Leading with learning: Kirsten Collison’s path to school leadership

Kirsten Collison didn't set out to become a principal. But from the Canadian Armed Forces to classrooms in Bangladesh to a cattle operation in central Alberta, her career has been defined by saying yes to what comes next.

Now, as principal of a K–12 school in Caroline, Alta., she's taken on a new kind of challenge – one grounded in leadership, community and continuous learning.

Collison entered the Master of Education (Educational Leadership) program at the University of Lethbridge with a desire to keep growing, both for herself and her school.

"I wanted to gain knowledge, understanding and the ability to help my school be a thriving environment for staff and students," she says.

"I am, and have always been, a teacher. I love this profession, even with all the current challenges. The greatest difficulty in accepting a leadership position at the school was the loss of time in the classroom. Honestly, I still very much miss it."

To make up for that loss, Collison has dived headfirst into translating her learning at ULethbridge into tangible improvements within her school. Her commitment to balancing the demands of school leadership with the rigours of graduate studies has stood out to Dr. Kevin Wood (BEd '99, MEd '06, PhD '20), assistant professor in the Faculty of Education.

"Kirsten exemplifies the thoughtful, reflective and purpose-driven leadership that defines excellence in education," says Wood. "She approaches her learning with intellectual curiosity and humility, consistently seeking to understand how educational research and leadership frameworks can meaningfully inform her daily practice as a teacher and principal."

It was Wood who first sparked Collison's interest in graduate studies at ULethbridge, and now he's been instrumental in her time in the Educational Leadership program.

"He did a presentation at our opening administrators' meeting with our school division on the importance of learning and encouraging a learning mindset with staff," says Collison. "It resonated with me, as I believe learning is what ignites teachers' passion. My conversation with him afterwards led me to want to know more about the master's program."

A former principal himself, Wood has connected with Collison on the complex realities of school leadership, and admires her commitment to embodying the ideals of lifelong learning and servant leadership.

"Kirsten engages in thoughtful inquiry about how best to nurture staff, support student well-being, and foster inclusive, high-functioning learning environment," he says.

"Her reflections reveal a leader who is both visionary and pragmatic, someone who considers not only what could be but also what should be done to serve students, teachers and the broader community effectively."

For Collison, one of the most important lessons from her time as a grad student is that sometimes you have to embrace the uncomfortable.

"Effective leadership often means engaging in the frustrating, messy, exhausting, confusing, inspiring, and profound journey of learning. Learning always," she says. "Engaging in intellectual conversations with other people who are equally invested in their professions has ignited in me a desire to know more."

It's work she hopes to see make an impact in Caroline.

Nestled in the foothills of central Alberta, the hamlet is a tight-knit community where care and connection are part of everyday school life. Walk into the school with your arms full, Collison says, and students will be quick to offer help. Older students help younger ones find their way, and visiting speakers can expect energetic listening and no shortage of questions.

Not far from the Rocky Mountains, Caroline School also incorporates outdoor adventures – including fishing classes and school campouts – into its programming, and with many students coming from farming families, "drive your tractor to school day" is a popular tradition.

But leading a rural K–12 school also comes with unique challenges. Providing the same breadth of opportunities available in larger urban centres often requires extra creativity and collaboration.

“We need to seek out grants for transportation so that our students can participate in a swimming program, see live theatre or meet professionals in their fields. We are 30 minutes away from the closest pool and an hour away from the closest post-secondary institution,” she says. “We have to be creative and collaborative in finding ways to build an engaging program within a limited budget.”

With a passion for understanding how thriving teachers contribute to student success, Collison’s capstone research focuses on the conditions that support flourishing educators — work she hopes to see reflected in her own school community.

With the end of her program in sight, she has also gained a new appreciation for her ability to balance leadership, graduate studies, family life and her family’s cattle operation.

She hopes other teachers considering graduate studies will see the value in taking that step.

"The stress, the late nights, the frustration, the struggle are all worth it and not just for the piece of paper you can put on your resume. My learning has led me to think differently about my position as a leader and my responsibility to those I lead."