and postsecondary credit while beginning a transition into career training. Current dual credit offerings include three courses, with leadership noting that new areas such as healthcare are being explored through ongoing conversations. Because Lakeland College determines programming design, the division sees its role as creating access, aligning pathways, and ensuring students can enter these opportunities with support and guidance. Investing in students also means investing in teachers. Lloydminster places strong emphasis on mentorship and professional support, particularly for new educators. Rawlake outlines a teacher mentorship program where new teachers receive professional development and are paired with mentors to help them navigate their first year. The division’s coordinator of curriculum and instruction supports this work through classroom observations, feedback, and instructional resources, with the program also open to second-year teachers. Additional supports include a literacy coordinator who can assist directly in classrooms and a First Nations, Métis, and Inuit education consultant who supports culturally responsive learning and inclusion practices. The division believes that strong teacher support directly reduces stress and strengthens student outcomes, reinforcing a culture where teachers feel equipped rather than isolated. TEACHERS TAKE CENTER STAGE In terms of retention, leadership describes Lloydminster as relatively stable compared to many systems facing high turnover. Neville notes that he has not seen retention as a significant issue in his three years with the division, with many teachers remaining long-term and a trend of Lloydminster graduates returning to teach. Rawlake adds that the division has historically ranked among the highest in provincial retention comparisons, regularly recognizing staff with decades of service. Where recruitment can be more challenging is in niche instructional areas such as machining, welding, automotive, cosmetology, and other specialized electives where finding someone with both industry expertise and teaching credentials can be difficult. Even there, the division continues to pursue solutions through community connections and program planning. 177 CIVIL AND MUNICIPAL VOLUME 07, ISSUE 02 LLOYDMINSTER PUBLIC SCHOOL DIVISION
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