Outdoor Learning Leadership Conference 2026

Outdoor and place-based learning thrives when the conditions around teachers are intentionally designed to support it. A recent doctoral case study of three Calgary teachers, completed by Alexandra (Sam) Ross under the supervision of Dr. Erin Spring at the Werklund School of Education, identifies the institutional conditions that allow this work to take root and spread.
This session focuses on what system leaders can build. Five conditions emerged as the strongest predictors of sustained practice: collegial teaching partnerships, mentorship structures pairing experienced practitioners with developing ones, administrative stances that actively champion outdoor learning, staffing decisions that include students with complex needs, and system-level prioritization that names this work as a district commitment.
Participants will reflect on their own districts and leave with one clear action they can take this term.