• “Promoting learning, well-being and belonging through an anti-oppressive lens. 
    I am a Supervisory Officer.”

    - LIANA THOMPSON, GRAND ERIE DSB
    - LIANA THOMPSON, GRAND ERIE DSB
  • “Creating a culture of collaboration and shared leadership.
    I am a Supervisory Officer.”

    - SHIRLEY CHAN, TORONTO DSB
    - SHIRLEY CHAN, TORONTO DSB
  • “Leading and supporting equity of opportunity and equitable outcomes for all students. 
    I am a Supervisory Officer.”

    - JESS SILVER, LIMESTONE DSB
    - JESS SILVER, LIMESTONE DSB
  • “Engaging and supporting leaders, staff, students, families and communities to support student achievement and well-being. 
    I am a Supervisory Officer.”

    - SHEILA BUILDER, THAMES VALLEY DSB
    - SHEILA BUILDER, THAMES VALLEY DSB

Representing more than 300 Superintendents and Directors of Education from Ontario’s 31 public school boards

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Job Postings

Associate Director of Education, Organizational Support Services

 

A collaborative, knowledgeable leader will welcome this opportunity to take on a complex Organizational Support Services mandate at the Thames Valley District School Board, as part of the leadership team that’s ensuring the Board continues to "build each student’s tomorrow, every day”.

 

About the Board

Thames Valley District School Board (TVDSB), the fourth largest public board of education in Ontario, is a unique district shared across Elgin, Oxford and Middlesex counties, the City of London, Chippewas of the Thames First Nation, Munsee-Delaware Nation and Oneida Nation of the Thames. With some of the best greenspace and landscape that the province has to offer, our region is diverse, accessible and affordable, and our rural, urban and suburban population includes families who have been here for generations, as well as many who have recently arrived. As an organization with an operating budget in excess of $1 billion and a student-first growth mindset, we have more than 12,000 employees serving the needs of 83,000 students in our 132 elementary and 29 secondary schools, toward a goal of improving student achievement and well-being. 

 

About the Role

Reporting to the Director of Education and Secretary, you will work within an environment of shared leadership as an integral member of the Executive Team to support schools in achieving the Board’s mission of “We build each student’s tomorrow, every day.” Leading from an equity mindset, you will establish a department strategic plan within the framework of the Board’s Strategic Plan and Operational Plan, ensuring interdependency and cross-functionality of departments as well as the implementation of system strategic commitments with measurable outcomes. Your strengths as a collaborative leader will also be evident as you liaise directly with the Board of Trustees and establish the agenda for the Planning & Priorities Advisory Committee of the Board. 

 

This is a sizable mandate, with overall responsibility for all Corporate Services departments, supervising each department’s Superintendent and providing oversight of functional areas: 

  • Business Services – Financial Reporting, Budget, Payroll, Operational Accounting, Purchasing, Student Transportation, Internal Audit, Insurance, Contracts/Leases, and Information Technology.
  • Human Resources – Labour, Staffing, Abilities & Wellness, Health & Safety, and System Staff Development.
  • Facility Services and Capital Planning – Planning Services, Capital Construction, Maintenance, and Custodial Services.

 

As the Associate Director of Education, you will provide fiscal management and accountability for the Board, including financial statements and projections, ensuring that the Audited Financial Report of the Board is reported and published, reporting to the Audit Committee on all financial matters, and ensuring that the Board approves a compliant annual operating budget. You will also provide leadership in the development and execution of the Board’s IT strategic plan, both overseeing a complex customer service technology delivery model and ensuring a robust cyber security environment.

 

Conversant with all aspects of Human Resources management, you will confidently handle negotiations, interpretation and administration of collective agreements for 11 bargaining groups and 4 non-unionized employee groups, and the administration of leaves, hiring, supervision, and benefits for all permanent and casual employee groups. Ensuring system compliance with all relevant legislation will be another integral part of this senior role.

 

Keeping Board schools and facilities well maintained and running efficiently is a priority in ensuring the safety of students and staff, and you will play a key role in making it happen by ensuring the strategic delivery of custodial, facility operations and maintenance services to approximately 161 schools and administrative facilities. This will include overseeing the preparation and monitoring of student enrolment projections to inform the maintenance of the Master Capital Plan and determine the need for Pupil Accommodation Reviews, together with contract administration and commissioning for Facility Renewal capital projects, and environmental control and energy management accountabilities.

 

About the Candidate

You are an accomplished education and business professional with an understanding of school board and/or public sector operations – from financial, human resources and IT management to facility planning and maintenance. Your tracked record of success is backed by a Business Supervisory Officer’s Certificate (or eligibility for direct entry into the Supervisory Officer program), and a recognized Professional Designation (CPA, CHRP, P. Eng.) plus 10 years of senior management experience, ideally in the education/broader public sector.

 

Through such a background, you have developed a comprehensive knowledge of the Ontario Labour Relations Act, the Employment Standards Act, the Human Rights Code, the Workplace Safety and Insurance Act, the Occupational Health and Safety Act, the Pay Equity Act, and the Accessibility for Ontarians with Disabilities Act.

 

To apply to this senior administrative role in public education, submit your application to Phelps by clicking here: https://bit.ly/3HKydj4

 

Application deadline: March 3rd, 2023.

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401 Bay Street, Suite 1400, Toronto, ON M5H 2Y4

Phone: 416 364 6229

 

The Thames Valley District School Board is committed to equity and inclusion in the recruitment of qualified staff who reflect and support the diverse perspectives, experiences and needs of our students and school communities. The Thames Valley District School Board seeks to ensure that all recruiting processes are non-discriminatory and barrier-free and will provide accommodations to applicants in accordance with the Ontario Human Rights Code and the Accessibility for Ontarians with Disabilities Act (AODA). Please inform the recruiter of the nature of any accommodation(s) that you require

Regina Public Schools is seeking a

Deputy Director, Student Achievement and School Services

 

WHO IS REGINA PUBLIC SCHOOLS? 

 

Regina Public Schools is located on Treaty 4 land in the homeland of the Métis. It is one of the largest school divisions in Saskatchewan serving the educational needs of more than 25,000 students in 44 elementary schools, eight high schools, three faith-based associate schools, Campus Regina Public and the Allan Blakeney Adult Campus. 

 

Our dedicated team of employees includes professional and support staff who work to instill the value of knowledge, the dignity of effort and the worth of the individuals by living our Shared Values in our schools, workplaces, and communities. These Share Values are I belongI am responsibleI respect, and I want to know

 

THE OPPORTUNITY 

 

Regina Public Schools is seeking an innovative, strategic and results-oriented leader for the position of Deputy Director, Student Achievement and School Services. The position provides direct leadership for student achievement, school operations, Indigenous education, curriculum and instruction, intensive and specialized supports, diversity and inclusion, and comprehensive school community health. The position aligns and integrates efforts within the Student Achievement and School Services team and across the Division to maximize opportunities and achievement for students and chart a progressive and sustainable future course for Regina Public Schools. 

 

Key Responsibilities 

  • Defining and implementing strategic direction as part of the executive leadership team by: 

    • Leading a forward-looking unifying strategic plan for schools and work units that aligns with the Pre-K to Grade 12 sector plan.

    • Working with Division and school leaders to build capacity and implement plans in support of the Division’s diversity, equity, and inclusion outcomes. 

  • Building a positive and progressive organizational culture and leading organizational growth and development by:

    • Participating in planning to attract, retain and develop a passionate, skilled, and committed workforce that is representative of the communities served. 

    • Building a shared understanding of the unique strengths and needs of all students and staff in the school community regardless of gender identity, sexual orientation, age, ethnic origin, ancestry, culture socio-economic status, religion, family status and mental and physical ability.

  • Leading educational, assessment and instructional practices to improve opportunities and achievement for all students by:

    • Leading the Student Achievement and School Services team to align and integrate resources to develop and deliver cohesive plans to improve opportunities and achievement for students. 

    • Ensuring current, consistent, culturally responsive, and equitable instructional and assessment practices based on progressive and proven best practices.

  • Promoting positive school cultures and safe, orderly learning environments by:

    • Working with Division-level and school-based leadership teams to develop strategies that build and sustain positive, unifying school cultures. 

    • Establishing practices to support student engagement, attendance, and positive behaviour.

  • Contributing to Division-level resource allocation and management by: 

    • Collaborating in the development of the Division budget strategy in alignment with the Division Strategic Plan and priorities. 

    • Developing and reviewing budget initiatives within Student Achievement and School Services. 

  • Demonstrating productive, respectful working relationships and partnerships by: 

    • Developing integration strategies to align efforts across the organization

    • Building strategic partnerships with other school divisions, First Nations educational authorities, post-secondary institutions, community-based organizations, and employers that result in innovative and relevant opportunities for students. 

 

WHO WE ARE LOOKING FOR 

  • The candidate will meet qualifications for membership in the League of Educational Administrators, Directors and Superintendents (LEADS) including a Master of Education, Business Administration or Public Administration, or a master’s degree in a related field as approved by LEADS. The candidate will have a minimum of 10 years of successful, increasingly senior, and diverse administrative and leadership experience. 

  • Demonstrated strategic thinking, adaptive change management, and organizational leadership abilities. 

  • Proven ability to lead diverse, multi-disciplinary project teams through complex projects and build consensus between multiple stakeholders to resolve conflicting interests and points of view and demonstrated project management skills. 

  • Ability to challenge, be candid, and work through different perspectives while maintaining strong professional relationships. 

  • Strong leadership and team-building skills, with an ability to mentor and develop staff to a high level of performance and accountability. 

  • Demonstrated leadership skills that promote inclusion, engagement, and foster an innovative, collaborative environment. 

  • Excellent working knowledge of current research in best practices for 21st century teaching, learning and operations from classroom, school, and Division-level perspectives. 

  • Knowledge of provincial education sector governance, regulatory and operating framework including a strong understanding of effective board governance principles and practices. 

  • Exceptional interpersonal skills with the ability to build and maintain positive relations with Division and school-based staff, Board members, communities, and other stakeholders. 

 

For a full job description and qualifications, visit www.reginapublicschools.ca/careers

The position will commence on May 1, 2023, or another mutually agreed date on or before August 1, 2023. 

 

TO APPLY 

 

Interested applicants are invited to email a letter of application, curriculum vitae/resume, and the names of three employment references, by February 23, 2023, to Don Hoium, Hoium Strategic Leadership, at d.hoium@sasktel.net

The interest of all applicants is appreciated; however, only those selected for an interview will be contacted. 

 

Regina Public Schools believes equity, diversity and inclusion make us stronger and is committed to an inclusive workplace that reflects the communities we serve. We welcome applications from all qualified individuals inclusive of all groups protected by the Human Rights Code including Indigenous persons, members of visible minorities, persons with a disability, women in underrepresented occupations, and individuals of diverse gender and sexual orientation.

Due to upcoming retirements, Regina Public Schools is seeking to fill 

Superintendent of Student Achievement and School Services leadership positions.

 

Regina Public Schools is located on Treaty 4 land in the homeland of the Métis. It is one of the largest school divisions in Saskatchewan serving the educational needs of approximately 25,000 students in 44 elementary schools, eight high schools, three faith-based associate schools, Campus Regina Public, and the Allan Blakeney Adult Campus. 

 

Our dedicated team of employees includes instructional and support staff who work to instill the value of knowledge, the dignity of effort and the worth of the individuals by living our Shared Values in our schools, workplaces, and communities. These Shared Values are I belongI am responsibleI respect, and I want to know

 

THE OPPORTUNITY AWAITS YOU 

 

Superintendents of Student Achievement and School Services provide strategic leadership to enhance opportunities and achievement for all students in Regina Public Schools, including: 

  • Leading and implementing Division-level strategic priorities and contribute to the work of the Division Management team. 

  • Providing educational, operational, and administrative leadership and supervision to a portfolio of schools. 

  • Supporting equitable, diverse, and inclusive environments for learning and working and contributing to the development of positive, unifying organizational culture for students and staff. 

  • Building respectful and productive relationships and partnerships within and outside the School Division. 

 

Reporting to the Deputy Director, Student Achievement and School Services, the Superintendent of Student Achievement and School Services is part of the Division’s senior management team and collaborates with colleagues across the organization in support of the ongoing sustainability and success of Regina Public Schools. 

 

WHO WE ARE LOOKING FOR 

 

Successful candidates will be highly motivated leaders and innovators who meet the following requirements: 

  • Qualifications for membership in the League of Educational Administrators, Directors and Superintendents (LEADS) including Professional A Teacher’s Certificate and Master of Education, Business Administration or Public Administration or master’s degree in a LEADS approved related field. 
  • Minimum of five years of successful, increasingly senior and diverse administrative experience. 
  • Demonstrated strategic thinking, adaptive change management, and organizational leadership skills. 
  • Proven leadership skills to promote diversity, equity, inclusion, engagement, and foster an innovative, collaborative organizational culture. 
  • Excellent working knowledge of current research in best practices for teaching, learning and school operations from a classroom, school, and Division perspective. 
  • Knowledge of provincial education sector governance, legislative frameworks, collective agreements, and Ministry policy. 
  • Exceptional interpersonal skills with the ability to build and maintain positive relations with Division and school-based staff, Board members, communities, and other stakeholders. 
  • Leadership Competencies: Accountability, Leadership and Collaboration, Results Orientation, Initiative, Strategic Thinking, Influencing Others, Communication, Confidentiality. 
  • Obtain and maintain a satisfactory Criminal Record Check for the duration of employment. 

 

For the complete job description and information about Regina Public Schools, go to our website at https://www.reginapublicschools.ca/careers

 

BENEFITS 

Regina Public Schools offers competitive salaries and benefits, along with the opportunity to be part of a team that makes a difference in the lives of our students and communities. Salary range $166,004 - $181,085. 

 

TO APPLY 

Email a cover letter and complete resume to alma.tholl@rbe.sk.ca. For more information about this opportunity, please contact Darren Boldt, Director of Education/CEO, Regina Public Schools, at darren.boldt@rbe.sk.ca

 

The competition will remain open until positions are filled but applications received by February 10, 2023 are assured of consideration. Regina Public Schools thanks all applicants for their interest, however, only those selected to advance to the next stage will be contacted. 

 

Regina Public Schools believes equity, diversity and inclusion make us stronger and is committed to an inclusive workplace that reflects the communities we serve. We welcome applications from all qualified individuals inclusive of all groups protected by the Human Rights Code including Indigenous persons, members of visible minorities, persons with a disability, women in underrepresented occupations, and individuals of diverse gender and sexual orientation. 

Associate Director, Instructional Innovation and Equitable Outcomes

 

The TDSB is dedicated to the achievement and well-being of each student, grounded in a commitment to Truth and Reconciliation, equity, anti-racism, anti-oppression, and human rights. Every day, staff members in its 583 schools and five adult learning centres are privileged to serve 240,000 students and families in communities as richly diverse and inspiring as any in the world.

 

The core purpose of the TDSB is to:

  • ensure that every student has the conditions and experiences needed to engage fully and be successful in school and beyond, and

  • ensure our business and operations processes are modern and responsive, and that they deliver quality service aligned with 

    our core purpose.

 

In order to achieve the priorities of the Multi-Year Strategic Plan (MYSP), and in response to current contextual realities created by post-pandemic challenges and evolving student and community needs, a newly-designed structure for the TDSB Director’s Executive Council has been implemented. 

 

Through a cross-functional and highly collaborative approach, the Director and Associate Directors support and enhance each other’s efforts to focus on advancing equity, fighting oppression, and initiating innovation, all in an accountable, responsive, and invitational manner which emphasizes service excellence. The Senior Team will build positive relationships and partnerships both within the Board and with stakeholders from the Board’s multi-faceted communities.

 

The Toronto District School Board is currently seeking an outstanding educational leader to assume the responsibilities of the Associate Director role:

Associate Director, Instructional Innovation and Equitable Outcomes 

 

In the interest of optimal learning experiences for all students, the Associate Director, Instructional Innovation and Equitable Outcomes will lead development, organization, and implementation of models of cutting-edge instruction for schools to improve outcomes for all students, particularly historically underserved populations. Success in this role will depend on building and leading highly effective, innovative academic teams that are assessed on their ability to continually improve instructional practices, student outcomes, and student experiences, especially among those who face learning barriers and marginalization. 

 

This Associate Director will inspire and support direct reports to develop, implement, and evaluate projects to achieve goals and objectives that continuously assess student needs and evolve to eradicate barriers to success for every student. For this leadership role, the driving force is a deeply held commitment to creating teaching and learning climates in every school that empower teachers and other staff to experience success and professional fulfillment in their work, as they help students reach goals and excel with pride in their efforts and confidence in their ongoing learning.

 

Together with the Associate Director, Learning Transformation and Equity, the Associate Director, Organizational Transformation and Accountability, and the Associate Director, Modernization and Strategic Resource Alignment, the Associate Director, Equitable Outcomes and Instructional Innovation will provide focused leadership for the achievement of the Multi-Year Strategic Plan. In particular, this Associate Director, working with the Director’s Executive Council, is responsible for:

  • transforming student learning and school climates to ensure continuous improvement for all by addressing disproportionalities in student experience and outcomes,

  • championing and guiding purposeful practice through an anti-oppressive stance as it relates to monitoring school improvement and changing outcomes for vulnerable and under-served students,

  • removing barriers and creating equitable access to learning opportunities and providing focused supports for success for all students,

  • working with the Associate Director, Modernization and Strategic Resource Alignment to achieve the goals of the MYSP by allocating human and financial resources strategically to meet student needs, particularly for those who have been historically marginalized or underserved,

  • giving agency to student and family voice and experience in order to create a learning dynamic that promotes positive student outcomes and strengthens relationships and partnerships within diverse school communities, and

  • along with the Director of Education and the other three Associate Directors, providing timely and relevant information and supports to the Board of Trustees to enable good governance decision making.

 

This Associate Director, along with the Director of Education and the other three Associate Directors, will advance the TDSB vision for learning and service.

 

Reporting directly to the Director of Education, the Associate Director, Instructional Innovation and Equitable Outcomes sets the strategic vision and direction for the instructional framework and pedagogical approach to academic programs and is a key lever to accomplishing the Multi-Year Strategic Plan (MYSP), consistent with the Truth and Reconciliation’s Calls to Action and the United Nations Declaration on the Rights of Indigenous People (UNDRIP). This Associate Director must demonstrate a well-documented and highly visible expertise in curriculum, pedagogy, learning, and anti-oppression. The leader in this role inspires and implements the short- and long-term instructional vision and approach to establishing a culture of high expectation and shared responsibility for equitable access to high quality and culturally relevant and responsive instructional practices. The Associate Director, Instructional Innovation and Equitable Outcomes will create responsive relationships and partnerships among central departments, senior teams, learning centres, and school staff that ensure closer alignment between resources and specific school needs. This role will focus on implementation of an instructional plan for the district that facilitates effective teaching in every classroom and creates the conditions that ensure responsive systemic improvement of teaching practice and student learning for every teacher and student. 

 

To fulfill the responsibilities and meet the challenges of this portfolio, the Associate Director will have a laser-like focus on student success, engagement, and well-being, using current research, performance data, and feedback from students, teachers, parents, and community to make decisions related to improvement of curriculum and instruction. This leader will forge direction for school improvement efforts by continuously monitoring the progress of school performance and student achievement targets, working closely with Executive Superintendents and Superintendents of Education. 

 

The Associate Director, Instructional Innovation and Equitable Outcomes and the Associate Director, Learning Transformation and Equity are responsible for leading the Board’s commitments to student achievement, well-being, and equity, including student voice and parent and community engagement in schools. These positions, working in tandem, determine how the TDSB equity, anti-oppression, and anti-racism work is incorporated dynamically into the school improvement process. Together, the two academic Associate Director roles will establish a school improvement process that is focused on data, change in pedagogy, and reciprocal learning across the school community to ensure cohesion of continuous improvement efforts across all four Learning Centres.

 

These two Associate Directors will work with Learning Centre Executive Superintendents and Learning Network leaders to raise achievement and eliminate disparities and disproportionate outcomes and experiences among historically underserved groups of students (e.g., Indigenous, Black, Latin, Middle Eastern, and LGBTQ2S+ students).

 

The Associate Director, Instructional Innovation and Equitable Outcomes will ensure close attention to the culture that exists in each school in order to identify, name, address, repair, and eliminate systemic and individual acts of discrimination, hatred, or oppression and will work together with the other Associate Directors to build the capacity of superintendents, principals/vice-principals, managers, teachers, and support staff in key areas of the Board’s Multi-Year Strategic Plan. As this leader, you will coach and mentor staff in having difficult conversations about race, discrimination, bias, and proactive engagement with parent communities.

 

Analysis and strengthening of student, staff, parent, and community engagement strategies, to ensure that these engagements truly assist in the improvement of student achievement and well-being, will be central to the success of all four Associate Directors as they work closely with Trustees to actualize Board policy and bring about the implementation of the Board’s strategic commitments. All Associate Directors will model collaborative professionalism and a cross-functional approach to leadership, and will report to the Director of Education and support her leadership internally with all staff and externally with all stakeholders.

 

Your application for the role of Associate Director, Instructional Innovation and Equitable Outcomes will be supported by your body of work’s demonstration of the following leadership attributes, commitments, and achievements in the roles you have held thus far.

  • Demonstrate a deep understanding of and longstanding professional practice in modern pedagogies that are trauma-informed and culturally responsive and relevant, leading to improved student success.

  • Confidence and past practice in creating the conditions for the transformation of cultures which lead to adult and student learning, confidence, dignity, and agency.

  • Dedication and courage to create change and innovation in achieving the goals of the MYSP.

  • Deep understanding of the relationship between equity, well-being, and student achievement.

  • Fortitude and determination in the face of opposition to dismantling systemic inequities and fostering accountability and ability to make bold decisions and encourage disruption of old ways while respecting what is working well.

  • A driver of accountability who provides ongoing guidance and support and feedback mechanisms to track ongoing strategies, programs, and services.

  • Proven success in leading change in instructional practice and school culture and ensuring the utilization of resources that are inclusive and culturally responsive, relevant, and reflective of students and the TDSB’s broader school communities, including working closely with colleagues in implementing equity audits and recommendations arising from that and other similar processes.

  • Skilled relationship builder who can encourage coherence in process and implementation across the system and break down silos.

  • Experience and commitment to addressing the special education and accessibility needs of students, working closely with teams.

  • Unwavering commitment and demonstrated capacity to serve as an anti-racist and ethical leader, working to dismantle Anti-Indigenous racism , Anti-Black racism, Ableism, Antisemitism, Islamophobia, Homophobia, Transphobia, Anti-Asian racism, including Anti-South Asian racism, and other forms of hate and discrimination.

  • A leader in challenging bias, discrimination, and oppression, providing oversight in addressing issues connected to privilege, power, and system barriers.

  • Demonstrated success in creating authentic engagement with communities in meaningful and sustained ways to ensure all voices are heard, especially those that have been marginalized or underrepresented.

  • Understanding of the varying roles of service providers, including such mental health professionals as social workers, psychologists, and other support services.

  • An advocate of collaborative professionalism, capable of working as a cross-functional executive.

  • Champion of service excellence based upon a respect of the values and perspectives of the communities served by the TDSB.

  • Politically astute and sensitive to assisting Trustees with good governance by hearing and responding appropriately to their perspectives and providing timely and thorough information to support effective decision making.

  • Proven record of continuous learning across a number of areas impacting students’ learning, Truth and Reconciliation, equity, and leadership, among others.

  • Innovative, evidence-based risk taker, problem solver and system thinker, agile in a fast-paced environment, and able to forge results in ambiguity, thus mobilizing the efforts of others.

  • Known for authenticity, integrity, and respect, with high credibility as a visionary educator.

  • Champion of a far-reaching and persistent commitment to employment equity across the TDSB workforce.

  • Supporter of staff autonomy and outcomes-based professional growth, with a particular focus on mentoring and supporting leaders new to their roles as they make complex decisions.

  • Known for high emotional intelligence and an invitational leadership style.

  • Extremely strong written and oral communicator.

 

Qualifications

  • Master’s degree in education or equivalent

  • 5-7 years of experience as an educational leader with senior responsibilities in a district school board

  • Demonstrated body of work designing and implementing system-wide instructional innovation and the enhancement of teaching and learning

  • Appropriate SO qualifications

 

Recruitment Process

We appreciate the interest of all applicants but will only be contacting candidates whose skills, experience, and qualifications best meet the requirements of the position.

 

To apply for this vital leadership role at the TDSB, please submit your cover letter and resume/CV by February 13, 2023. Please reference Associate Director, Instructional Innovation and Equitable Outcomes in the subject line of your email.

 

Send your application to: Joan M. Green & Associates/LBCG Consulting for Impact (JMG/LBCG) at joanmgreenassociates@gmail.com. Any questions you may have will be answered if you write to us at the email address above, including questions about the salary range for this position.

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We are mindful of the importance of championing diversity amongst candidates. The project team is fluent in current diversity, inclusion, and anti-oppression practices. We are committed to ensuring a respectful and inclusive recruitment process.

 

Accommodation Statements

Joan M. Green & Associates/LBCG foster a culture of inclusion. We will make any appropriate accommodation based on any of the protected grounds in the Human Rights Code to support candidate participation in the recruitment and selection process. All candidates will be provided with an understanding of the expectations and requirements of the process, in order to ensure full participation of all qualified candidates.

 

The Toronto District School Board adheres to equitable hiring, employment, and promotion practices. We strive to meet the accommodation needs of persons with disabilities. Applicants are encouraged to make their needs for accommodation known in advance during the application process.

 

JMG & Associates/LBCG Consulting for Impact Land Acknowledgement

Together with LBCG, Joan M. Green & Associates make the following acknowledgement with respect to Reconciliation with Indigenous Peoples:

 

With humility and in the continuing spirit of being active participants in the reconciliation of Canada and the Indigenous Peoples of the land, we acknowledge that we are working and living on the traditional territory of many nations, including the Mississaugas of the Credit River, the Anishnabeg, the Haudenosaunee and the Huron-Wendat, which today is home to many diverse First Nations, Inuit, and Métis peoples. As a firm and individually, we are educating ourselves to know and understand the Truth and participating with Indigenous colleagues to play our part in advancing Reconciliation.

 

TDSB Land Acknowledgement

 

We acknowledge we are hosted on the lands of the Mississaugas of the Anishinaabe, the Haudenosaunee Confederacy and the Wendat. We also recognize the enduring presence of all First Nations, Métis, and the Inuit peoples.

 Grand Erie District School Board Invites applications for 

Superintendent of Education Pool (elementary)

 

The Grand Erie District School Board is seeking dynamic, passionate and dedicated educational leaders to provide ongoing support to create positive outcomes for students. The Grand Erie District School Board is inviting applications for inclusion in the Superintendent of Education Pool (elementary).

 

We are located in the southern portion of the province of Ontario. The Board spans a geographic area encompassing the City of Brantford and the Counties of Brant, Haldimand and Norfolk and the main office is located in Brantford. The district serves 26,600 students, including 410 on Education Services Agreements. The district has 58 elementary schools and 14 secondary schools, in rural and urban settings, with 2,800 employees. 

 

Successful applicants for inclusion in the Superintendent of Education Pool (elementary) must hold the following qualifications:

  • Have a minimum of five years of successful experience as a principal or superintendent

  • Hold a Supervisory Officer certificate (or working towards SOQP (completed by January 2024)

 

As a member of the Board’s senior administrative team, reporting to the Director of Education, the successful candidate(s) will:

  • demonstrate expertise as a strong instructional leader.

  • demonstrate the ability to motivate, lead and supervise an area of elementary schools.

  • have proven ability to develop the capacities of staff by building on their strengths.

  • have experience with, understanding of and ability to facilitate family of school learning sessions

  • have proven ability to develop the capacities of staff by building on their strengths

  • motivate, lead and promote systematic use of assessment and evidence-based data to improve student learning outcomes.

  • demonstrate superior leadership ability, communication and organizational skills, and proven commitment to student success, equity and well-being.

  • work in partnership and collaborate with a team of system leaders.

Indigenous lived experience or demonstrated experience working with Indigenous students and community will be considered an asset.

Successful applicants to the pool will be appointed as positions become available. The pool will be in effect for a period of 2 years after which time applicants will have to re-apply.

 

Completed packages should be addressed to JoAnna Roberto, Director of Education, and are to be submitted electronically to hr-gedsb@granderie.ca by 12 noon on February 17, 2023.

 

Interviews will take place in late March.

 

Please submit your application which includes a cover letter and resume and a one-page description about the expected impact you will have as an educational leader in Grand Erie as well as the names of at least three professional references.

 

Applicants with a disability that requires an accommodation to enable their participation in the interview process should advise the Board when contacted for an interview. Any assessment and selection materials and processes used in the interview process can be made available in an accessible format, upon request in advance.

 

Grand Erie District School Board recognizes Six Nations of the Grand River and Mississaugas of the Credit First Nation, as the longstanding peoples of this territory. We honour, recognize, and respect these communities as well as all First NationsMétis and Inuit Peoples who reside within Grand Erie District School Board. We are all stewards of these lands and waters where we now gather, learn and play, and commit to working together in the spirit of Reconciliation.

 

Grand Erie District School Board actively encourage applications from members of groups with historical and/or current barriers to equity, including, but not limited to:

  • First Nations, Métis and Inuit peoples, and all other Indigenous peoples;

  • members of groups that commonly experience discrimination due to race, ancestry, colour, religion and/or spiritual beliefs, or place of origin;

  • persons with visible and/or invisible (physical and/or mental) disabilities;

  • persons who identify as women; and

  • persons of marginalized sexual orientations, gender identities, and gender expressions. 

 

In accordance with Section 29(2) of the Municipal Freedom of Information and Protection of Privacy Act, 1989 and under the authority of the Education Act, personal information is being collected for the purpose of determining eligibility for the above mentioned position. We are committed to equity in our employment practices.

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The Supervisory Officer’s Qualification Program is a professional learning program that prepares candidates to receive a Supervisory Officer’s Certificate in Ontario as either an Academic or Business Supervisory Officer.

Through a tiered approach, the OPSOA Membership Assistance Program (MAP) provides support to individuals who hold active membership in OPSOA.

Details of the MAP may be found here.

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