Foothills School Division Celebrates Exceptional New Teachers with 2026 Edwin Parr Award Nominations
This year, the Foothills School Division is honoured to recognize three new to the profession teachers who were nominated by their school leaders for the Edwin Parr Award. Named in honour of the former Alberta School Boards Association (ASBA) President, Edwin Parr, this award recognizes outstanding first-year teachers who demonstrate excellence in their beginning practice as aligned with the Teaching Quality Standards (TQS). Through committee interviews and self-evaluation submissions, the Division selects one candidate to represent the board and be considered for the ASBA Zone 5 Edwin Parr Award.
The nominees for the 2026 Edwin Parr Award for Foothills School Division are Emily Lane, Liam Scott, and April Welsh. We share a brief story about each outstanding teacher and announce the candidate for Foothills School Division below:
Emily Lane
Kindergarten, Longview School
 | Emily Lane first joined FSD as a Guest Teacher, and is now a part of the Longview School team as a community-building leader and Kindergarten teacher. Nominated by the Principal at Longview School, Rob Gallacher noted, “Emily contributes in a positive way across the school whenever anything is needed. Examples of this are helping her colleagues complete the Provincial Assessments, stepping in to help coach, and always available to help cover someone’s supervision.” With prior experience as an educational assistant and practicum student placements in other areas of Alberta, Emily has honed her skill as a teacher whose practices reflect a strong commitment to relationship‑based, inclusive education grounded in early childhood learning. Teaching Kindergarten in a rural setting, she draws on ongoing professional learning to strengthen her instruction across literacy, physical education, music, and learning interventions intentionally selecting research‑based programs informed by Occupational Therapy and Speech‑Language expertise that best supports early learners. |
Emily engages learners through predictable routines, play‑based and cross‑curricular learning, and open‑ended tasks that promote student agency, leadership, and deep conceptual understanding, while using varied assessment strategies to honour multiple ways students demonstrate learning. She places relationships at the centre of her work—building trust with students and families, integrating cultural identity and First Nations, Métis and Inuit perspectives into classroom experiences, and responding to trauma and diverse needs with empathy and equity. Reflecting on her teaching, Emily shares, “I recognize the power that relationships play with these students, and I take pride in the fact that I can provide positive experiences for my students every day.”
Beyond the classroom, Emily contributes positively to the school through community involvement, grant writing, and advocacy for accessible programming, demonstrating a reflective, compassionate approach that lays a strong foundation for lifelong learning and belonging.
Liam Scott
Grade 8, Meadow Ridge School
 | Liam Scott brings a rich and diverse educational and professional background to his Grade 8 classroom at Meadow Ridge School in Okotoks. Primarily teaching Humanities and Social Studies at the junior high level, his studies in Education, International Relations, and lived experience in public service, non-profit work, outdoor education, and leadership offer a holistic approach to teaching and learning.
Debbie Payne, Principal at Meadow Ridge School in Okotoks, nominated Mr. Scott and shares, “Liam establishes strong connections with students by intentionally learning about their interests, motivations, and learning preferences. He designs lessons that foster mutual respect and encourage active participation, consistently modeling enthusiasm and curiosity as a partner in the learning process.” Throughout the nomination process, it was made clear that Liam engages learners through genuine relationship-building, consistency, and passion, intentionally fostering trust, optimism, and a sense of belonging—particularly important in the junior high years. With his own academic expertise in Social Studies, International Relations, and History, Liam brings deep content knowledge and real‑world perspective to his teaching. |
In his self evaluation, Liam states, “I work to keep my classroom psychologically safe... I have explicitly taught boundaries as a concept so that students understand what respectful interaction looks like in our space.” These practises have been observed as Liam engages learners through relationship‑centred activities, prioritizing trust, optimism, and belonging, and intentionally building community through practices such as weekly circle time, restorative conversations, and clear, consistent boundaries that support a cohesive and psychologically-safe learning environment.
Recognizing the importance of community, Liam contributes positively to the school community by coaching flag football, collaborating closely with colleagues and counsellors, maintaining strong parent communication, and modelling professionalism through adherence to policy, inclusive practices, and ongoing mentorship and learning, including thoughtful, principled use of AI as a time‑saving tool rather than a replacement for professional judgment.
April Welsh
Grade 1, École Joe Clark School
 | First with FSD as an educational assistant for 10 years, April Welsh is a celebrated teacher at École Joe Clark School whose educational and professional background strongly informs her thoughtful, student‑centred practice. Entering teaching as a mature educator, she brings experience as an educational assistant, a background in psychology, and extensive work in human services, all of which shape her deep understanding of child development, inclusion, and relational teaching. The Principal at École Joe Clark School in High River, Jolene Becker, advanced the nomination for April Welsh and shares that “Ms. Welsh consistently demonstrates a solutions-focused, positive approach that remains centered on student learning and success. Her intentionality, responsiveness, and deep care ensure that every child—regardless of need or background—feels safe, supported, and capable.” Skilled in inclusive teaching and learning, April engages learners through strong, caring relationships and comprehensive, play‑based and hands‑on instruction that honours students’ interests, identities, and varied entry points. Her teaching practice is grounded in thoughtful planning aligned to Alberta curriculum outcomes, with interdisciplinary connections, scaffolded and spiraled learning, and flexible instructional design. |
Research‑informed strategies are evidenced in loose parts for storytelling, visual journals, place‑based and land‑based learning, and differentiated tasks that allow students to demonstrate understanding in multiple ways. A developing focus of this is practise honours multiple ways of knowing, including First Nations, Métis, and Inuit perspectives. As she states, “My intention is not simply to teach “about” Indigenous practices, but to help students experience Indigenous ways of knowing through meaningful engagement with the land, woven directly into our social studies, science, mathematics, and language arts curriculum.”
Beyond her classroom, April contributes positively to her school and wider community through leadership roles, volunteerism, and community engagement, consistently demonstrating professionalism, compassion, and a strong commitment to student well‑being and collective growth.
The Foothills School Division Edwin Parr Award Candidate for 2026
Foothills School Division is incredibly honoured to highlight these three skilled teachers who have made a profound impact within their first year of teaching. FSD students benefit from teachers whose expertise, passion for learning, and commitment to excellence are valued and modeled every day. As exemplified by the Division’s Edwin Parr nominees, we know that the future of education is in great hands. After thoughtful consideration, Foothills School Division proudly nominates April Welsh, a first-year educator at École Joe Clark in High River, as its candidate for the prestigious 2026 ASBA Zone 5 Edwin Parr Award. The Edwin Parr candidates for Zone 5 school boards will be celebrated together at an awards ceremony in May, and the winner for Zone 5 will be announced at that event. All three of FSD’s Edwin Parr Award nominees will be recognized and celebrated by the Division’s Board of Trustees during their Recognition Lunch in June. Today, we invite you to join us in celebrating all three nominations and cheering on Ms. Welsh as she advances as Foothills School Division’s Zone 5 Edwin Parr Award candidate. |
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Media Contact:
Sara Fox
Manager, Communications & Community Engagement
communications@fsd38.ab.ca
