Director of Education

The Toronto District School Board (TDSB) is the largest and one of the most diverse school boards in Canada, serving approximately 238,000 students in 582 schools throughout Toronto, and more than 100,000 life-long learners in our Adult and Continuing Education programs. A talented community of approximately 42,000 staff are dedicated to enriching the lives of all students and help them achieve success, and to build positive learning and working environments to achieve its strategic priorities.  

About the Role
The Toronto District School Board (TDSB) is seeking an inspirational and visionary leader for its most senior executive position, the Director of Education. This is an opportunity to drive strategic transformation and lead a world-class educational institution that serves over 238,000 K-12 students and 100,000 lifelong learners. The role requires a leader capable of navigating the complexities of public education and implementing policies that reflect the evolving needs of the diverse communities across Toronto.

The successful candidate will play a pivotal role in shaping the future of public education in Toronto, ensuring the continued success of TDSB’s Multi-Year Strategic Plan, and fostering an inclusive, equitable, and innovative learning environment for all students.

Key Responsibilities

• Champion Strategic Leadership: Lead TDSB’s strategic initiatives, overseeing the implementation of the Board’s Multi-Year Strategic Plan with a strong emphasis on diversity, equity, and inclusion.

   

• Support the Board of Trustees: Work closely with the Board of Trustees, providing insightful and timely information to support decision-making in the best interests of TDSB students, staff, and communities.

   

• Transformative Learning and Well-Being: Oversee the transformation of learning models, fostering innovative instructional practices such as competency-based learning and the integration of Indigenous perspectives.

   

• Community Engagement: Engage with diverse communities, including students, parents, staff, and government stakeholders, to build strong relationships and collaborative partnerships, demonstrating cultural humility.

   

• Advocate for Public Education: Advocate for public education funding, working in partnership with government ministries.

   

• Operational Excellence: Manage the Board’s operations and administration with a focus on transparency, accountability, and fiscal responsibility.

   

• Empower Staff Leadership: Foster a motivating work environment, promoting leadership development across the organization, building a succession planning framework, and empowering staff at all levels to drive educational success.

   

• Champion Equity and Inclusion: Uphold human rights, dismantle systemic barriers, oversee the implementation of the TDSB Combatting Hate and Racism: Student Learning Strategy and champion anti-oppression, anti-racism, and decolonization frameworks, with a deep commitment to Indigenous rights and perspectives.

   

Candidate Profile

The ideal candidate is a transformative and strategic leader in the public education sector with deep experience in K-12 education or a related field. You are an inspirational visionary with a passion for student success, bringing both a local understanding and a global perspective. You have a proven track record of removing systemic barriers to equity, enhancing student well-being, and achieving measurable academic success.

With a commitment to anti-racism, anti-Black racism, Indigenous education, and equity-driven leadership, you excel in fostering inclusive environments that support the success of diverse students and communities. Your leadership style reflects a focus on compassion, innovation, and collaboration, addressing current priorities in education such as mental health, community partnerships, and navigating the complexities of post-pandemic education.

You are adept at engaging stakeholders at all levels, building and maintaining strong relationships with students, parents, staff, unions, and government entities. As a resilient and empathetic problem solver, you thrive in complexity, offering creative and adaptive solutions to advance TDSB’s mission while promoting continuous improvement and service excellence.

Qualifications

• Educational Expertise: A master’s degree or higher, with additional post-graduate education or relevant certifications being an asset.

   

• Leadership in Large Organizations: Expertise in leading large, diverse organizations with a focus on academic excellence, equity, and inclusion, ideally within a large urban school district.

   

• Board Governance Experience: Experience reporting to a Board and representing a variety of highly diverse communities.

   

• Union Relations: Experience in navigating complex unionized environments and maintaining effective communication with a range of stakeholders.

   

• Equity and Indigenous Frameworks: Experience with anti-racism, anti-oppression, and Indigenous education frameworks.

   

  • Demonstrated understanding of the Truth and Reconciliation Commission (TRC) Calls to Action and their implementation within educational settings.

     

• Communication and Political Acuity: Strong communication, relationship-building, and political acuity, with experience leading organizational change in a large school district.

   

• Continuous Learning: Commitment to continuous learning and professional development, staying at the forefront of evolving educational trends and frameworks.

   

To apply to this role in public education, submit your application to Phelps by clicking: https://bit.ly/3Yd7zrl

Application deadline: November 3, 2024 

RETSD supports diversity in its teaching, learning and work environments. We aim to employ a workforce that is representative of the communities in which we work and serve. Indigenous peoples, persons who are differently abled, women, members of the 2SLGBTQ+ community, and members of groups that commonly experience discrimination due to race, ancestry, colour, beliefs, or place of origin are encouraged to apply and to identify their employment equity status in their cover letter. All qualified applicants will receive consideration for employment without regard to race, nationality, ethnicity, religion, age, sex, gender identity, sexual orientation, disability, or any other protected characteristic. RETSD will provide reasonable accommodations to applicants who are disabled and who may experience barriers during the interview and assessment process, upon request.

Assistant Superintendent of Human Resources

River East Transcona School Division is seeking a strategic and innovative leader for the position of Assistant Superintendent of Human Resources. We are the second-largest school division in Manitoba, with more than 19,000 students and 3,500 staff, across 43 schools and four operational buildings.

Job Summary:

Reporting to the Superintendent & CEO, the role of Assistant Superintendent of Human Resources encompasses key senior leadership and managerial responsibilities related to human resources administration for instructional staff, including employee and labour relations.

Duties and Responsibilities:

• Provide leadership by establishing clear direction and planning processes for human resources, aligning work with divisional priorities, integrating efforts with other portfolios, and supporting a productive and positive work environment.

• Develop and maintain human resource management procedures for instructional staff, ensuring compliance with collective agreement provisions and provincial legislation. 

• Foster and maintain a constructive and respectful labour relations environment with all instructional staff, promoting positive working relationships and collaboration.

• Develop and implement proactive strategies to recruit, select, assign, and staff all schools, ensuring alignment with divisional needs and priorities.

• Provide direction on diversity, inclusion, and equity policies and legislative requirements, ensuring these principles are embedded in practices, policies, and the organizational culture.

• Lead, in collaboration with the senior administration team, the new school administrator mentorship and support programs, as well as the Leadership Development Program for prospective new leaders.

• Work with school-based administrators to ensure effective performance appraisal and management processes, supporting professional growth and accountability.

• Facilitate the collection of data on community growth, including annual student enrolment projections, to support strategic planning.

• Build partnerships and represent the school division with various groups, including MEECL, RETTA, MTS, MSBA, and MASS, strengthening external relationships.

• Lead Adult Education and International Education, ensuring effective delivery of programs that meet community and learner needs.

• Work collaboratively with divisional staff to develop and support the strategic and operational priorities of the division, contributing effectively to the work of the senior administration team.

• Provide guidance to seven schools, serving as a contact for support and issues management.

• Perform other duties as may be assigned or requested by the Superintendent, contributing to the overall success of the division.

Qualifications, Skills, and Abilities:

The successful candidate will have an advanced degree in education and a proven ability to create and maintain a positive and supportive work environment through the following key leadership skills, attributes, and dispositions:

• Successful school and system leadership experience, providing a foundation for effective leadership in a complex educational environment

• Knowledge of pertinent provincial collective agreements and employment legislation, ensuring compliance and informed decision-making in human resource matters.

• Strong organizational and time management skills, with the ability to set priorities, identify plans of action, and manage multiple responsibilities effectively.

• Commitment to the development and support of a learning community, fostering shared decision-making and the implementation of divisional priorities.

• Ability to work effectively with Trustees, divisional and school employees, parents, students, corporate and government partners, and community members, facilitating collaboration and relationship-building across diverse stakeholder groups.

• Possess excellent leadership, interpersonal communication, problem-solving, mediation, and facilitation skills, enabling effective conflict resolution and positive team dynamics.

• Experience in conflict resolution and employee relations, with the capacity to mediate complex situations and foster a harmonious work environment.

• Strong analytical and problem-solving skills, applying strategic thinking to address challenges and opportunities within the division.

• Ability to make difficult and courageous decisions in the best interests of students and their learning, ensuring that all decisions align with the core purpose of student success.

• Ability to lead change and people, building capacity for sustained improvement system-wide and fostering a culture of continuous growth and development.

• Knowledge of current trends and developments in K-12 education, particularly in recruitment, retention of instructional staff, school leadership development, and succession planning, ensuring the division remains competitive and forward-thinking.

• Ability to work collaboratively and effectively with the senior administration team, contributing to a cohesive and strategic leadership approach.

• High level of integrity, professionalism, and ethical standards, serving as a role model for the entire division.

• Proficiency with technology, ensuring efficient communication and use of tools that enhance leadership effectiveness.

Conditions of Employment

• Valid teaching certificate from Manitoba, or other Canadian province or territory

• External applicants must supply a Criminal Record Search and a cleared Child Abuse Registry check upon hire.

Working Conditions and Physical Demands

• Work is primarily in an office setting

• May be required to work beyond normal working hours, including weekends and/or evenings

The above statements reflect the general duties considered necessary to describe the principal functions of the position identified and shall not be construed as a detailed description of all work requirements that may be inherent to the position.

Deadline for application:                                                                                                      Friday, October 18, 2024 – 4:00 p.m.

Submit résumé, including a statement of educational philosophy and four references.

External candidates must apply online through Job Connect.

Please visit our website at www.retsd.mb.ca – Careers.

Internal candidates must apply online through Employee Connect > Job Tab.

Mail or Email applications will not be accepted.

Consideration for this position is not necessarily limited to those who apply.

Candidates are responsible for providing a clear and accurate resume that demonstrates how they meet the qualifications outlined in the job posting.

We thank all applicants, however only those selected for an interview will be contacted.

Education Officer - Secondary Mathematics

Are you interested in helping to shape the future of education in Ontario? Join the Student Achievement Division at the Ministry of Education and become part of a highly motivated team in the Curriculum, Assessment and Student Success Policy Branch that leads the development and implementation of Ontario’s curriculum.

We are seeking an individual with the following experience:

• Extensive Ontario teaching experience in secondary Mathematics, including experiences in teaching and leading learning across multiple grades and disciplines of the current Mathematics curriculum

   

• Knowledge of and leadership experience in implementing ministry policies, resources, and curriculum, including Growing Success: assessment, evaluation, and reporting in Ontario’s schools, kindergarten to Grade 12.

   

• Expertise building anti-racist, anti-oppressive, and anti-discrimination cultures in schools and fostering culturally responsive and relevant, equitable and inclusive learning environments.

   

• Demonstrated understanding and experience supporting the integration and implementation of Indigenous histories, perspectives, worldviews, pedagogy, and emerging issues related to curriculum-policy making, writing, and research.

   

• Extensive knowledge of school systems, curriculum implementation, and professional learning that have been developed through work within the school system as an educator, school leader and/or system leader.

   

• Experience and knowledge with the development of culturally relevant and responsive curriculum and curriculum-linked resources.

   

• Implementing a range of high-impact instructional and assessment practices in schools designed to identify and meet the needs of diverse learners.

   

• Dismantling a range of practices and attitudes that marginalize particular groups of students, such as addressing bias, building cultures of accountability and developing culturally responsive and relevant practices.

   

• Expert knowledge in evidence-based pedagogical approaches in math.

   

• Curriculum expertise, instructional leadership experience, and a passion for increasing the achievement and well-being of all students.

   

• Ability to plan, conduct and make recommendations on highly diverse, complex and far-reaching array of educational curriculum and related policy issues.

   

• Ability to develop, evaluate and facilitate digital resources and implementation strategies to support appropriate implementation in school boards and schools.

   

• Ability to coordinate committees to develop policy or supporting documents used as a basis for instructional programs across the province.

   

• Ability to interpret and instruct school officials, professional associations, and other areas of provincial and federal governments on curriculum policy and specialized areas of education, as well as prepare briefs, respond to correspondence, and develop and deliver professional learning workshops.

   

• Ability to develop and sustain positive relationships and networks with all major stakeholders, including to gather information; identify needs; provide advice, interpretation and clarification; and collaboration and cooperation amongst stakeholders on education policies and materials. 

   

• Ability to coordinate with branch colleagues to ensure consistency in policy approaches and seamless education policies between elementary and secondary schools, and participate on committees, study groups and task forces addressing a wide variety of major policy and program related issues.

   

What can I expect to do in this role?

You will support the curriculum review, revision, development and implementation for:

• The Ontario Curriculum, Mathematics, Grade 10, 2005

   

• The Ontario Curriculum, Mathematics, Grades 11 and 12, 2007

   

You will also:

• Support cross-curricular connections to Science, Technology, Engineering and Mathematics (STEM) related curriculum areas, including the development and implementation of curriculum-linked resources.

   

• Support ministry priorities in achievement, equity, and well-being.

   

• Review, develop and/or implement resources to support student achievement, equity and well-being

   

• Ensure curriculum supports are aligned with ministry priorities (e.g., Education that Works for You, the First Nation, Métis, and Inuit Education Policy Framework, Learning for All, and Growing Success).

   

• Develop internal and external partnerships and represent the Student Achievement Division as needed with key stakeholder groups.

   

Desired Knowledge and Experience:

• Extensive experience teaching and leading learning across multiple grades of Ontario’s secondary Mathematics curriculum

   

• An excellent understanding of and extensive experience with the Ontario publicly-funded education system.

   

• Knowledge and understanding of current educational research and promising practices in support of equitable, inclusive, and culturally responsive mathematics education.

   

• Knowledge of and expertise in consultation and engagement principles and practices related to building relationships and collaborating with First Nations, Métis, and/or Inuit communities and organizations.

   

• The ability to manage multiple, complex and sensitive issues with tact and diplomacy within demanding timelines.

   

• Reflective listening, questioning, and facilitation skills to provoke thinking and co-reflection

   

• Excellent relationship building skills in a collaborative professional learning environment

   

• Research, analytical, evaluation and interpretative skills

   

• An ability to think strategically, anticipate and absorb complex and large-scale issues and to develop practical and effective policy positions.

   

• Strong planning, time-management, organization and collaboration skills.

   

• Excellent communication skills, including listening and giving feedback, presenting and oral and written analysis and reporting; and proficiency with MS Word, Excel, Power Point and experience with other web-based applications.

   

OPS Commitment to Diversity, Inclusion, Accessibility, and Anti-Racism:

We are committed to build a workforce that reflects the communities we serve and to promote a diverse, anti-racist, inclusive, accessible, merit-based, respectful and equitable workplace. We invite all interested individuals to apply and encourage applications from people with disabilities, Indigenous, Black, and racialized individuals, as well as people from a diversity of ethnic and cultural origins, sexual orientations, gender identities and expressions. Visit the OPS Anti-Racism Policy and the OPS Diversity and Inclusion Blueprint pages to learn more about the OPS commitment to advance racial equity, accessibility, diversity, and inclusion in the public service.

We offer employment accommodation across the recruitment process and all aspects of employment consistent with the requirements of Ontario's Human Rights Code.

HOW TO APPLY:

Please send your cover letter and resume to Amanjot Singh at Amanjot.Singh2@ontario.ca by the closing date.

If you require an accommodation under the Ontario Human Rights Code in order to participate in the recruitment process, please contact Theodora Vales at Amanjot.Singh2@ontario.ca.

Please note that to qualify for a Broader Public Service secondee, that a successful candidate must be a full-time, permanent employee of a Broader Public Service organization.

In addition, please note that commuting, moving and relocation expenses will not be covered by the Ministry.

Remember:

The deadline to apply is Friday, October 11, 2024, 11:59pm Eastern Time. Late applications will not be accepted.

We thank you for your interest. Only those selected for further screening or an interview will be contacted.

Student Achievement Officer - K-12 Mathematics

Are you a high-performing educator and leader with expertise in Early Years to Secondary mathematics education? If so, consider joining our team that supports K-12 teachers, principals, and system leaders in improving mathematics student achievement, equity and well-being.

Note: in this position you may be required to travel throughout service area(s) and the province to meet or collaborate with school boards, teachers, ministry colleagues and interest groups.

We are seeking an individual with the following experience:

• Extensive Ontario teaching experience in Kindergarten to Grade 12 Mathematics

• Extensive experience in teaching and leading mathematics and numeracy learning

• Knowledge of and leadership experience in implementing ministry policies, resources, and curriculum related to mathematics and high-impact instructional practices in math

• Extensive experience in instructional leadership, coaching, leading professional learning, and monitoring and analysis of student and educator learning

• Extensive knowledge of school systems, curriculum implementation, and professional learning that have been developed through work within the school system as an educator, school leader and/or system leader

• Expertise building anti-racist, anti-oppressive, and anti-discrimination cultures in schools and fostering culturally responsive and relevant, equitable and inclusive learning environments

• Implementing a range of high-impact instructional and assessment practices in schools designed to identify and meet the needs of diverse learners

• Demonstrated understanding and experience supporting the integration and implementation of Indigenous histories, perspectives, worldviews, pedagogy, and emerging issues related to curriculum.

• Dismantling a range of practices and attitudes that marginalize particular groups of students, such as addressing bias, building cultures of accountability and developing culturally responsive and relevant practices.

• Curriculum expertise, instructional leadership experience, and a passion for increasing the achievement and well-being of all students.

• Ability to plan, conduct and make recommendations on highly diverse, complex and far-reaching array of educational curriculum and related policy issues.

• Ability to develop, evaluate and facilitate digital resources and implementation strategies to support appropriate implementation in school boards and schools.

•  Ability to coordinate committees to develop policy or supporting documents used as a basis for instructional programs across the province.

• Ability to interpret and instruct school officials, professional associations, and other areas of provincial and federal governments on curriculum policy and specialized areas of education, as well as prepare briefs, respond to correspondence, and develop and deliver professional learning workshops.

• Ability to develop and sustain positive relationships and networks with all major stakeholders, including to gather information; identify needs; provide advice, interpretation and clarification; and collaboration and cooperation amongst stakeholders on education policies and materials.

• Ability to coordinate with branch colleagues to ensure consistency in policy approaches and seamless education policies between elementary and secondary schools, and participate on committees, study groups and task forces addressing a wide variety of major policy and program related issues.

What can I expect to do in this role?

In this role you will:

• Provide expertise, leadership and support to improve student mathematics achievement by developing and implementing a menu of Student Achievement Division initiatives that is responsive to a school board's learning goals

• Work collaboratively with school boards to build alignment, coherence and understanding of Ministry of Education policies and programs, and ministry and school board research, resources and strategies in support of students, with a focus on mathematics teaching and learning

• Use data to develop and recommend strategies and approaches to respond to board, school and classroom level learning goals and improve student achievement in math

• Forge productive and collaborative partnerships with various branches of the Ministry of Education in support of school boards' learning goals

• Be knowledgeable of current effective practices and research about well-being, equity, learning, teaching and leading from Early Years through secondary education and into post-secondary destination, including secondary student engagement and success

You will also:

• Support cross-curricular connections to Science, Technology, Engineering and Mathematics (STEM) related curriculum areas, including the development, review, and implementation of curriculum-linked resources.

• Review, develop and/or implement resources to support student achievement, equity and well-being.

• Ensure curriculum supports are aligned with ministry priorities (e.g., Education that Works for You, Growing Success, the First Nation, Métis, and Inuit Education Policy Framework, and Learning for All).

• Develop internal and external partnerships and represent the Student Achievement Division as needed with key stakeholder groups.

Desired Knowledge and Experience:

• Extensive experience teaching and leading learning across multiple grades of Ontario’s Mathematics curriculum, and use of high-impact instructional and assessment practices

• An excellent understanding of and extensive experience with the Ontario publicly-funded education system, including experience in instructional leadership, coaching and leading professional learning

• Knowledge and understanding of current educational research and promising practices in support of equitable, inclusive, and culturally responsive mathematics education

• Experience leading provincial education strategies for equity, system improvement, curriculum implementation including in numeracy and mathematics

• Comprehensive understanding of equity, culturally relevant and responsive pedagogies, anti-black racism, anti-oppression and anti-bias education, instruction and assessment practices

• Knowledge of and expertise in consultation and engagement principles and practices related to building relationships and collaborating with First Nations, Métis, and/or Inuit communities and organizations

• Significant experience designing, planning, and facilitating effective professional learning in face-to-face and virtual settings

• Understanding government policies and strategies, legislation, and current issues and trends impacting student achievement

• Experience using and analyzing a variety of data to build understanding and respond to student, professional, and system learning needs

• Demonstrated interpersonal and consensus-building skills to develop stakeholder relationships and gain support for provincial education policy and program initiatives

• Leadership and consultation skills to develop and lead province-wide consultations, professional learning and/or training and the implementation of initiatives

• The ability to manage multiple, complex and sensitive issues with tact and diplomacy within demanding timelines.

• Reflective listening, questioning, and facilitation skills to provoke thinking and co-reflection

• Excellent relationship building skills in a collaborative professional learning environment

• An ability to think strategically, anticipate and absorb complex and large-scale issues and to develop practical and effective policy positions.

• Strong planning, time-management, organization and collaboration skills.

• Excellent oral and written communication skills, including listening, engaging, presenting and reporting; and proficiency with MS Word, Excel, Power Point and experience with other web-based applications.

HOW TO APPLY:

Please send your cover letter and resume to Amanjot Singh at Amanjot.Singh2@ontario.ca by the closing date.

If you require an accommodation under the Ontario Human Rights Code in order to participate in the recruitment process, please contact Amanjot Singh at Amanjot.Singh2@ontario.ca.

Please note that to qualify for a Broader Public Service secondee, that a successful candidate must be a full-time, permanent employee of a Broader Public Service organization.

In addition, please note that commuting, moving and relocation expenses will not be covered by the Ministry.

Remember:

The deadline to apply is October 11, 2024, 11:59 pm Eastern Time. Late applications will not be accepted.

We thank you for your interest. Only those selected for further screening or an interview will be contacted.

The Ontario Public Service is an inclusive and equal opportunity employer.

We will accommodate your needs under the Ontario Human Rights Code

Education Officer - Computer Studies and Digital Technologies

Are you interested in helping to shape the future of education in Ontario? Join the Student Achievement Division at the Ministry of Education and become part of a highly motivated team in the Curriculum, Assessment and Student Success Policy Branch that leads the development and implementation of Ontario’s curriculum.

We are seeking an individual with the following experience:

• Extensive Ontario teaching experience in computer studies, coding, programming, and related digital skills, including experiences in teaching and leading learning across multiple grades of the current Computer Studies curriculum.

   

• Knowledge of and leadership experience in implementing ministry policies, resources, and curriculum, including Growing Success: assessment, evaluation, and reporting in Ontario’s schools, kindergarten to Grade 12.

   

• Expertise building anti-racist, anti-oppressive, and anti-discrimination cultures in schools and fostering culturally responsive and relevant, equitable and inclusive learning environments.

   

• Demonstrated understanding and experience supporting the integration and implementation of Indigenous histories, perspectives, worldviews, pedagogy, and emerging issues related to curriculum-policy making, writing, and research.

   

• Extensive knowledge of school systems, curriculum implementation, and professional learning that have been developed through work within the school system as an educator, school leader and/or system leader.

   

• Experience and knowledge with the development of culturally relevant and responsive curriculum and curriculum-linked resources.

   

• Implementing a range of high-impact instructional and assessment practices in schools designed to identify and meet the needs of diverse learners.

   

• Dismantling a range of practices and attitudes that marginalize particular groups of students, such as addressing bias, building cultures of accountability and developing culturally responsive and relevant practices.

   

• Expert knowledge in evidence-based pedagogical approaches in computer studies

   

• Curriculum expertise, instructional leadership experience, and a passion for increasing the achievement and well-being of all students.

   

• Ability to plan, conduct and make recommendations on highly diverse, complex and far-reaching array of educational curriculum and related policy issues.

   

• Ability to develop, evaluate and facilitate digital resources and implementation strategies to support appropriate implementation in school boards and schools.

   

• Ability to coordinate committees to develop policy or supporting documents used asa basis for instructional programs across the province.

   

• Ability to instruct school officials, professional associations, and other areas of provincial and federal governments on curriculum policy and specialized areas of education, as well as prepare briefs, respond to correspondence, and develop and deliver professional learning workshops.

   

• Ability to develop and sustain positive relationships and networks with stakeholders,including to gather information; identify needs; provide advice, interpretation and clarification; and collaboration and cooperation amongst stakeholders on education policies and materials.

   

• Ability to coordinate with branch colleagues to ensure consistency in policyapproaches and seamless education policies between elementary and secondaryschools, and participate on committees, study groups and task forces addressing awide variety of major policy and program related issues.

   

What can I expect to do in this role?

You will lead the curriculum revision, development and implementation for:

• The Ontario Curriculum, Grades 10-12: Computer Studies

   

You will also:

• Support cross-curricular connections to Science, Technology, Engineering andMathematics (STEM) and Information and Communications Technology-related curriculum areas, including the development and implementation of curriculum-linked resources.

   

• Support ministry priorities in achievement, equity, and well-being

   

• Review, develop and/or implement resources to support student achievement, equityand well-being.

   

• Ensure curriculum supports are aligned with ministry priorities (e.g., Education thatWorks for You, the First Nation, Métis, and Inuit Education Policy Framework,Learning for All, and Growing Success).

   

• Develop internal and external partnerships and represent the Student Achievement Division as needed with key stakeholder groups.

   

Desired Knowledge and Experience:

• Extensive experience teaching and leading learning across multiple grades of Ontario’s secondary Computer Studies curriculum

   

• An excellent understanding of and extensive experience with the Ontario publicly-funded education system.

   

• Knowledge and understanding of current educational research and promising practices in support of equitable, inclusive, and culturally responsive computer studies education

   

• The ability to manage multiple, complex and sensitive issues with tact and diplomacy within demanding timelines.

   

• Reflective listening, questioning, and facilitation skills to provoke thinking and co-reflection

   

• Excellent relationship building skills in a collaborative professional learning environment

   

• Research, analytical, evaluation and interpretative skills

   

• An ability to think strategically, anticipate and absorb complex and large-scale issues and to develop practical and effective policy positions.

   

• Strong planning, time-management, organization and collaboration skills.

   

• Excellent oral and written communication skills, including listening, engaging, presenting and reporting; and proficiency with MS Word, Excel, Power Point and experience with other web-based applications.

   

OPS Commitment to Diversity, Inclusion, Accessibility, and Anti-Racism:

We are committed to build a workforce that reflects the communities we serve and to promote a diverse, anti-racist, inclusive, accessible, merit-based, respectful and equitable workplace. We invite all interested individuals to apply and encourage applications from people with disabilities, Indigenous, Black, and racialized individuals, as well as people from a diversity of ethnic and cultural origins, sexual orientations, gender identities and expressions. Visit the OPS Anti-Racism Policy and the OPS Diversity and Inclusion Blueprint pages to learn more about the OPS commitment to advance racial equity, accessibility, diversity, and inclusion in the public service. We offer employment accommodation across the recruitment process and all aspects of employment consistent with the requirements of Ontario's Human Rights Code.

HOW TO APPLY:

Please send your cover letter and resume to Theodora Vales at Theodora.Vales@ontario.ca by the closing date.

If you require an accommodation under the Ontario Human Rights Code in order to participate in the recruitment process, please contact Theodora Vales at Theodora.Vales@ontario.ca.

Please note that to qualify for a Broader Public Service secondee, that a successful candidate must be a full-time, permanent employee of a Broader Public Service organization.

In addition, please note that commuting, moving and relocation expenses will not be covered by the Ministry.

Remember:

The deadline to apply is Friday, October 11, 2024, 11:59pm. Late applications will not be accepted.

We thank you for your interest. Only those selected for further screening or an interview will be contacted.

Superintendent, Student Achievement & Well-being - Qualified Applicant’s Pool 

Learning Support Services     

Applications from employees of the Waterloo Region District School Board as well as external applicants will be considered. 

The Waterloo Region District School Board is situated in Canada’s innovation hub. We are located in the heart of southwestern Ontario, serving the communities of Cambridge, Kitchener, Waterloo and the townships of North Dumfries, Wilmot, Woolwich and Wellesley. The Board provides a comprehensive educational program for approximately 65,000 students in the Region of Waterloo. The Board is one of the largest public school boards in Ontario with 123 schools, and approximately 11,000 staff members. Additional information regarding the Board is available on the Board’s web site at www.wrdsb.ca.

At the Waterloo Region District School Board, we are striving to create learning environments where all students can excel as they become skilled, caring, and compassionate global citizens and are inviting applications to our Qualified Applicants’ Pool for the role of Superintendent, Student Achievement & Well-being. Are you a reflective learner, committed to personal growth, transformation and contributing to a new vision for public education? We are seeking qualified candidates who are creative, innovative, demonstrate outstanding leadership, a commitment to Indigenous sovereignty, human rights and equity, relationship centered approaches and are ready to join the dynamic WRDSB Senior Team. 

The ideal candidate will have a Supervisory Officer Certificate or be currently enrolled in the Supervisory Officers Qualification Program with a plan to obtain the certificate no later than August 31, 2026. Candidates must have an outstanding educational leadership background as evidenced in their most recent performance appraisal and be able to demonstrate their leadership impact. Candidates will demonstrate a depth and breadth of leadership experiences and have a minimum of 5 years’ experience as a Principal or system leader. If you are a passionate, caring leader, committed to creating and making positive change in public education, the WRDSB is the place for you! 

Successful candidates to the Qualified Applicants’ Pool for the role of Superintendent, Student Achievement & Well-being would be eligible to be placed into the role of Supervisory Officer, as positions become available up to August 31, 2027.

Responsibilities

With a fulsome understanding and commitment to Indigenous sovereignty, human rights and equity, the Superintendent will provide leadership and oversight in a number of areas related to program planning, implementation and evaluation, supervision of schools and building system capacity to improve student success and well-being. An understanding of both elementary and secondary education, a commitment to equity and inclusion, anti-oppression and anti-racism, as well as an understanding of mental health and wellbeing will be important assets to fulfilling this role.

Successful candidates will be collaborative, open to inclusive thinking, inquiring focused and innovative leaders with excellent communication and interpersonal skills dedicated to continuous improvement and learning. This includes having a deep knowledge of the communities they serve and a commitment to responding to diverse identities and their unique needs. Candidates will demonstrate skills in developing collegial and collaborative learning and working environments where principals, vice-principals, and staff within the system fulfill Waterloo Region District School Board’s commitment to celebrating the gifts of each and every student by creating limitless opportunities for them to flourish, grow and become their best selves.

Superintendents ensure compliance with applicable legislative and regulatory requirements, school Board Policies and Administrative Procedures, the Ontario Human Rights Code and other directives as set out by the Ministry of Education and the Board’s Multi-Year Strategic Plan.

The Key areas of focus in this role will include (but are not limited to):

• Supporting all students to read by the end of Grade 2; 

   

• Supporting improved numeracy skills K-12;

   

• Effectively reducing Suspension and Expulsion rates;

   

• Improving the integration and support for students with identified learning needs;

   

• Improving Transitions and Pathways; 

   

• Supporting improved graduation rates for all students;

   

• Systematically changing outcomes for the most marginalized students and, in doing so, improving the outcomes of all students.

   

Qualifications

• Be a member in good standing with the Ontario College of Teachers;

   

• Hold a recognized Supervisory Officer’s Certificate or be currently enrolled in the Supervisory Officer's Certificate with a completion date of August 31, 2026 (recognized by the Ontario College of Teachers);

   

• Have demonstrated successful leadership experience within an educational setting;

   

• Has demonstrated personal and professional leadership competencies in addressing equity of access to opportunities, outcomes and experiences for students and staff. 

   

• Demonstrates a commitment to understanding complex and intersectional equity issues and taking action to eradicate systemic barriers, racism and oppression.

   

• Bring proven personal leadership resources as outlined in the Ontario Leadership

   

• Framework and the WRDSB Sovereignty Affirming and Equity Competencies;

   

• Demonstrated knowledge and experience staffing schools, managing budgets, and working collaboratively with various service departments;

   

• Demonstrate the WRDSB’s core values and strategic directions;

   

• Have proven ability to engage community stakeholders; and

   

• Possess the ability to affect positive change.

   

Candidates are asked to electronically submit a copy of their covering letter, resume and responses to the fourquestions posed below - as a PDF package - quoting “Posting #24.088, Superintendent Applicant Pool”, no later than 4:00 pm, October 24, 2024, via email to Karen Leishman, Executive Assistant to the Director of Education, at karen_leishman@wrdsb.ca.

Candidates are asked to prepare responses to the following questions and include it in their electronic submission. (Note: responses for each are to be no greater than 1,000 words in length and a minimum 12-point font)

1. Provide one or more examples that demonstrate your commitment to and impact of your work of anti-oppression and anti-racism for the purpose of securing equitable access to opportunities and outcomes as it relates to School Improvement.

    

2. Provide one example of your leadership in furthering system-wide goals and priorities that support improved student achievement and well-being including a focus on better serving the most underserved/and or marginalized students.

    

3. Provide an example that demonstrates your capacity to foster productive working relationships among a variety of stakeholders (i.e., schools, community, staff, colleagues).

    

4. Applicants are asked to share their “Why?”  What brings you to education and what is your Philosophy of Educational Leadership.  This can be provided through a written response (no greater than 1,000 words in length), through a short video (attached to your resume package and not to exceed 2 minutes in length), or a reflection on a piece of art (include a picture of the art work, along with your reflection) or you may have another way you would like to do this.  Should this be the case, please let us know and we will help to facilitate this so you can best show yourself and your philosophy.

    

Equity

The Waterloo Region District School Board is committed to equity in employment. We are committed to fair and equitable hiring practices that allow us to hire qualified staff who reflect the diversity of the community we serve, who will foster the success and well-being of our students and who demonstrate a commitment to equity and inclusion in the classroom.

We 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 of marginalized sexual orientations, gender identities, and gender expressions.

   

We will make any appropriate accommodation based on any of the human rights protected grounds, to support candidate participation in the hiring process.

We appreciate the interest of all applicants but will only be interviewing selected candidates based on job specific criteria and only those selected for an interview will be contacted. 

jeewan chanicka                                                                                   
Director of Education and Secretary                                                       

General Manager, 

Chief Administrative Officer

Ottawa Student Transportation Authority

Location: Ottawa, ON

The Ottawa Student Transportation Authority (OSTA) is responsible for all home-to-school transportation on behalf of the Ottawa-Carleton District School Board (OCDSB) and the Ottawa Catholic School Board (OCSB). With a Service area covering 2,670 sq. km and 227 schools, OSTA’s mission is to deliver safe, efficient, effective, and equitable multi-modal transportation solutions to over 124,000 students with superior customer service for OCDSB and OCSB.

Reporting to the Board of Directors through the Executive Committee, the GM-CAO is responsible for developing OSTA’s vision, mission and strategic plan, while providing effective management of staff and fostering a team environment between OSTA staff and the individual school boards. The GM-CAO is responsible for preparing and recommending efficient budget estimates and administering OSTA’s annual budget to meet the Board’s needs and providing transparency to stakeholders. Acting as the primary spokesperson, the GM-CAO works collaboratively to foster positive relationships with internaland external stakeholders and enhance community relationships. As the chief contact for OSTA’sparticipation in emergency planning activities, the GM-CAO manages and interprets various legal issues and remains current in changes in the political, education and transportation environment andprovide support to member Boards with respect to policy, procedure, and service.

As the ideal candidate, you bring a visionary approach to developing working groups and cohesive teams while delivering on organizational goals. A solutions-oriented thinker, you lead by example, and have a demonstrated commitment to learning and overall professional development. You have excellent interpersonal, decision-making, organizational and communication skills. You have demonstrated experience collaborating with supporting entities (e.g., board of directors, school boards, parents, bus operators, provincial government, other related organizations, unions) as well as experience developing and administering large budgets and negotiating service contracts.

To learn more on the GM-CAO role and OSTA, an organization that impacts the lives of children and communities, please contact Kathy Rahme (krahme@boyden.com) and Kate Ralston (kralston@boyden.com ) and state the title of the position in the subject line of your e-mail. To apply, please submit your Cover Letter and CV at: 
https://boyden.thriveapp.ly/job/2593

OSTA is committed to building diverse, equitable, inclusive, and accessible working environments and welcomes those who would contribute to the further diversification of staff including, but not limited to, women, racialized persons, Indigenous peoples, persons with disabilities, and persons ofany sexual orientation or gender identity to apply.

We thank all applicants for their interest, however only those under consideration for the role will be contacted.