Position Type: Fixed-term contract (90-110 days).

Reason for Posting: This position is to fill an upcoming vacancy. 

Job Overview

The intake officer plays a vital role within the Protective Services Team (PST) in assessing and responding to Member needs. The intake officer not only provides direct Member support through coaching and guidance but is also tasked with evaluating issues for potential escalation and referral to protective services consultants, as appropriate, and ensuring all relevant information is accurately documented. The intake officer gathers and reports on trends and identifies matters that require follow up. The intake officer also provides support to other staff on projects as needed or directed. 

In support of the Ontario Principals' Council (OPC) commitment to supporting human rights, truth and reconciliation and combatting oppression and discrimination in all its forms, all staff are expected to engage in ongoing learning reflective of their personal understanding of historical and systemic oppression. Learning opportunities may be provided during staff meetings or other sessions offered internally or there may be additional opportunities with which individuals can engage voluntarily. 

Staff who interact directly with Members are expected to apply principles of anti-oppression and human rights and the acknowledgment of identity during all interactions with Members in the context of their specific roles. 

Key Responsibilities

In addition to the responsibilities described below, the intake officer will complete other duties as assigned by the director to ensure the successful operations of the department.

Member Services

• Respond to Member calls about workplace challenges. 

• Provide appropriate advice, coaching and guidance based on Member needs and circumstances. 

• Update the intake consultant chart daily to track all calls and issues. 

• Update Member database with details from each call to ensure an accurate historical record of discussions and any relevant documentation exchanged. 

• Refer Members to the protective services consultants when direct support related to an investigation, complaint or other employment-related matter is necessary and follow up with requisite communication and documentation. 

• Inform the district consultant of any local advocacy issues raised by Members. 

• Support Members with return-to-work meetings in situations that do not require contentious negotiation or legal representation. 

 Recordkeeping and Data Analysis 

• Alert PST consultants, the legal team and/or the director and president about emerging trends in Member calls that require provincial advocacy. 

• Provide an end-of-day update to the next intake officer on duty, outlining trends, issues and follow-up items. 

• Support Membership Services by updating school location and other pertinent contact information in database as they become known. 

• Complete special projects as assigned either by the executive director or the director of protective services. 

• Create intake reports for PST meetings that identify the most frequent types of calls, the number of calls and the percentage of referrals and recommendations. 

• Participate in occasional meetings and contribute to discussions. 

• Provide support to other departments, as required. 

• Provide support to the organization with provincial special events, as assigned. 

Qualifications

• Master's degree in education or a related field

• Completion of the Principal's Qualification Program 

• 10 to 15 years experience in education, including at least eight years in a principal, vice-principal or superintendent role

• Ongoing, up-to-date training in anti-oppression and truth and reconciliation 

• Working knowledge of common software tools, such as Microsoft 365 

• Strong communication skills and de-escalation techniques 

• Ability to strategize and solve problems efficiently 

• High ethical standards and integrity 

• Strong teamwork and multitasking abilities 

• The following are considered an asset:

  • Demonstrated knowledge and experience in anti-oppression, fostering cultural competence and belonging that contribute to developing inclusive and equitable environments

  • A doctoral degree in education

Working Conditions 

• Salary range based on a daily rate of $434.03-$530.48

• Remote work model 

• Occasional work outside regular office hours may be required

• Other terms as outlined in the OPC’s polices and employment contract

Expected Start Date: July 2, 2026.

Application Process

Applicants are asked to submit 

• a cover letter 

• a curriculum vitae and 

• contact information for two professional references, one of which must be a direct supervisor. 

Applications will be accepted until Friday, May 8, 2026 at 4:30 p.m. EDT.

Apply 

Selection Process 

Our selection team will review all applications based on the criteria outlined above. Shortlisted candidates will be invited to an in-person interview at our office located at 20 Queen Street West, Suite 2700, Toronto and will need to be available on May 21^st.

______________________________________________________________________________

The OPC is committed to accommodating the individual needs of job candidates, in accordance with the Accessibility for Ontarians with Disabilities Act (AODA), Integrated Accessibility Standards Regulation 191/11, within our recruitment processes and our skills assessment testing practices. Disability-related accommodations during the recruitment and selection process are available upon request. 

The OPC is an equal opportunity employer committed to diversity and inclusion and values the participation of candidates with different lived experiences. We recognize that the selection of candidates from members of equity-seeking and rights-seeking groups is an asset. Self-identification of membership in equity-seeking and rights-seeking groups is voluntary. 

Contact(s) 

Ontario Principals' Council 
20 Queen Street West, Suite 2700 
Toronto, ON, M5H 3R3 
Phone: 416-322-6600 
 

Email Us 

Notice of Vacancy

Position:                    Superintendent of Education 

Salary Range:           In accordance with Halton District School Board Executive Compensation Plan

Location:                   J.W. Singleton Education Centre or New Street Education Centre

Work Schedule:        35 hours/week, 12 months/year

Effective Date:         Negotiable

In addition to filling an existing vacancy for a Superintendent of Education, we are also seeking potential candidates for the Superintendent of Education Pool. Appointment to the Superintendent Pool will be for a two year term.  Candidates who are not placed during this 2-year term, may need to reapply in subsequent processes at the discretion of the Director of Education.

Information Session:

Come and join us for a virtual Superintendent of Education information session on Thursday April 30th, 2026 at 7:00 p.m. to learn more about the Halton District School Board, the role of Superintendent of Education and our selection process.

Organization:  

The Halton District School Board (HDSB) is a provincial leader in student achievement and excellence. Together, more than 10,000 staff serve more than 65,000 students in 91 elementary and 18 secondary schools in the communities of Burlington, Halton Hills, Milton and Oakville.

Position Summary:

Reporting to the Associate Director of Education, the Superintendent of Education is a key member of the senior administrative team responsible for leading a designated family of schools, assisting principals in their instructional leadership in support of school improvement, as well as other system responsibilities, in alignment with the Board’s Multi-Year Strategic Plan (2024-2028).  In this senior leadership role, the Superintendent of Education will inspire and support learning; create safe, healthy, inclusive and engaging environments where all students can succeed.

Responsibilities:

The Superintendent of Education will provide leadership and oversight in a number of areas related to program planning, delivery and evaluation, supervision of schools and building system capacity to improve student success and well-being.  

The successful candidate will be a collaborative and innovative leader with excellent communication and interpersonal skills. The incumbent has strong knowledge of their communities and responds to their needs while developing collegial and collaborative learning and working environments where Principals, Vice-Principals, and staff within the system fulfill the Halton District School Board’s commitment to every student by fostering an environment that inspires and supports learning. 

The Superintendent of Education ensures compliance with Provincial and other legislative regulations, school board Policies and Administrative Procedures and other directives as set out by the Ministry of Education and the Board’s Multi-Year Strategic Plan.

Position Requirements:

• Membership in good standing with the Ontario College of Teachers;

• Successful completion of a Supervisory Officer’s Certificate (recognized by the Ontario College of Teachers);

• 5 years successful leadership experience demonstrated within an educational setting; 

• Proven personal leadership resources as outlined in the Ontario Leadership Framework;

• Demonstration of the values and commitments of the HDSB’s Multi-Year Strategic Plan;

• Broad understanding and respect of an inclusive approach to relationship building with diverse stakeholders in the community and in schools;

• Deep understanding of youth culture and the principles of youth engagement;

• Proven ability to engage community stakeholders; and

• Ability to affect positive change.

Your Complete Package Will Include:

1. Resume
2. Cover Letter
3. Response to Leadership Competencies and Practices Question (see end of ad)

Applications, along with your resume and other supporting documents must be submitted through Apply to Education by 4:00 p.m. on Friday May 8th, 2026

If you experience technical difficulties please connect with info@simplication.com.  If you have questions regarding the recruitment  process please connect with  Dixon Mohammed, mohammedd@hdsb.ca

Job Category: Teachers, Principals & Superintendents - Job Code: 4021210

We thank all applicants for their interest in opportunities with the Halton District School Board. Contact will be made with applicants whose experience and qualifications most closely match the requirements of the position.  Communication with short-listed applicants will be made through the email address provided on the applicants’ Apply To Education profile page.

First consideration for posted vacancies will be given to qualified applicants from the employee group in which the vacancy occurs.  

Applicant Self Identification Questions:

As part of the recruitment and selection function, the HDSB will collect voluntary self identification data from applicants in accordance with the Ontario Human Rights Code, HDSB’s Teacher Hiring Practices Administrative Procedure, and Ontario’s Anti Racism Data Standards:

Personal information on this form is collected under the authority of the Anti-Racism Act, 2017, S.O. 2017, c. 15, in compliance with the Municipal Freedom of Information and Protection of Privacy Act, R.S.O. 1990, c. M.56.  In accordance with HDSB’s Employment Equity Policy, personal information collected on this form will aim to achieve an inclusive, diverse and representative workforce. It works to intentionally identify and remove barriers for equity-deserving communities 

OPPORTUNITY PROFILE

Superintendent of Schools/ CEO

About Sturgeon Public Schools

Sturgeon Public Schools is a learning community dedicated to creating a safe, respectful and collaborative environment where students are prepared to meet, and excel at, the challenges presented by the global community. Staff nurture a culture of diversity and belonging, ensuring a comprehensive approach to students' physical, intellectual, and emotional well-being, deeply embedded in community values.

Sturgeon Public Schools is the largest employer in Sturgeon County, meeting the needs of approximately 5,200 students in 17 schools, employing over 570 staff throughout Sturgeon County and the towns of Bon Accord, Gibbons, Legal, Morinville, Redwater, St. Albert, and Sturgeon County. The approved Budget for 2025/2026 is $78,902,271. 

The Board of Trustees (the Board) is comprised of 7 trustees elected from wards across the Division. As champions of public education, the Board provides thoughtful oversight and promotes an open and transparent education system that strives to connect with all students to ensure that everyone learns, belongs, and succeeds. 

Sturgeon Public Schools’ Education Plan values:

• Excellence in Teaching. Student are engaged and feel connected to their learning and their teachers.

• Share Responsibility. We strive for excellence so we can build a stronger future for all.

• Mutual Respect. We research our potential by fostering reciprocal respect.  

• Belonging. We promote safe & healthy learning environments that emphasize connections and meet individuals’ needs.

• Learning Choice. We meet the diverse needs of our students, so they are prepared for the future. 

• Communication. We value open, honest and timely connections.

Sturgeon Public Schools is committed to program choice, offering Pre-Kindergarten, Land & Agriculture, STEAM, French Immersion, Religion, Music & Fine Arts, Alternative Learning, Flight School, Off-Campus & Dual Credit, and numerous supports for Inclusive Learning.

With a rich heritage and a future-focused vision, Sturgeon Public Schools provides a supportive environment where every student feels valued and prepared for future success.

For more information, visit: www.sturgeon.ab.ca

Our Region

Sturgeon Public Schools encompasses the vibrant communities of Morinville, Gibbons, Bon Accord, and Redwater. These communities offer diverse lifestyle opportunities and a high quality of life within the region. The Division Office is located in Morinville, a progressive and growing community situated just 34 kilometres north of Edmonton along Highway 2. It provides convenient access to nearby St. Albert and Edmonton while maintaining the appeal of a close-knit, family-oriented municipality.

With a wide range of housing options in both new and established neighbourhoods, the region offers an attractive blend of small-town, rural, and rural-urban living, with full-service amenities all within close proximity. Known for its strong community spirit, Morinville features a modern recreation facility, a diverse business sector, a multi-use trail system, and numerous parks.

The area is home to an engaged and supportive population where education is highly valued, and schools play a central role in community life. Families benefit from a safe and welcoming environment and access to quality programs and services that support student success and well-being.

The Opportunity

The position of Superintendent is the most influential and impactful role at Sturgeon Public Schools and will be responsible for continuing to build upon the excellent foundation already in place to better meet the needs of students.

The Board of Trustees is seeking a leader with significant, successful, broad-based educational leadership experience, ideally at both the school and system levels. This leader will meet the requirements of the Alberta Superintendent Leadership Quality Standard, which defines the professional expectations that Superintendents must demonstrate to create the conditions under which school leaders and teachers can do their best work.

The Superintendent of Schools, as defined in the Education Act, serves as the Chief Executive Officer of the Board and the Chief Education Officer of the school authority. In this role, the Superintendent supports the Board’s governance responsibilities by providing timely information, sound advice, and professional guidance, while also fulfilling all reporting obligations to the Minister as required under the Education Act and other relevant provincial legislation.

Central to this role is the development and maintenance of strong, effective relationships. The Superintendent works closely with the Board and cultivates positive relationships with the Board, staff, system leaders, provincial and municipal government departments, external agencies, provincial organizations, as well as community members and volunteers, recognizing that these relationships are critical to the Board’s effectiveness and the success of the school division.

Roles and Responsibilities

The Superintendent is responsible to the Board of Trustees for the ongoing management and operation of all affairs of Sturgeon Public Schools. The Board recognizes that although the Superintendent is fully accountable tothe Board, the individual is granted appropriate authority to carry out their responsibilities within the parameters set by the Board through policy. The Superintendent has delegated responsibility and authority for:

Educational Leadership

• Provide leadership in all matters relating to education in the Division, including directing school operations and strategically allocating resources in the interests of all students and in alignment with the school district’s goals and priorities.

• Foster a culture in which leadership is a shared responsibility throughout the organization.

• Ensure students in the Division receive the opportunity to meet the standards of education set by the Minister and encourage innovation in pedagogy.

• Through collaborative partnerships with First Nation, Métis, Inuit and other community partners, continueto deliver Indigenous programming as an essential part of the framework of education in schools.

• Foster innovative approaches and continuous improvement in operational and educational practices.

• Maintain high visibility within the Division and provide support and advise principals on matters related to school operations.

Student Welfare

• Establish a welcoming, caring, respectful and safe learning environment by building positive and productive relationships with people invested in education in the division and the local communities.

• Sustain a learning culture in the school community that promotes shared responsibility for student success and continuous improvement.

• Ensure that each student is provided with a safe and caring environment that fosters and maintainsrespectful and responsible behaviours.

• Maintain students’ safety while participating in school programs or while being transported to or from school programs on transportation provided by the Division.

People and Culture

• Align employees around the Board’s Strategic Plan and priorities, and the Division’s Education Plan’s goals and strategic actions. Provide the conditions, resources, autonomy, and capabilities needed toenable teams to prioritize effectively in support of the overall strategy.

• Actively and systematically develop the leadership skills, autonomy and career development of direct reports. Support direct reports in taking on appropriate challenges and constantly growing their skills while ensuring they have the appropriate tools, supports, resources and mentorship required for success.

• Maintain a comprehensive succession strategy that emphasizes leadership development.

• Establish organizational roles across the Division, including division office and school leadership, and arrange the employment of staff necessary to support divisional operations.

• Have overall authority and responsibility for all people-related matters except those matters precluded by legislation, collective agreements, or Board policy.

• Ensure the mental, emotional, and physical well-being of all staff are paramount and supported by meaningful resources.

• Create, support, nurture and encourage a culture of inclusivity across the division.

Fiscal Management

• Oversee the fiscal management of the Division by the Associate Superintendent, Corporate Services/ Secretary Treasurer, in accordance with the Education Act, Funding Manual and other applicable Acts or Regulations.

• Ensure the Division operates in a fiscally responsible manner, including adherence to recognized accounting procedures.

• Ensure the Board has current and relevant financial information.

• Ensure financial transparency and stable financial performance in a changing and challenging fiscal environment.

• Direct the preparation of the Budget Report and Capital Plan for submission to, and approval by the Board

Superintendent/ Board Relationship

• Work effectively with the Board, respect the Board’s chosen role, and work collaboratively to bring about the Board’s preferred future.

• Actively and systematically maintain a productive working relationship with the Board based on transparency, mutual trust, respect and integrity.

• Regularly report to the Board and engage in a generative discussion about the program made toward achieving the strategic priorities, strategic actions, goals and key performance indicators, recommending or making adjustments as needed.

• Provide leadership in the planning, development, implementation and evaluation of Board policies.

•  Implement Board policies and ensure the review and evaluation of their impact.

• Develop, maintain, and communicate Administrative Procedures that are consistent with Board and provincial policies, regulations and procedures.

• Keep the Board informed of all Division matters, especially controversial and/or highly sensitive issues, in a timely and appropriate manner.

Community Relations

• Take appropriate actions to ensure open, transparent, positive internal and external communications are developed and maintained.

• Build and maintain effective, meaningful and impactful partnerships with parents, communities, municipal leaders, agencies and other invested partners.

• Support a high level of parent satisfaction with the services provided and the responsiveness of theDivision.

• Actively seek, assess and incorporate feedback from all relevant sources.

• Act as an advocate for the Division and for the public school system, distinguishing its role within publicly funded education.

Key Opportunities and Challenges

Sturgeon Public Schools is committed to a dynamic and continuing effort to improve its structure and service tobetter meet the needs of students within the ever-changing community and resources. The Superintendent of Schools will join the Division at a time of significant opportunity. At the same time, this individual will be challenged to provide leadership through key issues facing the jurisdiction.

Opportunities

The new Superintendent will step into a Division widely recognized for its leadership in innovative and progressive approaches to education. This position offers the opportunity to build upon a strong foundation of excellence, advancing high-quality learning experiences while further enhancing student well-being across Sturgeon Public Schools.

Joining during a period of relative stability, provides an ideal environment to focus on both current and emergingissues, while exploring new dimensions of learning. The Superintendent will also benefit from a highly supportive Board of Trustees and a team of competent, experienced staff—both committed to achieving success across all facets of the Division’s operations.

Challenges

While the opportunities are significant, the role presents complex challenges that require strategic leadership andadaptability:

1.  Balancing Diverse Needs with limited Resources

Maintaining effective educational environments while addressing the varied needs of the region must be achievedwithin the constraints of provincial policy, funding frameworks, and limited financial flexibility.

2.      Managing Program Complexity

The Superintendent will need to oversee a wide range of programs—core curricula, new provincial mandates, choice within and outside the division, and diverse learning needs—while meeting all interested parties’ expectations and ensuring resource efficiency.

3.      Meeting Broad Expectations

There is a strong expectation that the Division will respond to the increasing complexity of student needs,requiring innovative approaches and effective communication with all interested parties.

4.      Meeting the Needs of Learners in Diverse Geographical Locations

The Division has a mix of rural school sites. It is a mid-sized, yet diverse, geographical school division in Alberta.It will be critical to balance priorities and resources to navigate the needs of each site.

5.      Human Resource Planning

Workforce demographics and recent labour conflicts pose challenges for recruitment and retention. Leadership in human resources must encompass health and wellness, training and development, and strategies to attract and retain talent.

6.      Promoting Safe, Caring, Welcoming, and Respectful Schools

Oversee student safety as a top Division priority by directing robust policies and proactive, system-wide measures for classrooms, playgrounds, and transportation.

7.      Navigating Conflicting Priorities

The Superintendent must provide sound leadership amid competing provincial and local priorities, ensuring alignment while maintaining operational effectiveness.

8.      Maintaining Student Achievement

Continuous improvement in student achievement levels is essential, demanding data-driven strategies and instructional leadership.

9.      Addressing Aging Infrastructure

Older facilities require attention through capital planning, renovation strategies, and maintenance management to ensure safe and effective learning environments.

10.    Advancing Technology and Information Management

Leveraging technology and improving information management systems will be critical to enhancing organizational efficiency and supporting modern learning practices.

The new Superintendent of Sturgeon Public Schools shall be expected to achieve the following during their tenure:

• Will comply with the purpose and specific requirements outlined in Board Policy 11 – Role of the Superintendent, as amended from time to time.

• Will work with the Board of Trustees, System Leaders and staff to gain a better understanding of the impact each group has on student success.

• Will first seek to understand Sturgeon Public Schools and its many strengths before attempting to implementchanges.

• Will respect, strengthen, and evolve the existing culture of Sturgeon Public Schools in support of the Division’s goals.

The Person

Qualifications and Education Requirements

Proven experience working within a Board-governed organization, with a strong understanding of the respective roles and responsibilities of the Board and the Superintendent. The ideal candidate will bring a diverse background as an educator, including school-based administrative experience and, ideally, experience in various educational settings. 

The Board seeks a proven, student-centered educational leader who demonstrates a strong commitment to student success and achievement. The ideal candidate is a collaborative visionary leader capable of effective decision making and establishing strategic direction and clear goals for the Division. Able to inspire others towards achieving the Division’s mission, the successful candidate will have the ability to lead the Division with integrity through rapid change and growth and cultivate a collaborative atmosphere built on authenticity, transparency, and accountability. 

A strong advocate for public education and the needs of students and staff, the ideal candidate promotes a culture of honesty, integrity, trust and respect. They value the governance role of the Board, are politically astute, and able to establish a positive working relationship with the Board and various levels of government and public service. 

The successful candidate will have an Alberta teaching certificate or equivalent, hold a Master’s degree from a recognized university, and hold or qualify for Superintendent Leadership Quality Standards certification in Alberta.  

The Board seeks a personable, approachable, and visible leader, with strong interpersonal and communication skills. They will have an exceptional understanding of educational practices, processes and systems to help lead Sturgeon Public Schools into the future.

Knowledge, Skills, and Abilities

Leadership: Able to fully support the Division’s vision and clearly articulate it. Embraces empowerment and collaboration as an operating style and uses a problem-solving approach. Able to build a positive internal environment and motivate others. Action-oriented and accountable. A courageous educator who understands complex organizations and the dynamics of change.

Research-Informed Practice: Demonstrates a commitment to staying current with educational research, emerging evidence, and evolving practices, and applies this knowledge thoughtfully to decision-making and system improvement.

Collaborative: An insightful leader with an open, forward-thinking style, who can engage and motivate others to work together. An approachable leader with an ability to build strong working relationships and partnerships within the Division, schools, communities and the Board of Trustees.

Team Player: Understands and appreciates the effectiveness of working collaboratively with others in the Division. Promotes cohesion and teamwork in seeking solutions and moving toward the future. Has a willingness to learn from others. A team player, a team member, and a team leader. Open and accessible.

Visionary/Innovator: A creative, dynamic, forward-thinking and passionate leader. A progressive idea person who encourages and uses insight and good judgment to make thoughtful decisions, encourages the appropriate involvement of others and appreciates open discussion, which will foster innovation. Collaboration, respect and trust. A progressive thinker who understands the constructive application of technology, which prepares students for future success.

Communication Skills: Strong written, verbal, and presentation skills. Encourages and practices transparency in communication with school Division staff and invested parties to build and maintain trust in the school Division. Articulate. An active and responsive listener. An open, approachable communicator.

Strong Interpersonal skills: Able to relate effectively at all levels—students, staff, administrators, Boardmembers, community, provincial and local governments. Strong interpersonal and facilitation skills, who communicates effectively inside and outside the Division; creates a positive culture of integrity and respect; maintains a presence in the schools and communities; and models a team-oriented approach to problem solving.

Open Minded/Transparent: Acts as an integral leader of the administrative team and displays a “first amongst equals” style with high ethical standards. Has an honest, open, and consistent approach to working with all invested partners. A solid respected representative of the Division.

Relationship Building: Has demonstrated belief and engagement with key relationships and interested parties and a willingness to be visible and active in the community. A service-minded leader who is actively engaged andvisible in schools and the community and who works not for self-interest but for the success of all students.

Integrity: Demonstrates self-confidence and integrity. Highly ethical, both professionally and personally. Has commitment to uphold confidentiality and sensitivity to controversial issues. An ethical leader who demonstrates fiscal and operational expertise in leading a division that efficiently and effectively assigns its fiscal and human resources to student-based priority initiatives and programs.

Student Focused: An optimistic and enthusiastic leader who exhibits a “students first” philosophy in all decisions and messages. A leader who works openly with staff and community to encourage, identify and implement educational programs that balance the demand for accountability with the creative learning process needed for the 21st century. Is willing to foster the growth and agency of staff and students and believes in theprinciples of a collaborative organization. 

Strategic Business Sense/Pragmatic Decision Maker: Sees the big picture. Possesses solid businessacumen. Has well-developed strategic planning skills. Recognizes priorities and changing approaches. Showscommon sense and intuitive judgment. Makes well-informed operational decisions that balance evidence,professional judgment, and practical realities.

Resourceful: A problem solver who thinks critically and strategically, uses insight and good judgment to make thoughtful decisions, encourages the appropriate involvement of others and appreciates open discussion to explore the best way forward.

Compensation

A competitive compensation package, including an attractive base salary and excellent benefits, will be provided and will be in alignment with the Superintendent of Schools Regulation 98/2019 (2025-07-22 version). Further details will be discussed in a personal interview.

Express Your Enthusiasm

To apply, email a single PDF that includes your cover letter, resume and at least four recent references to Karl Germann at kgermann@asba.ab.ca. C: 780-518-3691. 

Closing Date: Applications received by May 8, 2026 will be assured consideration, though the position will remain open until a suitable candidate is found.

Alberta School Boards Association

Empowering exceptional governance

www.asba.ab.ca