Alan Bradley Stange

Professional Areas

Currently I am retired, actively substituting. I have experience in general elementary curriculum, middle and senior social sciences, English Language, arts education, information processing, and school libraries.

I believe

The purpose of public education is to give young people the power to take control of their lives. Young people need to construct their own meaning from the world to guide their actions. They need support discovering personal directions they might take in the future. We are life-long learners and public education should empower people to exercise that inherent potential. Learning in the classroom should be:

  • Active: Learners cognitively influence the learning process.
  • Connected: Learners are supported by peers and mentors that open up opportunities for them. Young people learn best when actively engaged, creating, and solving problems they care about, and supported by peers who appreciate and recognize their accomplishments (Connected Learning).
  • Authentic: Learners should exhibit knowledge or perform a skill in a naturally occurring environment as possible.

The Circle of Courage can focus young people around the universal principle that to be emotionally healthy all young people need a sense of belonging, mastery, independence and generosity. When students and teachers treat one another with respect, there is an environment for learning.

Real discipline should prepare young people for the choices that they must make as informed citizens. Teachers need the authority to make choices until students are ready to make them on their own. Self discipline involves three steps: being compliant with rules and limits, acquiring skills and attitudes for being responsible and cooperative, and opportunity for choice so young learn how to handle independence.

I have an interest in integrating instructional technologies into the learning environment to support collaborative learning within a flexible studio classroom design. A Flat Classroom creates global collaboration and maintains work spaces for students and educators around the world.


1992-1993: Faculty of Graduate Studies, University of Regina. One year of study in Curriculum and Instruction.

  • My focus was fostering dialectical reasoning in adolescents through scaffolding. My studies were informed by contemporary discourse on Critical Theory and qualitative research. The year was transformative and I continue to be deeply interested in the phenomenological perspectives of both teacher and student in the changing culture of the classroom.
  • 1975-1980: Bed. (with distinction), University of Regina. Social Studies major, English minor. Continued training in school librarianship: Planning and Development of School Library Service, in 1987. Interned in Wynyard, Saskatchewan, Fall 1989.

1972-1975: High School Diploma, Campbell Collegiate Institute, Regina Saskatchewan.

Saskatchewan Department of Education Professional A Certificate. I have also been accredited at English 30 and Social Studies/History 30. Completed Module One SSBA Professional Development Program: Working with people: Winter 2001. Completed Level One Real Restitution training: Fall 1999 and Lion’s Quest training Seminar: Fall 2001

Professional Experience

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2009-2017: Classroom Teacher, Sunningdale Elementary School, Moose Jaw, SK. Prairie South School Division No. 210.

  • Grades 4-6 home rooms: combined grades occasionally.
  • Instructional Technology focus: Social Networking through email, Twitter, Skype, Edmodo, Class Dojo, and Wikispaces as a vehicle for collaborative learning.
  • Digital Portfolios: Seesaw offering student initiated sharing of learning.
  • A minor Instructional Technology component assisting with hardware and software integration. The primary focus is introducing and mentoring Promethean ActivBoards into instruction.
  • Coached volleyball, Technology Club, Canadian Heritage Fair Club, Curling.
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2007-2009: Classroom Teacher, Prince Arthur Community School, Moose Jaw, SK. Prairie South School Division No. 210.

  • Grades 5-6 home rooms; Prince Arthur hosted the city’s English as a second language elementary program. The assignment included team-teaching with colleagues to facilitate differentiated learning for approximately half the students. There was also a strong First Nations and Metis emphasis within the school’s culture.
  • Teacher librarian (2008-2009); responsible for reestablishing the collection in a renovated facility.
  • Instructional technology focus: student email and Wikispaces for digital portfolios.
  • Coached volleyball.

1999-2006: School-based Administrator, Central Butte School, Central Butte, SK. Prairie South School Division No. 210 (formerly Herbert School Division)

  • Middle Years Arts Education, PAA Survey (communication), and Health Education; High School Career Guidance and Social Studies.
  • Administration of a K to 12 school averaging 150 students, 12 teachers and 4 Aids. The school offered a core curriculum of 32 high school credits supplemented by distance education options.
  • Instructional technology focus: Blackboard to support asynchronous learning. As administrator I promoted PolyCom connections with neighboring schools so Central Butte could deliver senior level science and math.
  • Directing and producing junior high school drama, yearbook adviser and coaching volleyball.

1983-1992 and 1993-1999: Classroom Teacher and School-based Administrator, Limerick School, Limerick, SK. Red Coat Trail School Division.

  • Middle Years and High School English, Social Studies and Information Processing.
  • Principal from 1997-1999. Two years administrating a K to 12 school with 120 students, 7 teachers and 2 Aids.
  • I also worked as a Teacher-Librarian coordinating the implementation, development and delivery of learning resource center services. The responsibilities were in the areas of materials selection, drafting policy, administration, and program planning with the school staff.
  • Directing and producing junior and senior high school drama, coaching volleyball, advising the S.R.C. and yearbook staff.

gradschoolsmall.jpg1992-1993: General Sessional Lecturer, Saskatchewan Indian Federated College (now First Nations University), University of Regina. Teaching ESST 228, an introduction to teaching elementary social studies.

  • I taught curriculum theory applied to social studies for elementary school: philosophy, content, instructional procedures, sources of material and evaluation. The course presented an emphasis on Indigenous and Metis content. There were additional responsibilities providing counseling to students and acting as Faculty Adviser supervising the field experience of second year pre-interns.

1992-1993: Sessional Assistant, Faculty of Education, University of Regina.

  • Faculty adviser for fourth year interns. The responsibilities included acting as liaison between the university and the school; facilitating the development of the teacher-intern relationship; and encouraging the professional development of the intern.
  • Lab instructor for two EPS215 labs and faculty adviser for four second year pre-interns involved in Regina field experiences.

1980-1982: CUSO Cooperant Teacher, GSS Kagoro, Kagoro, Kaduna, Nigeria.

  • Instructing English as a second language (TESL) at a boy’s boarding school to grades seven through eleven, in preparation for the West African G.C.E. Ordinary-level examinations.
  • I developed and taught an elective evening class in oral English.
  • I was Year Group Master (grade eight), responsible for the administration and discipline of 250 students.

Professional Development

  • 2009-2010, Digital Portfolios as a media for demonstrating student learning outcomes and as a component of student lead conferences.
  • 2010-2012, Powerful Learning Practice: collaborative action research on problem based learning using integrated technology in the classroom.
  • Cooperating teacher. I have worked with University of Regina interns seven times from 1984 to 2014. I participated as a University of Regina Internship Seminar Leader in 1986 at Echo Valley Center. Over the years I have had pre-interns working in my classroom.
  • Pilot teacher. Between 1985 and 1990 I participated in the second and third years of the middle years and high school Social Studies curriculum development. From 1993 to 1995 I was a member of the Social Studies Curriculum Evaluation Validation Committee.
  • Inservice Workshop Leader. Between 1987 and 1989 I was seconded to the Saskatchewan Department of Education, Region Two, to design and lead implementation workshops for middle years Social Studies curriculum. The workshops focused on concept teaching, critical thinking, and evaluation strategies.

Professional Associations and Community Involvement

Past member of the Saskatchewan Teacher’s Federation and its varied subject councils. Current member of the Superannuated Teachers of Saskatchewan. I network through Classroom 2.0. Through Twitter, I have been involved in weekly education chat groups, principally SaskEdChat. I had long standing involvement with local professional associations serving on a variety of committees and acting as local association president on two occasions. Currently, I acted as the staff liaison for my local association frequently. Within the rural communities I have lived in I have been involved in community theater, Rec. Board, RCMP Community Liaison, and the local rink and hall service clubs such as the Lions Club.