Description
The Werklund School of Education is currently seeking a Full-time Limited Term Professional Learning Coordinator for approximately 12 months.
The Werklund School of Education has approximately 2,400 students currently enrolled in BEd, MA, MEd, MSc, PhD and EdD degree programs supported by more than 150 academics and support staff. More than 35,000 alumni of the Werklund School can be found in 148 countries around the world. Research informs all of our programs. In exploring how we learn and how to create conditions that enable learning, the work of our students and researchers provides a better understanding of the broad range of educational issues within our communities.
The Centre for Wellbeing in Education (Centre) is a multi-faceted, dynamic unit within the Werklund School of Education. The Centre for Wellbeing in Education builds capacity to support wellbeing in education through scholarship, knowledge mobilization, and clinic services.
As a member of the Centre, the Professional Learning Coordinator reports to the Manager, Centre for Wellbeing and will have broad impact in Calgary, Alberta, and beyond in advancing the Centre's knowledge mobilization aims. This requires working closely with staff and a variety of internal and external constituents (e.g., school division leadership) to engage in development, delivery, and continuous improvement of professional learning offerings to advance professional learning related to supporting students with ADHD and associated neurodiversity in schools. Travel to deliver in person professional learning, as needed, will be required.
Summary of Key Responsibilities (job functions include but are not limited to):
Within the Centre for Wellbeing in Education, the Professional Learning Coordinator is responsible for the following major areas:
Curriculum development
- Collaborate with Centre staff and internal and external constituents to identify relevant professional learning topics
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Lead curriculum development and implementation to support educator capacity to effectively engage and support students with ADHD and related needs
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Stay abreast of current research and research-based psychoeducational practices related to ADHD, including but not limited to, identification/diagnosis, educational implications, psychoeducation, and school-based practices to support learning, behavior, and emotion regulation
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Stay abreast of relevant policy and practice contexts, developments, challenges, and opportunities that influence K12 student and educator experiences and outcomes
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Engage in ongoing evaluation of learners, experiences and outcomes to identify and enact refinements of curricula and associated materials
Professional learning design and delivery
- Provide credible expert advice, consultation, education, and support to learners
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Collaborate with Centre staff and internal and external constituents to identify relevant modalities for professional learning, and develop and deliver micro-credential courses related to ADHD
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In consultation with the Centre Leadership Team, create and implement a calendar of knowledge mobilization activities
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Engage groups using a variety of soft skills topics such as effective communication, collaboration, professionalism, creative problem solving, coaching and mentoring, adapting to change, and customer service
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Effectively use the technology, including the university's learning management system to deliver professional learning
Prepare and maintain educational content and communication materials (e.g., presentations, web content, information packages, checklists)
Other support activities
- Synthesize and analyze data to inform decision-making and enhance program effectiveness
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Maintain records of engagement and outcomes to inform strategic planning, evaluation, and continuous improvement of Centre offerings
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Develop accessible web-based resources to support constituent knowledge and skills related to engaging children and youth with ADHD
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Collaborate with staff to publicize, promote, and market professional learning opportunities
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Perform other related duties or projects as assigned
Qualifications / Requirements:
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University graduate degree in psychology (or related field) or other relevant education that provided in depth knowledge of ADHD and related neurodiversity, including characteristics and supports to facilitate inclusive, supportive, effective educational experiences. A combination of experience, training, and education will be considered
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Experience designing and delivering presentations and/or professional learning or other adult education
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Strong organizational, communication (verbal and written), and interpersonal skills
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Ability to negotiate difficult situations and to build positive relationships with colleagues, learners, and other constituents
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Ability to influence others towards positive outcomes and ensure progress on initiatives
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Experience with data collection and tracking, measuring, and reporting outcomes is an asset
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Proficiency with Microsoft Office applications (Word, Excel, PowerPoint)
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Experience providing psychoeducational services with children or youth with ADHD is an asset
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Experience using online learning management systems, particularly D2L, is an asset
Application Deadline: August 05, 2026
We would like to thank all applicants in advance for submitting their resumes. Please note, only those candidates chosen to continue on through the selection process will be contacted.
This position is part of the AUPE bargaining unit, and falls under the Specialist / Advisor Job Family, Phase 3.
For a listing of all management and staff opportunities at the University of Calgary, view our Management and Staff Careers website.
About the University of Calgary
UCalgary is Canada's entrepreneurial university, located in Canada's most enterprising city. It is a top research university and one of the highest-ranked universities of its age. Founded in 1966, its 36,000 students experience an innovative learning environment, made rich by research, hands-on experiences and entrepreneurial thinking. It is Canada's leader in the creation of start-ups. Start something today at the University of Calgary. For more information, visit ucalgary.ca.
The University of Calgary has launched an institution-wide Indigenous Strategy ii' taa'poh'to'p committing to creating a rich, vibrant, and culturally competent campus that welcomes and supports Indigenous Peoples, encourages Indigenous community partnerships, is inclusive of Indigenous perspectives in all that we do.
The university's commitment to the Indigenous Strategy is evident through the oversight of 18 Elders serving on the Circle of Advisors and the many unit-based circles working towards implementation of the strategy including the Faculty Advisory Circle and teams such as the Office of Indigenous Engagement, the Writing Symbols Lodge, and the Indigenous Research Support Team. Many Indigenous-based events and processes are impacting curriculum, programming and polices at the University of Calgary.
As an equitable and inclusive employer, the University of Calgary recognizes that a diverse staff/faculty benefits and enriches the work, learning and research experiences of the entire campus and greater community. We are committed to removing barriers that have been historically encountered by some people in our society. We strive to recruit individuals who will further enhance our diversity and will support their academic and professional success while they are here. In particular, we encourage members of the designated groups (women, Indigenous peoples, persons with disabilities, members of visible/racialized minorities, and diverse sexual orientation and gender identities) to apply. To ensure a fair and equitable assessment, we offer accommodation at any stage during the recruitment process to applicants with disabilities. Questions regarding [diversity] EDI at UCalgary can be sent to the Office of Institutional Commitments ([email protected]) and requests for accommodations can be sent to People & Culture ([email protected]).
Do you have most but not all the qualifications? Research show that women, racialized and visible minorities, and persons with disabilities are less likely to apply for jobs unless they meet every single qualification. At UCalgary we are committed to achieving equitable, diverse, inclusive and accessible employment practices and workplaces and encourage you to apply if you believe you are right for this role.
We encourage all qualified applicants to apply, however preference will be given to Canadian citizens and permanent residents of Canada.
