Tours and Programs from:

Careers in Energy Technologies Education Program

October 25-26, 2016 | Calgary & Area

Expand your students’ career horizons! This tour is designed for career counsellors, CALM, CTS and CTF teachers and administrators to be able to experience an emerging field of careers. Gain the knowledge, experiences, resources and confidence to engage with future workforce with the many careers possibilities in this dynamic sector including alternative, renewable and conventional energy development.

Explore the science, innovations, technologies that give insight into career futures in the energy sector.

On this program, you will:

– Gain valuable information from day-in-the-life-of talks from speakers that work in energy related fields

– Discover exciting new technologies – notably including those in the alternative and renewable energy – that are evolving the energy sector in Alberta

– Participate in a behind-the-scenes tours of, and meet with professionals working at state-of-the-art energy facilities in Alberta

– Network with other career educators and professionals

If you are a successful applicant, Inside Education will provide you with a full scholarship to attend the program. Your food, program travel, accommodations and all facility tours and workshops are all included in the scholarship.

This program is open to career professionals and educators from Alberta and British Columbia.

Application Deadline: September 29, 2016. You will be notified of your application status by Tuesday October 4, 2016 Please contact us for more information.

Alberta Boreal Careers – experience the possibilities: A new kind of careers education!

With a growing number of career opportunities available to students it is important to provide them with the information they need to help them make career choices. For this we believe in the E’s – explore, experience and engage.

The ABC Project is an experiential learning event for junior and senior high school students designed to investigate science, technology and careers in Alberta’s Boreal Region. The event will allow students to discover a myriad of career options & paths, learn about post-secondary requirements, have day-in-life experiences, meet leaders in the field and assess future employment possibilities.

On the program, your team will take part in a variety  engaging interactive activities  and discussions that tell the stories of professionals working in energy and environment fields.

This fall we are hosting ABC Whitecourt on Tuesday October 18, 2016.

The program is open to schools in Whitecourt, Fox Creek, Valleyview and Surrounding Area. The program will start and end at the Forest Interpretive Centre in Whitecourt. The day will run from 9:00am-3:30pm and include a expert career panel, local tours and a field experience at the Huestis Demonstration Forest. Stay turned for a complete program agenda.

Teams are welcome to apply with as a class or group of 6-10 students and 2-4 teachers from the school. Application deadline September 30, 2016.

Supporting teachers, inspiring students. 


Please Share: 1st National Survey on the Resiliency of Sexual and Gender Minority Youth

Please see the below message from:

I am conducting a “Growing into Resilience” survey for participants who are Canadian sexual and gender minority (SGM or LGBTTIQQ2SA) youth and young adults between 12 and 29 years old. This is a national survey which participants can complete using either the English or French versions of the survey. I will use the results to improve recognition and accommodation of SGM youth and young adults in education, healthcare, communities, and other life contexts. Direct input from survey participants will be most valuable in this work. Please encourage youth and young adults in your circle to complete it. I would be delighted and grateful if you could send the attached information for survey participants out via your list servs, social media, or other ways you communicate with young people.

Find out more:


André P. Grace, Ph.D.
Canada Research Chair in Sexual and Gender Minority Studies (Tier 1)
Professor, Department of Educational Psychology
Director of Research, iSMSS
6-102 Education North
University of Alberta
(780) 492–0767



A Parent’s Guide to Funding Higher Education

In an effort to assist students and parents in developing a funding strategy for higher education Scholarships Canada and HigherEdPoints, with the help of SmartSAVER, have created a new resource: “A Parent’s Guide to Funding Higher Education.”  This useful guide provides the first age-and-stage approach to major sources of funding available to Canadians from birth right through to post-graduation from college or university.

Access the guide:

A Parent’s Guide to Funding Higher Education

Seeking Input: Review of the Child and Youth Advocate Act



September 2, 2016

Guidance Council of the Alberta Teacher’s Association

Dear Members:

Re:     Review of the Child and Youth Advocate Act

The Legislative Assembly of Alberta has assigned the Standing Committee on Legislative Offices the responsibility for conducting a review of the Child and Youth Advocate Act (CYAA), which ensures consideration of the rights, interests and viewpoints of children and youth receiving intervention services.  Commencing on June 22, 2016, the Committee has a 12-month period in which to complete a comprehensive review of the Act and present a report to the Legislative Assembly.

The Committee is seeking input from stakeholders and would like to invite your participation. For your information a Discussion Guide has been posted on the Committee’s website as part of the review process.  Please share this invitation with your colleagues and any other parties you believe may be interested in participating in this review.

The deadline for written submissions is Friday, October 14, 2016.

All submissions should be forwarded to the Standing Committee on Legislative Offices, c/o Committee Clerk, 3rd Floor, 9820 – 107 Street Edmonton Alberta T5K 1E7 or via email at

The Committee may decide to hold public meetings at a later date.  If you wish to make an oral presentation to the Committee providing additional information, please clearly indicate this in your written submission.  Please note that submissions from private individuals will remain confidential upon request; otherwise, these submissions will be made public with the names of submitters and all third-party personal information removed.  All other submissions will be made available to the public.

The Standing Committee on Legislative Offices is a multi-party committee consisting of 11 Members of the Legislative Assembly of Alberta.  Committee meetings are open to the public, audio-streamed live and recorded by Alberta Hansard, and can be accessed online.  The Committee’s website, with a membership list, access to meeting transcripts and the online audio feed, is

Thank you for your consideration of the Committee’s request.  If you have any questions, please contact the Committee office at 780.644.8621.


Standing Committee on Legislative Offices

Aboriginal Awareness Workshop Schedule 2016

Calgary – Edmonton – Vancouver – Victoria – Toronto – Ottawa

Join Aboriginal Awareness Canada at one of our cross-Canada stops.
2 Workshops and 2 FREE Open Sessions per city

Register for Aboriginal Awareness Certification, Aboriginal Awareness Introduction, or try one of our Aboriginal Awareness Open Sessions.

Secure your spot Online now!

Register Online Now

Spots are filling fast.

Custom Aboriginal Awareness Workshops

Custom Aboriginal Awareness Canada customizes workshops for corporations, governments, contractors and associations.

Making informed decisions is a critical business responsibility.

The Aboriginal Awareness Training Workshops will provide your organization with the information needed in order to build effective and positive relationships with the Indigenous people.

Gain the confidence to communicate and create more effective working relationships with Indigenous peoples, governments and businesses.

 Online Training

Introductory Aboriginal Awareness

Learn the foundations of Aboriginal Awareness
ONLINE for only $75

Aboriginal Awareness Certification

Obtain industry standard certification
ONLINE for only $99


Trauma Informed PL Opportunities



Announcing our 2nd Annual Fall Learning Conference

OCTOBER 25 & WED, OCTOBER 26, 2016
Prairie Pavilion, Westerner Park, Red Deer, Alberta, Canada

This year’s conference theme is TRAUMA, HEALING and SELF-CARE (simplified).
Trauma, Healing and the Critical Importance of Teaching and Modelling Self Care: for Individuals, Communities and Cultures (extended version!). 

The full conference offers 13 continuing education credit hours, and a completion certificate, breakfast both days (lunch and dinner are at the delegates choosing) and the Early Bird Price saves you $75 over last year!  (Ridiculous, SMOKING HOT pricing!) 

If you have specific questions for Kim or Carlin, please send us an email at or call (403) 986-2122. Otherwise, please download, print and share our Fall Conference Package, directly below, or click on the ticket packages listed below.

We look forward to seeing you again this year. And share with your professional network, colleagues and friends.

Looking forward!
Relationship Inspired Leadership Team




Please share with your friends and colleagues!

Healing Trauma – An Intergenerational Perspective

Dr. Gabor Maté and his son Daniel Maté  

Two full days of  Education, Discussion and Connection  

Tuesday October 4 & Wednesday October 5, 2016

The Ramada Inn, Edmonton AB

$460 per person
Currently – $390 + tax (save $70)

Details and Registration 

Experience the essence of the conference theme by watching Gabor and Daniel’s debut conversation about their own generational healing… 


Conference Learning Objectives: 

 * Understanding what trauma is and isn’t: trauma is not the difficult life events, but the disconnect from self and others those events trigger 

* Trauma as a “fault-free zone” 

* How trauma manifests in families across generations, and how it is experienced in the life of the individual 

* How parents and children can use this understanding to heal themselves and transform their relationships 

* How to support individuals for whom there may not be a “willing partner” for healing a relationship 

* How to recognize our own traumas as they show up in interaction with our clients, and how to use that recognition to support healing in them and in ourselves  

This unique and new conference will be refreshing, educational and engaging

Details & Registration

FNMI Program Facilitators Needed

The Alberta Teachers’ Association is pleased to embark on a provincial three-year professional learning project for all Alberta certificated teachers, entitled “Walking Together: Education for Reconciliation”.

Walking Together: Education for Reconciliation is a professional learning project that supports the implementation of proposed teacher competencies related to applying foundational knowledge about First Nations, Métis and Inuit (FNMI).

We will be hiring four teachers to lead the development and delivery of professional learning programs to support the proposed FNMI competencies. The positions will be for the duration of the 2016/17 school year with the possibility of two one-year renewals and may be filled under a contract or a secondment arrangement. Preference will be given to regional representation from the traditional territories of Treaty 6, 7, 8 and the Métis nation. 

Learn more about these positions on our website.

Deadline for applications is 9:00 AM on Monday, July 25, 2016.

ATA Symbol

Reconciliation through education

Media release

Reconciliation through education

New research shows significant growth in university programs and services for Indigenous students

OTTAWA – A survey of Canada’s universities shows that campuses across the country have scaled up programs and services specifically designed to meet the needs of Indigenous students.  From 2013 to 2015, academic programming for Indigenous students increased 33 per cent, along with growth in targeted services and support.

Information on new and continuing programs and services are shared in Universities Canada’s recently updated online directory  for Indigenous students, their parents and guidance counsellors. The comprehensive, searchable database of resources designed to meet the needs of Indigenous students profiles 233 undergraduate programs and 62 graduate-level programs with a focus on Indigenous issues or specifically designed for Indigenous students. It shows that 86 per cent of universities offer targeted support services, including academic counselling and peer mentorship, to meet the unique needs of Indigenous students. Sixty-nine per cent of Canadian universities offer programs to help Indigenous students transition to university, including mentorship starting as early as the elementary school years.

“Education is an important pathway to reconciliation between Indigenous and non-Indigenous people in Canada,” says Paul Davidson, president of Universities Canada. “By working together with Indigenous leaders, communities and scholars, universities have made important changes to support access and success for Indigenous students in higher education. But more must be done. University leaders are committed to bringing further improvements to curriculum, services and governance structures to ensure that Indigenous culture and knowledge are reflected in all parts of the university community.”

Indigenous youth is one of the fastest-growing segments of the population, with more than 650,000 Indigenous people under the age of 25. Yet the university completion rate Indigenous people aged 25-64 is less than 10 per cent, compared to more than 26 per cent of non-Indigenous Canadians in the same age group.

Universities Canada is the voice of Canada’s universities at home and abroad, representing the interests of 97 Canadian public and private not-for-profit universities. The association continues to encourage federal investments in improved financial assistance for Indigenous students and support for successful institutional programming that helps Indigenous students complete their educational goals.  Canadian universities are committed to playing a leadership role in the reconciliation process, and in 2015 adopted 13 principles on Indigenous education to improve Indigenous student success and strengthen Indigenous leadership throughout the university community.

Media Contact:

Nadine Robitaille
Communications officer

Universities Canada

613 563-3961 ext. 306 or cell: 613 884-8401




ALERT : Orlando Florida Nightclub Shootings: Violence Threat Risk Assessment (VTRA) And Traumatic Aftermath

The worst mass shooting in American history brings with it a very complex dynamic, which is the intersecting of Criminal Radicalization and Hate Crimes against one of the most vulnerable groups in North America. Early indicators are that the perpetrator heeded the call of international terrorists to target “gay nightclubs” on North American soil. The “call” for someone who is not fully committed to engage in serious violence and attack a random nightclub would be difficult. But with the current divisiveness in the United States around Gay Marriage and other LGBTQ related topics, the “call” to target Sexual and Gender Minorities is far more “justifiable” in the minds of both radicalized and hateful individuals and groups. Although the Canadian climate is generally better than that of our American counterparts on issues of promoting acceptance there are plenty of recent hate crimes involving violence against sexual and gender minorities in our own Country as well.

*NOTE: This ALERT is done in collaboration with our colleague Dr. André P. Grace, Canada Research Chair in Sexual and Gender Minority Studies at the University of Alberta.

Part One          Violence Threat Risk Assessment

1) We are currently in the first Critical Period that will take us to the end of the academic year. This period is more complex as professionals, children and youth alike are all tired as the school year winds down.

2) As this is clearly targeted towards sexual and gender minorities we must be very attentive to both these vulnerable youth and those you know have targeted them in the past.

3) Of equal concern is these youth now have the most tangible evidence of how hated they really are by some in our communities. Therefore our efforts to be connected to them during this period is paramount. (It would be appropriate to formally identify healthy staff who have a connection with LGBTQ youth and have them directly ask those youth how they are doing in the aftermath of the Florida Shootings).

4) Also show caring concern for staff and parents who are sexual and gender minorities.

5) This tragedy will increase the justification process for bullying, mean behavior and acts of violence.

6) In recent traumatic events across North America we have seen a significant increase in the use of anonymous based social media platforms to spread and incite hatred. Depending on your region, a variety of anonymous apps may be popular including:, Yik Yak, Whisper, and Ogle. Given the inherent lack of accountability with anonymous platforms, we need to remain vigilant in monitoring these platforms for any escalation of targeted hatred.

7) Several posts through social networking by ‘so called’ Christians in the United States have supported the Orlando attack calling it an “act of God” which will also increase the risk for suicidality amongst gender and sexual minorities.

Part Two          Impact on Sexual and Gender Minorities

Sexual and gender minorities compose a demographically complex population, which WorldPride 2014 organizers in Toronto described using the LGBTTIQQ2SA acronym that stands for lesbian, gay, bisexual, transgender, transsexual, intersex, questioning, queer, two-spirited and allies. While the Canadian Charter of Rights and Freedoms protects this diverse group against discrimination on the grounds of sexual and gender differences, homophobia, biphobia, and transphobia persist. By virtues of their ages and ongoing development, sexual and gender minority (SGM) youth are particularly vulnerable in our schools and communities. Theycontinue to experience adversity and trauma caused by an array of stressors that can affect their physical and mental health and make them prone to risk taking and various negative life outcomes including substance abuse and suicide ideation, attempts, and completions. An event like the terrorist attack on the LGBTQ community in Orlando can be a real trigger for SGM youth who may be fearful and even traumatized in the aftermath of such horror. Moreover, it can lead to targeting of SGM youth, which Anthony D’Augelli, an expert on victimization and mental health among high-risk youth, calls retaliatory dangers. Thus the attack can be a trigger for bullies and other aggressive youth and adults who would target vulnerable SGM youth.

In the aftermath of the heinous crime in Orlando, principals, teachers, guidance counselors, and other caring professionals need to ensure the health, wellbeing, safety, and security of SGM students in our schools and communities. Here are some key considerations:

1) It is important to monitor the behavior and treatment of SGM youth, especially those who are out and visible, since they can be particularly vulnerable and subjected to symbolic violence (such as name-calling and graffiti on lockers and in washrooms) as well as physical violence (such as bullying that includes assault and battery).

2) In recent years Gay-Straight Alliance (GSA) Clubs have become more common in Canadian schools. SGM youth view them as safe spaces where they can socialize and talk about issues important to them. It is important to be vigilant about safety and security around GSA meetings, since they can be a targeted site for inflicting hurt on congregated SGM youth and their allies. Principals and teacher facilitators of these clubs have a particular responsibility to take care here.

3) It is also important to talk to youth about websites and social media that tend to accelerate homo/bi/transphobic narratives and targeting of sexual and gender minorities in the aftermath of events like the Orlando massacre. Angry, disenfranchised youth can be particularly influenced when they are exposed to negative messaging and calls to engage in imitative (copycat) activities.

Part Three           Resources

Educators need to build knowledge and understanding of sexual and gender minority youth and those who would perpetrate violence against them in schools and communities. To assist you in educational and outreach initiatives, explore and use the following resources:

1) Advice for educators and an array of other resources focused on supporting sexual and gender minority (LGBTQ) youth and addressing their comprehensive health issues, can be found at

2) In September 2015, the University of Toronto Press released André P. Grace’s new book entitled Growing into Resilience: Sexual and Gender Minority Youth in Canada. Part II is co-authored with Kristopher Wells. The book argues that, despite recent progress in civil rights for sexual and gender minorities (LGBTQ) in Canada, ensuring SGM youth experience fairness, justice, inclusion, safety, and security at school remains an ongoing challenge. It investigates how teachers, healthcare workers, and other professionals can help SGM youth build the human and material assets that will empower them to be happy, healthy, hopeful, and resilient. The book draws upon the personal narratives of SGM youth, emphasizing ways to link research, policy, and practice so youth can thrive. As a resource for those professionally engaged in work with SGM youth as a diverse sub-population of youth, Growing into Resilience is a timely and useful book. It includes a typology focused on stressors, risk taking, asset building, and indicators of thriving. For more details, visit and click on the order form.

3) On May 17, 2016, the International Day Against Homophobia, Transphobia, and Biphobia, the Canadian Teachers’ Federation (CTF) released Grace and Wells’ new Canadian resource, which is published in English and French. The resource is entitled Sexual and Gender Minorities in Canadian Education and Society (1969-2013): A National Handbook for K-12 Educators. This detailed resource examines what has been done in Canada to improve the situation of sexual and gender minorities (LGBTQpersons) in Canadian society and, more specifically, in education since thedecriminalization of homosexuality in 1969. In it, educators will find a wealth of ideas, resources, and practices to help them deal  with this important equity issue. For more information, visit and click on the order form.


As noted by President Barack Obama, there were more mass shootings in the United States last year then there are days in the Calander: meaning on average over one per day in 2015! Canada is not immune to this contemporary phenomenon. In the field of Violence Threat Risk Assessment (VTRA) we distinguish between “Traditional” versus “Non-Traditional”Offenders and most of the high profile crimes are being committed by the non-traditionals (those with no history of violence until they committ the crime). We have also never seen a time in which serious violence and the justification for it has become so widespread and commonplace. Therefore, as has always been a theme in these ALERTS, increase your connections with those you are most concerned about. This includes potential violentoffenders and potential victims, as we want them to know they can come to us for help. There is a special obligation for faith-based school staff and other professionals to prioritize the obligation to “love thy neighbour as thyself”over religious beliefs that put sexual and gender minorities in a negative light. At the end of the day, all educators and other professionals are required by their codes of professional conduct to be ethical and caring.This means we all need to be there for every student across differences including sexual orientation and gender variation.


J. Kevin Cameron, M.Sc., R.S.W., B.C.E.T.S., B.C.S.C.R.
Board Certified Expert in Traumatic Stress
Diplomate, American Academy of Experts in Traumatic Stress
Executive Director, Canadian Centre for Threat Assessment and Trauma Response

Theresa Campbell, M.A.
President, Safer Schools Together Ltd.

André P. Grace, Ph.D.
Canada Research Chair in Sexual and Gender Minority Studies (Tier 1)
Professor, Department of Educational Psychology
Director of Research, iSMSS
6-102 Education North
University of Alberta
(780) 492–0767

Update from Career Development Association of Alberta


Certified Career Development Professional (CCDP) Education Update

June 7, 2016

As you are likely already aware the Career Development program at Concordia University of Edmonton is being phased out. The following program update is from the program website (

The Career Development program is no longer accepting new students and the program is being phased out. If you are an existing student and are interested in pursuing additional courses to complete your certificate or diploma, please contact Philipa Hardy at (780) 378-8461 or

Please note that existing students are required to submit their intention to complete additional courses through a student survey, obtained from Philipa Hardy, prior to February 29, 2016. Priority for additional courses will be given to students who both complete the survey on time and who have been active in the program since 2013.

Existing students who have been approved to pursue additional courses in the program, have until September 30, 2016 to submit course registrations and untilMarch 31, 2017 to complete all course work, as per the course completion timelines listed in the Career Development calendar.

The Career Development Association of Alberta has been in contact with Concordia University of Edmonton regarding transfer options for students who may not be able to complete their program prior to the March 31, 2017 deadline. They have provided the following information regarding how transfer credit requests are handled within and among post-secondary institutions:

When a receiving institution gets a transfer request from a student or applicant, the receiving institution does an assessment and determines whether transfer credit/advanced standing is awarded. This is done internally at each post-secondary institution receiving the request. Courses are reviewed and evaluated based on the similarity of the course(s) offered at the receiving institution. Some courses have formal transfer agreements between institutions (e.g. Alberta Transfer Guide), others are reviewed on a case by case basis through the institution’s Admissions and/or Registrar’s Office. Once a request for transfer credit is received, it is assessed, often in consultation with the program chair or department head, to determine how similar the course(s) may be to the courses offered at the receiving institution. The institution then determines whether credits is awarded.

The University of Calgary and Athabasca University both have pre-approved programs for the CCDP designation. The CDAA has reached out to them regarding transfer options:

  • We have not yet heard back from Athabasca University however will provide an update when it is available.

The CDAA has also reached out to Life Strategies Ltd. as they offer the Career Management Professional Program (CMPP). Yorkville University is the academic home for the Career Management Professional Program (CMPP). The program is designed to meet the professional development needs of career/employment counsellors, career practitioners, human resource management professionals, counsellors, rehabilitation professionals, and practitioners in related fields. Career Development Practitioner (CDP) Essentials (10 courses) is 200 hours of foundational training needed to work in a wide variety of roles and settings within the career development sector and is ideal for those seeking certification through provincial certifying bodies.

Life Strategies Ltd. is prepared to accept course work from Concordia University of Edmonton and will do so on a case by case basis. To discuss course transfer options please contact Life Strategies at

For those individuals who are interested in pursuing the CCDP Employment Pathway please note that the required Theories and Ethics courses are available through Athabasca University, Life Strategies Ltd., and Career Professionals of Canada.

Certified Career Development Professional (CCDP) Provincial Update

Currently the CDAA is reviewing all of the education programs pre-approved for the CCDP designation as well as the evaluation criteria for career development programs and courses. This review is long overdue and will enable the association to ensure that certification in Alberta is reflective of the current education and training programs available. It will also align the designation with the National Certification Standard that is being developed by the Canadian Council for Career Development (3CD) Certification Working Group.

In addition to this review the CDAA will also be reviewing the re-certification criteria and aligning it with the work that will be undertaken nationally.

Certified Career Development Professional (CCDP) National Update

Nationally, the Canadian Council for Career Development (3CD) Certification Working Group is in the process of developing a National Certification Standard which defines the minimum criteria for career development education/training and experience across the country. This standard will support the transferability of certification from province to province and provide a framework for provinces who are in the process of developing certification models. As a follow up step to the development of the National Certification Standard the Certification Working Group will also be developing a standard for re-certification in a similar manner.

Additionally, the Canadian Council for Career Development (3CD) Certification Working Group is updating the directory of career development education/training available across Canada and expects this task to be completed in early Fall 2016.

Exciting News

The CDAA is very excited to announce that the steadfast actions of a group of respected leaders in the career development profession to launch a Master’s degree with a career development specialization have resulted in significant inroads toward the development of such a program.

Although Yorkville University decided it wasn’t feasible to offer a completely stand-alone degree as was proposed, they have agreed to move forward with developing a proposal to offer a specialized Career Development stream in their Masters of Education program. Dr. Roberta Neault will be a key member of the development team. The proposal will include 6 dedicated career development courses in addition to 4 common core courses. This is just the beginning of a process that will have several layers of approval, including at the government level, before the program can be offered (if approved).

While significant progress has been made the approval and development processes remain ahead and as such no further details can be provided at this time. This may be another option for those individuals with a desire to gain or further their career development education. Details will be provided as they are made available!

Career Development Students

Are you a current student in a Career Development program? Do you know that the CDAA has two membership options to choose from? The Student membership category and the Pre-Certified membership category may be of interest to you. Please review the membership criteria and consider joining the CDAA to work toward your certification. Please contact Alice Funk, CDAA Registrar, if you have any questions.

Membership Category Change

Upon a review of the membership category titles by the CDAA Registration / Standards and Certification Committee a motion was made, and approved by the CDAA Board of Directors, to rename the Associate Member category. The term “associate” implies a person with limited or subordinate membership in an organization. This is simply not the case for CDAA’s Associate Members who are voting members of the CDAA and have full access to the benefits of membership. After looking at membership category titles for a number of other associations it was determined that Individual Member would be a more appropriate title and over the course of the coming months all documentation will be switched to this new wording. All members of the CDAA are valued and this change reflects that belief.

For more information about the CDAA’s various membership categories please visit the CDAA website or contact Alice Funk, CDAA Registrar,


Paula Wischoff Yerama, BMgt, CCDP, RRP, RVP

Executive Director

Career Development Association of Alberta