants dans ma carrière. Non seulement ils m’ont permis de découvrir des pratiques innovantes et les plus récentes avancées en éducation, mais ils m’ont également offert l’occasion de côtoyer des enseignants passionnés, dont les réflexions et les expériences ont durablement influencé mon parcours professionnel. Au-delà de leur rôle de réseau, les conseils de spécialistes constitu- ent de véritables lieux d’expression du leadeurship, où les enseignants contribuent à l’évolution de la profession en défendant les normes élevées qui caractérisent notre travail. Dans un contexte éducatif de plus en plus complexe, préserver notre autonomie professionnelle requiert un engagement constant envers l’apprentissage et la collaboration. À cet égard, les conseils de spécialistes offrent un cadre structuré et bienveillant pour renforcer notre expertise, affermir notre voix collective et préserver l’intégrité de la profession enseignante. Que vous soyez au début de votre carrière ou que vous cumuliez plusieurs années d’expérience, il existe un conseil de spécialistes pour vous! Chacun d’eux offre un espace propice à l’apprentissage, à la con- tribution et à l’épanouissement professionnel. En choisissant de vous impliquer, vous enrichirez non seulement votre propre pratique, mais vous contribuerez également à renforcer l’ensemble de la profession.
SERVING AS A MEMBER OF AN ALBERTA Teachers’ Association specialist council is one of the most meaningful ways teachers can engage with their profession beyond the walls of their own classrooms. These councils bring together teachers who share common interests, roles or subject areas, creating vibrant communities of practice that support both individual growth and the collective strength of public education in Alberta. Throughout my career as both a teacher and a school leader, I have had the privilege of belonging to several specialist councils, including the Council for School Leaders, Conseil Français and the Council for School Counsellors, to name just a few. Each of these councils offered unique opportunities to connect with colleagues from across the province, exchange ideas and deepen my understanding of teaching and learning in different contexts. The conferences and professional learning events organized by these councils were especially impactful. They not only introduced me to innovative practices and current research but also allowed me to meet passionate teachers whose insights and experi- ences shaped my own professional journey in lasting ways. Specialist councils are more than professional networks; they are spaces where teachers exercise leadership, contrib- ute to the advancement of the profession and uphold the high standards that define our work. In a time of increasing complexity in education, maintaining our professional autonomy requires ongoing learning and collaboration. Specialist councils provide a structured and supportive way to reinforce our expertise, strengthen our collective voice and preserve the integrity of the teaching profession. Whether you are early in your career or bring years of experience, there is a specialist council for you! They offer a space to learn, contribute and grow. Engaging in this work not only enriches your own practice but strengthens our profession as a whole.
ATA Magazine Fall 2026
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Outlook
Letters
W e’d like to hear from you! One of the ways we’d like to engage with teachers is by hearing from you regularly. In several locations throughout this magazine are sections calling for ideas and submissions from teachers. Please watch for these and send us your ideas. Also please send us • general feedback, • your thoughts on items that you particularly liked (or didn’t), • suggestions for future content, • letters to the editor for possible publication. We really do want to hear from you. After all, this is your magazine. Email your feedback to Elissa Corsi, editor-in-chief, elissa.corsi@ata.ab.ca or Cory Hare, managing editor, cory.hare@ata.ab.ca. 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). We want your feedback
Kudos from Ontario “ I really enjoy reading the ATA Magazine and found the article on land acknowledgments in your winter 2026 issue to be very informative and timely. Keep up the great work!" — Chris Cowley, President, Ontario Teachers’ Federation
Digital options ATA Magazine material is available in several digital formats.
ATA e Magazine delivered to your inbox. https://abteach.cc/ SubscribeNow
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All letters are subject to editing for length, clarity, punctuation, spelling and grammar.
PDF archive https://abteach.cc/ PDFarchive
ATA website https://abteach.cc/news
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THE ALBERTA TEACHERS’ ASSOCIATION
FROM THE PRESIDENT MOT DU PRÉSIDENT
Jason Schilling
President, ATA Président de l’ATA
Professionals are always learning
Les professionnels n’arrêtent jamais d’apprendre LE MOMENT RESTE GRAVÉ DANS MA MÉMOIRE. Debout à l’entrée de ma toute première salle de classe, je n’étais plus élève ou enseignant en formation initiale : j’étais maintenant enseignant titulaire. Mes émotions se bousculaient, vacillant entre la confiance et la peur, la fierté et la nervosité, l’enthousiasme et... une touche d’angoisse en pensant à ce dans quoi je m’étais embarqué! Comme beaucoup d’enseignants débutants à leur arrivée, je me sentais prêt et j’étais impatient de commencer, même si je savais que j’avais encore beaucoup à apprendre. J’ai eu la chance d’amor- cer ma carrière dans une petite école en milieu rural où tous les membres du personnel m’ont apporté soutien et conseils. Si mon conseil scolaire n’offrait pas un programme de mentorat structuré, j’ai rapidement découvert que le salon du personnel débordait de collègues expérimentés – enseignants, assistants en éducation, membres du personnel administratif et leadeurs scolaires – qui étaient tous prêts à m’aider à traverser ces premières années. C’est à cette époque que je me suis rendu compte de l’impor- tance du perfectionnement professionnel. Que ce soit lors de grands congrès d’enseignants, de colloques de conseils de spécialistes, d’ateliers ou d’activités de collaboration informelle avec des col- lègues, j’ai appris que les enseignants efficaces ne cessent de parfaire leurs compétences, d’approfondir leurs connaissances et d’enrichir leur pratique. L’apprentissage continu n’est pas qu’un aspect incontournable de la profession enseignante; c’est aussi un moyen de montrer aux élèves, aux parents et au grand public que les ensei- gnants et les leadeurs scolaires s’engagent à rester à l’avant-garde de la recherche, de la pédagogie et de l’innovation. En tant que membre de l’Alberta Teachers’ Association, je suis reconnaissant pour les occasions de perfectionnement profession- nel de calibre mondial, conçues par et pour les enseignants, qui nous sont proposées. Au cours de ma carrière, j’ai participé à d’innom- brables formations offertes par l’ATA. Chacune de ces occasions a donné lieu à une collaboration fructueuse et m’a permis de tisser des liens professionnels avec des collègues de partout dans la pro- vince. J’en ai beaucoup appris, et chaque expérience a fait de moi un meilleur enseignant.
I STILL REMEMBER STANDING IN THE doorway of my very first classroom, not as a student or a preservice teacher, but as the teacher . It was a moment of competing emotions: confidence and fear, pride and nervousness, excitement and a little bit of “what have I gotten myself into?” Like many beginning teachers, I arrived feeling prepared and eager to begin, while also knowing I still had much to learn. I was fortunate to begin my career in a small, rural school where the entire staff became a source of support and guidance. My div- ision did not have a formal mentoring program, but I quickly discovered a staff room full of experienced colleagues—teachers, educational assistants, office staff and administrators—who were all willing to help me navigate those early years. It was during that time that I came to appreciate the importance of professional learning. Whether through teachers’ conventions, specialist council conferences, workshops or informal collaboration with colleagues, I learned that effective educators continually refine their skills, deepen their knowledge and strengthen their practice. Ongoing learning is not only an essen- tial part of being a professional, it also demonstrates to students, parents and the public that teachers and school leaders are committed to remaining at the fore- front of research, pedagogy and innovation. As a member of the Alberta Teachers’ Association, I am grateful for the world-class professional develop- ment opportunities—created by teachers for teachers— that we have available. Throughout my career, I have participated in countless learning options provided by the Association. Each opportunity has brought meaningful collaboration and professional connection with colleagues from across the province. I’ve learned a great deal, and each experience has made me a better teacher.
ATA Magazine Fall 2026
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Then AND NOW
December 1954
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. Check out these items from the December 1954 issue of the ATA Magazine , which looked at topics ranging from curriculum to teacher recruitment to a new technology: television.
Art, tech and teachers YEARS AGO 72
"...And don't let me catch you talking in class again!"
Television, let me repeat, is here to stay, and we parents and teachers will have to accept it. But this is not a summons to grin and bear it or even to concentrate all our efforts in the direction of better programs. If by some magic every program, beginning today, were to be a model of excellence, we parents and teachers would still have an important task: to teach our children to use wisely this electronic wonder that scien- tists and engineers have given to us. One parent questioned in the survey put the problem sagely when he said, ‘Life should be lived, not watched.’ — Paul Witty, “How to Live With TV.”
The importance of exhibiting children's pictures cannot be overestimated. Large bulletin boards in rooms and many bulletin boards in the halls are needed. […] These exhibits should be on the hall bulletin boards at the end of the first week of school. They will not be good, but as the weeks go by, the pictures will be better. Some pictures may be taken down when others are ready to put up. The exhibit is, therefore, continual. — Jessie Todd, “Art and the Classroom Teacher.”
We can't afford an educational system which is less than the very best. It is wishful thinking to expect educational service of quality unless the teaching pro- fession can attract and retain the best people in our society. There is no building, no curriculum, no textbook, however good, which can substitute for or replace professional teachers. — F.J.C. Seymour, “Editorial.”
ATA Magazine Fall 2026
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LOOKING ABROAD
Teaching is a knowledge profession OECD survey links great teaching with sound knowledge
Lisa Everitt
Executive Staff Officer, ATA
TEACHING STUDENTS TO LEARN is part art and part science, and effective teaching requires a deep body of pro- fessional knowledge. The Organisation for Economic Co-operation and De- velopment (OECD) Teacher Knowledge Survey, released in 2026, offers the first international benchmark of an import- ant aspect of teacher expertise: general pedagogical knowledge (GPK). The OECD (2025) defines GPK as “the specialized knowledge of teachers for creating effect- ive teaching and learning environments for all students, independent of subject matter” (11).
Conducted in 2024, the survey included 20,000 teachers from more than 2,000 lower secondary schools in eight countries: Croatia, Poland, Portu- gal, Chile, United States, South Africa, Morocco and Saudi Arabia. The survey included questions about teacher prepar- ation, including whether participants had training in the science of learning, class- room management, lesson preparation and assessment of student learning. The survey also explored whether teachers thought their formal education prepared them to work in complex school settings. Finally, the survey asked participants about their working conditions, stress
and well-being, and intentions to stay in teaching. BETTER TEACHING, STRONGER LEARNING The survey found a strong correlation between teachers with high GPK and student achievement. The survey report (2026) notes that “Across countries, when you plot student performance on PISA against teachers’ pedagogical knowledge as measured by the Teacher Knowledge Survey, you don’t get a cloud of scat- tered dots—you get something close to a straight line. In a world of messy educa- tional debates, that kind of clarity is rare.
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THE ALBERTA TEACHERS’ ASSOCIATION
teachers need ongoing support and re- sources in addition to high levels of GPK. DEVELOPING PROFESSIONAL EXPERTISE GPK can develop throughout the course of a teaching career, but the survey reinforces the importance of comprehen- sive teacher preparation. For example, the study found that teachers who hold a bachelor’s degree had consistently higher GPK than those teachers with less education. In addition, teachers whose educational background focused specif- ically on subject-specific knowledge had lower GPK. The study suggests that, in addition to content knowledge, peda- gogical knowledge is key to developing teacher competence. Collaborative professional cultures hold the potential to support the develop- ment of teacher expert knowledge throughout a teacher’s career. The findings also offer perspective on alternative teacher training pathways for the eight countries that participated in the survey. As a matter of context, the establishment of alternative path- ways to teaching is an attractive option given that teacher shortages are growing worldwide, but it is important to point out that “not all fast-track programmes are equal in duration and content” (74), and this may explain why the GPK of participants did not show significant differences regardless of their pathway to teaching. The implication is that not all pathways are equivalent and the quality and comprehensiveness of the teacher preparation are what matter for the de- velopment of GPK.
Professional learning does not end with initial certification. Once a teacher is actively teaching, collaborative activities such as sharing materials and engaging with colleagues about student learning help support GPK growth, the study found. Collaborative professional cultures hold the potential to support the development of teacher expert know- ledge throughout a teacher’s career. A PROFESSION BUILT ON KNOWLEDGE High-quality teaching is critical for student learning. The OECD report highlights the need to develop teacher knowledge before teachers enter the classroom and to continue developing that knowledge as a teacher’s career progresses. In fact, the OECD argues that this approach should be a core strategic mission for improving the education system. The report (2026) notes that this requires policy-makers and the public to “recognise, reward and elevate peda- gogical expertise with the same respect we afford other high-skill professions” (3). At a time when education systems face growing complexity and increasing expectation, strengthening teachers’ professional knowledge represents an in- vestment in students, the future of public education and teachers. ATA References Organisation for Economic Co-operation and Development (OECD). 2026. Results from the Teacher Knowledge Survey: What Teachers Know About General Pedagogy . Teaching and Learning International Survey. OECD Publishing. https:// doi.org/10.1787/5542e88a-en. Organisation for Economic Co-operation and Development (OECD). 2025. TALIS Teacher Knowledge Survey 2024 Conceptual and Assessment Framework . Teaching and Learning International Survey. OECD Publishing. https:// doi.org/10.1787/65903902-en.
It tells us that pedagogical knowledge is not just helpful; it is one of the most powerful system-level predictors of stu- dent learning outcomes we have” (3). The study sheds light on why GPK and student learning are connected. Teach- ers with stronger GPK reported they are likely to spend more time on classroom instruction as opposed to maintaining classroom discipline. In addition, teach- ers with higher levels of GPK reported they respond and adapt to students’ needs, using their professional judgment to select approaches that best fit the learning situation rather than relying on a single teaching strategy. GPK, RESILIENCE AND TEACHER SELF-EFFICACY Teaching is stressful and many studies document increasing levels of burnout and mental emotional distress in the teaching profession due to increasing complexity in the classroom. The study results suggest that GPK could act as a protective factor for teachers as they carry out their duties. The study found that “GPK tends to be negatively related to teachers’ reports of experiencing stress from student behaviour” (41) and that this supports “the idea that GPK helps (directly or indirectly) teachers cope with a broad range of job demands” (41). Interestingly, while higher levels of GPK were a protective factor for stressors in the classroom, it did not translate into a better sense of efficacy for teachers in terms of feeling prepared to teach, designing lesson plans or assessment activities. This suggests that while GPK is important for the work of teaching, it did not necessarily translate into teachers’ beliefs about their own ability to teach. This may suggest that teachers with higher GPK may hold themselves to a higher level of expectation and are there- fore more critical of their work. Finally, the report noted that teachers, even those with high GPK, feel less pre- pared to address classroom management and support diverse learners even though they “strongly believe in tailoring their teaching to specific students’ needs” (34). In other words, high GPK is not sufficient in and of itself to effectively manage the complexity of today’s classrooms, and
ATA Magazine Fall 2026
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THE ALBERTA TEACHERS’ ASSOCIATION
UNSUNG HERO
Daylan Wizniuk: Running for a cause
Lindsay Yakimyshyn Associate Editor, ATA Magazine
DAYLAN WIZNIUK doesn’t consider himself a natural athlete, even though he’s now an ultramarathon runner. Running became his unexpected passion, one he channels into supporting his community. A junior high teacher in his twelfth year, Wizniuk teaches science, math and physical education in Camrose. He has never shied away from hard work and encourages his students to surprise themselves with what they can achieve. “I have asthma, which you would think would keep someone away from running, so I talk to students about that— don’t let things stop you from engaging in something you're passionate about just because it might not be easy,” he said. Wizniuk says his love for teaching began early, inspired by teachers who made science and math come alive for him. He focuses on science as a space for curiosity and discovery, drawing connec- tions between this approach to learning and his approach to running. “When we’re studying, I’ll tell stu- dents, ‘If your method isn’t working, change it.’ It’s the same with training. You adapt and keep learning what works best for you.” Wizniuk began running in university as an inexpensive way to stay active. Later, his sister convinced him to train with her for a half Ironman triathlon. While he didn’t compete in that event, he soon discovered that running was his favourite part. He ran his first marathon at the end of his first year of teaching and was hooked.
That passion eventually became a way to give back. In 2022, Wizniuk used his marathon skills to support the Red Cross’s humanitarian efforts in Ukraine. “My father’s side is Ukrainian, so when the war in Ukraine started, that hit close to home,” he said. He decided to run four marathons over two days in small Alberta com- munities with Ukrainian ties: Mundare, Vegreville, St. Paul and Glendon. With support from his community and family, Wizniuk raised thousands of dollars for the Red Cross through his running. Since then, Wizniuk has not slowed down. In addition to running at least one mile per day (not missing a day in about nine years), he continues to run ultra marathons and to find new ways to use his running for good. During the 2025 teachers’ strike, Wizniuk ran 100 miles, picking up letters in support of public education along the way to deliver to his MLA. Through his running, Wizniuk dem- onstrates how one person can make an impact by turning what they love into real action in their community. ⊲ Got an idea? Unsung Hero is a space dedicated to honouring ATA members past and present who have had notable achievements, either at the ATA or in their private lives. If you know of a member whom you feel should be recognized, please contact section
Daylan Wizniuk Served as an ATA
school representative and a Teacher Welfare Committee member Ran dozens of marathons in the past decade
editor Lindsay Yakimyshyn at lindsay.yakimyshyn@ata.ab.ca.
ATA Magazine Fall 2026
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Wellness
Teacher bladder When nature calls but teachers can’t answer Shelley Svidal
Staff Writer, ATA Magazine
“ For a teacher already experiencing urgency or incontinence, having to wait for the bell can be more than inconvenient."
THE TERM “TEACHER BLADDER” may sound like a joke, but for many teachers, it describes a professional reality—going hours without using the washroom because leaving their class- room is simply not an option. Teachers are responsible for super- vising students and ensuring their safety, and their opportunities to use the wash- room are often limited to recess, lunch or unassigned time, says Sean Brown, the ATA’s coordinator of Teacher Employ- ment Membership Support. Even then, those breaks may be taken up with attending meetings, helping students or dealing with unexpected problems. A teacher who misses one opportunity may have to wait until the next scheduled break. The result is that some teachers routinely postpone urin- ating—sometimes for hours.
Teacher bladder is not a medical diagnosis. It is an informal term adopted by some teachers and urologists for the bladder problems that may develop when people repeatedly delay urination. Regularly ignoring the urge to go can contribute to bladder discomfort and may encourage habits that interfere with normal bladder function. Limiting fluids to avoid having to use the washroom can create problems of its own, including dehydration resulting in possible brain fog and headaches. Studies show that women are more likely than men to experience pelvic-floor problems. Pregnancy, childbirth and menopause can further affect bladder function. For a teacher already experi- encing urgency or incontinence, having to wait for the bell can be more than inconvenient.
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THE ALBERTA TEACHERS’ ASSOCIATION
“ Adequate staffing and thoughtful scheduling can make something as basic as a washroom break considerably easier to manage.
RECOMMENDED RESOURCE
In Alberta, teachers have legal and profes- sional responsibilities for student supervision while occupational health and safety require- ments recognize the importance of access to basic workplace facilities. Collective agree- ments also provide duty-free lunch periods or other breaks and are applicable to teachers, including school leaders and division office personnel, that are covered under them. But a break on paper does not necessarily mean that a teacher can leave students unattended whenever the need arises. Nor does access to a washroom necessarily mean that a teacher has a realistic opportunity to use it. Over time, putting off a trip to the wash- room can become part of a teacher’s working day. Teachers may learn to ignore the urge to go or plan when they drink according to when they expect to have a break. Some may deliberately drink less during the school day so that they will not need to use the wash- room as often. Individual strategies can help—staying adequately hydrated, using scheduled breaks
when they are available and seeking medical advice when bladder symptoms persist—but they do not address the underlying workplace issue. Teachers should not have to restrict fluids or routinely ignore the urge to use the washroom simply to get through the instruc- tional day, Brown says. Schools can help by ensuring that teach- ers have predictable opportunities to use the washroom and should have a process or plan that allows a class to be covered when a teacher needs to use the washroom, Brown says. “I have seen and, when I was a school leader, created a process in which the teacher calls down to the office, and one of the admin- istrators or available support staff then comes to the class to cover,” Brown says. School leaders can also avoid treating every recess, lunch or unassigned period as available time for additional duties. Adequate staffing and thoughtful scheduling can make something as basic as a washroom break considerably easier to manage.
Your First Year: How to Survive and Thrive as a New Teacher Todd Whitaker Available through the ATA library.
ATA Magazine Fall 2026
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Technology
A bot for every occasion Navigating the tension between AI power and human warmth Cory Hare
IT WAS ABOUT A YEAR AGO THAT I CAVED. Up until then, I’d avoided any use of AI. Then I heard about Perplexity and was curious. I found the online portal and typed into the “ask anything” window a question that summarized the aim of a personal research project I’d been working on for two months. I hit “submit.” Four seconds later I was staring at a succinct paragraph that summarized what I’d learned on my own, supplemented by a series of tangential entries—all footnoted. Following these breadcrumbs, I saw that the machine had probed every website and discussion group that had taken me weeks to mine using traditional web searching. In that moment, I was dumbfounded by the might of AI-powered research, and in the months that followed, I became increasingly comfortable with this technology. Recently, I was applying the final human touches to a Perplexity-aided document when I thought of a new element to include. My immediate next thought was, “I need to see what Perplexity thinks.” That reaction made me pause. “Am I losing the ability to think and decide for myself?” I wondered. This phenomenon is known as cognitive atrophy, which has long been one of the concerns associated with AI use. Ever since I experi- enced this introspective moment, I’ve been extra mindful to use my preferred AI tool as a resource while retaining my human agency. Still, I can’t imagine going back to the old way of researching information.
Managing Editor, ATA Magazine
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THE ALBERTA TEACHERS’ ASSOCIATION
YOUNG PEOPLE AT RISK? The story arc that I’ve lived with Perplexity bears similarities to a phenomenon among young people that has prompted warnings from many experts and researchers: overreliance on AI companions, which are language-model platforms that enable users to create and interact with AI-driven personas. In April 2026, researchers from the University of Pennsylvania published the results of a study in which they analyzed Reddit posts by teens aged 13 to 17 who used Character.AI. The researchers found that teens “often begin using chatbots for support or creative play, but these activities can deepen into strong attachments marked by conflict, withdrawal, tolerance, relapse, and mood regulation.” They identified emotional dynamics they felt were unique to teen overreliance on AI companions, such as intense attachment and simulated intimacy. “I needed someone to talk to, but I didn’t have the courage to open up to anyone in my life,” posted one teen cited by the study. In the posts the researchers analyzed, many teens shared about the emotional difficulty they experi- enced when trying to quit using their AI companion. “I try to quit, but I feel empty. I like talking to bots more than real people now,” posted one teen. “Even though I deleted it, I still think about my characters every day. I feel like I abandoned them,” posted another. Researchers found that new, real-life interactions like spending time with friends, going back to school, starting a job or entering a relationship were often a key factor among teens who were able to move away from their AI companion, as these interactions quelled the urge to use the app. A ROLE FOR TEACHERS Dr. Anabel Quan-Haase, a professor of Information and Media Studies and Sociology at the University of Western Ontario who researches AI bots, says teachers can play an important role in helping young people understand that a bot is driven by an algo- rithm and is not like a real friend. “Teachers have a great opportunity here to have a lot of these important discussions and maybe to even try out the chat bots and discuss in class openly what are the benefits, what are the limitations, what are considerations—ethical, confidential, transparency, accountability—around these systems,” says Quan- Haase. ATA ⊲ Alberta teachers have been leading advocates in calling for boundaries around the use of AI technology in educational settings. Learn more with Research Insights on page 32.
Find the study
Understanding Teen Overreliance on AI Companion Chatbots Through Self-Reported Reddit Narratives Mohammad Namvarpour, Brandon Brofsky, Jessica Medina, Mamtaj Akter, Afsaneh Razi Available online at abteach.cc/acm-diglib
Hidden dangers The phenomenon of AI companions prompted the following statement from Common Sense Media, a US- based information and education advocacy organization. “ Social AI companions are not safe for kids. They are designed to create emotional attachment and dependency, which is particularly concerning for developing adolescent brains. Our testing showed these systems easily produce harmful responses, including sexual misconduct, stereotypes, and dangerous ‘advice’ that, if followed, could have life-threatening or deadly real-world impact for teens and other vulnerable people."
ATA Magazine Fall 2026
15
Diversity
From reflection to action Teachers create scholarship to support diversity in education Lindsay Yakimyshyn
Associate Editor, ATA Magazine
“ The kids are creating the opportunity for one of their own to become a teacher. "
WE CAN’T FORCE PEOPLE TO BECOME TEACHERS. This statement from a visiting professor struck a chord with Tia Myrick, English department head at Edmonton’s Archbishop O’Leary School. The professor was an advocate for equity and social justice who had come to speak about the importance of students seeing themselves reflected in the teaching staff. Her observation about the lack of diversity among teachers got Myrick thinking. How could we make education feel more welcoming? Could we raise awareness and open doors for our own students? Maybe even offer a scholarship? An idea was beginning to take shape. Myrick recruited colleague Akua Kankam and, in collaboration with students, they established the Diversity in Education Scholarship, which supports an Archbishop O’Leary student of colour who plans to pursue post-secondary studies in education. The scholarship granted its first award in 2024. The award is made even more meaningful by the fact that it’s partially funded by students themselves through the school’s annual Cultural Day. “The kids are creating the opportunity for one of their own to become a teacher,” says Myrick. The first recipient is already on her path to becoming an elementary teacher, and there’s hope that the scholarship will inspire more students of colour to see teaching as a career.
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THE ALBERTA TEACHERS’ ASSOCIATION
Recommended resource RECOMMENDED RESOURCE
Art Therapy for Racial Trauma, Microaggressions and Inequality: Social Justice and Advocacy in Therapy Work Dr. Chioma Anah Available through the ATA library.
Dates of note November 20 is Transgender Day of Remembrance. Founded in 1999, this day represents a moment to honour and support people who are transgender, non- binary and gender diverse, and all members of the 2SLGBTQI+ communities. November is Indigenous Disability Awareness Month in Canada. This month rec- ognizes the social, economic and cultural contributions of Indigenous people living with disabilities and raises
Having worked alongside students to bring this initiative to life, Myrick and Kankam offer the following reflections for other teachers and school leaders seeking to support diversity, equity and inclusion in their own school communities:
FOSTER SAFE SPACES AND OPPORTUNITIES FOR STUDENTS TO SHINE When students feel heard and valued, they are empowered to lead and contribute meaningfully.
ENGAGE THE BROADER SCHOOL COMMUNITY Conversations about race can be uncomfortable, but proactively addressing concerns helps build trust and collective purpose.
BUILD SHARED UNDERSTANDING Offering context, resources and accessible language (e.g., a glossary of key terms) supports a collab- orative learning journey for all.
awareness of the com- plex and intersectional challenges they face.
Driven by students and supported by their teachers, this scholarship represents one step—but a powerful one—toward greater equity and representation in education. ATA
ATA Magazine Fall 2026
17
Feature
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THE ALBERTA TEACHERS’ ASSOCIATION
Dan Grassick
Social Studies Council Conference, Banff, 1998
Executive Staff Officer, ATA
W ay back when I was a bright- eyed first-year teacher with a head of glorious curly hair—the kind that obeyed neither gravity nor reason—I somehow got it into my head that I should apply to present a workshop at the ATA Science Council conference at the Banff Centre. What I lacked in teaching experience, I more than made up for in unbridled enthusiasm, untamed creativity and a deep desire to make learning experi- ential, memorable and fun. So it was on the afternoon of Re- membrance Day 2004, I found myself pulling into Banff as the setting sun started to dip behind Mount Rundle. Little did I know at the time that the next two days would change my life forever. The conference was great! Dr. David Suzuki delivered an opening keynote related to his recent docu- mentary series, The Sacred Balance, sharing new insights from environ- mental science research presented through Haida, Blackfoot and Māori lenses. I was, and still am, a Suzuki super fan, so needless to say, I found Suzuki’s presentation empowering
and inspirational. It modeled for me an approach to teaching science that I have tried to advance throughout my career. As a self-described “young punk” teacher in my 20s, I also found it very cool that Suzuki stayed at the conference after his keynote to visit with science teachers from across the province over charcuterie and beer. The next day, I presented my session, “Wow! Chemistry Demos and Activities for Grade 5 & 9 Teachers.” Although I was initially anxious about presenting to a room full of more experienced teachers, once I started sharing my thoughts about making science education more hands-on (and messy), the sounds of furious note- taking and excited chatter in the room quickly told me that my ideas were worth sharing. For the next 90 minutes, we laughed and learned together. I melted a frozen puck of butter con- taining popcorn kernels in an open electric frying pan to demonstrate state changes and the particle theory of matter. We shook milk into ice cream using salt, ice and sheer muscle power. We made layered drinks
(Shirley Temples) to explore density. We mixed common chemicals in Ziploc bags to produce colour changes, gases, solids and wild temperature changes. The session ended in a flash of light and the smell of burning sugar with me, standing outside the floor- to-ceiling windows, exothermically obliterating a gummy bear in a test tube of molten potassium chlorate. This first kick at delivering professional development was so overwhelmingly positive that it led me to apply as a speaker at my teachers’ convention the next year. Then, I was hooked! By the time I applied to be an ATA PD staff officer 10 years later, I was routinely presenting at the prov- ince’s 10 conventions and conferences planned by the Science and Global, Environmental & Outdoor Education councils. More than 20 years later, my enthusiasm is a bit more bridled, my creativity a bit tamer, but my desire to make learning experiential, memorable and fun has never been deeper—and I owe it all to my first specialist council conference.
ATA Magazine Fall 2026
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65 YEARS OF PEDAGOGICAL PROPS (AND REPELLING SEA MONSTERS)
In 1960, delegates at the ATA’s annual general meeting approved a resolution to create specialist councils—new, teacher-led groups dedicated to improving instructional practice. Within a year, 10 councils hosted their first conferences, launching a tradition that has helped generations of Alberta teachers successfully navigate the shifting seas of new curricula, emerging technologies and changing political tides. Today, the ATA has 20 specialist councils or- ganized around curriculum subjects and grade groupings (such as fine arts and middle years education), professional competencies (such as Indigenous education and the effective use of technology), and specific teaching roles (such as school leadership and counselling). These councils continue to strengthen mem- bers’ pedagogical and leadership knowledge and abilities by organizing professional de- velopment activities, communities of practice, and resources and publications that inform and inspire. They contribute to ATA policy by devel- oping and providing feedback on resolutions, representing Association members on govern- ment committees and in working groups, and reinforcing the profession’s role in educational research through academic journals, research symposia and commissioned studies. Much has changed over the past 65 years, but many of the profession’s challenges are timeless. Every generation of Alberta teachers has had to contend with the ever shifting seas of technological and societal change, weather the storms of curriculum reform and funding scar- city, and defend their expertise and autonomy against the always looming threat of kraken attacks. Thankfully, the ATA’s specialist councils remain a steady vessel amid these challenges. Buoyed by decades of collective expertise and shared resolve, they offer every ATA member a way to chart a course forward toward renewed purpose, supportive community and profes- sional learning. ATA
Specialist Council Seminar, Banff, 1993
The first ATA specialist councils founded in 1961: - Business Education - English - Guidance - Home Economics - Industrial Arts - Mathematics - Modern and Classical Languages - School Administration - Science - Social Studies
Specialist Council Seminar, 1961
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THE ALBERTA TEACHERS’ ASSOCIATION
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