Evolution of PCS 2.0
After the dissolution of the Regional Collaborative Service Delivery (RCSD) model, six school jurisdictions—Grande Prairie Public, Peace Wapiti, Northern Gateway, Holy Family, Northland, and Peace River Public—chose to remain in a collaborative agreement to provide professional support services for their students. These divisions committed to the vision of shared expertise, recognizing that a joint approach would best address the diverse needs of students across the region.
The PCS administrative structure was redefined to align with the goals of the six collaborating jurisdictions. The framework includes a Regional Manager, a Joint Leadership Team, and an Executive Team. The Regional Manager oversees daily operations, manages a multidisciplinary team of specialists, and ensures efficient service delivery across all participating divisions. The Leadership Team comprises representatives from each jurisdiction who possess the authority to make decisions for their respective divisions. They work closely with the Regional Manager to align PCS services with the unique processes and priorities of their school boards. The Executive Team, made up of the superintendents from each jurisdiction, provides overarching strategic oversight and ensures that PCS’s goals are consistent with the collective vision. Grande Prairie Public School Division continues to host the professional staff and will receive an honorarium to support associated services, including office space, human resources, finance, and IT infrastructure.
Through this structured yet flexible approach, PCS continues to support inclusive education and equitable access to services for all students within the six participating jurisdictions. This collaborative framework reflects the shared commitment of the divisions to leverage collective resources, reduce administrative duplication, and prioritize student outcomes. PCS remains a strong example of how inter-jurisdictional partnerships can provide tailored, multidisciplinary services to meet the needs of diverse school communities.
