Coordinating Principal – Indigenous Education and Equity

APPLICATIONS ARE INVITED FOR THE POSITION OF

Coordinating Principal – Indigenous Education and Equity

INDIGENOUS EDUCATION, ANTI-RACISM, ANTI-OPPRESSION AND COMMUNITY PARTNERSHIPS SUPPORT SERVICES

The Peel District School Board (PDSB) is a racially, culturally and linguistically diverse board that serves 155,000+ students and approximately 17,000 employees. In PDSB, 87% of students are racialized, non-white, representing 162 different ethnic backgrounds. Students in Peel have 121 different first languages. Student diversity also exists in terms of gender and gender expression, sexuality and in terms of ability and faith. A responsive and empathetic understanding of the lived experiences of the students and communities we serve is vital to those who will take on leadership roles within the PDSB. The workforce consists of teachers, office staff, custodial staff, education assistants and professional staff. The workforce is largely unionized through PDSB’s numerous affiliated bargaining agents.

Background

Racial discrimination and other forms of marginalization continue to be a considerable barrier to the well-being and academic success of particular student groups. At the Peel District School Board, we are committed to improving the well-being and achievement of all students. Our publicly stated commitments to anti-racism, anti-oppression,?and pandemic health and safety protocols ensure that this occurs through engaging, equitable and inclusive online and in-person learning modalities and through culturally relevant program opportunities. It is through the foundational practice of equity, and collaborative and intentional strategies, that we can eliminate the biases, barriers, and power dynamics that limit equitable access of opportunities by those students who face these exclusions.

Context

Reporting to the Superintendent of Indigenous Education, Anti-racism, Anti-oppression and Community Partnerships, the successful candidate will work closely with superintendents, principals, school and system staff as well as Peel Region communities to support the implementation of Ontario’s Equity and Inclusive Education Strategy and the PDSB Equity and Inclusive Education Policy #54 and projects related to the PDSB Plan for Student Success. Supporting the system implementation of the Ministry Directives, the successful candidate will support the use of equity and inclusive education strategies such as Culturally Relevant Pedagogy in the planning and implementation of curriculum. A significant part of the work involves working to support schools in developing learning environments that affirm the intersectionality of social identities and lived experiences of identified student groups as they combat various forms of systemic marginalization.

The Coordinating Principal – Indigenous Education and Equity will possess knowledge of the theoretical perspectives from critical race theory, anti-racist education and decolonizing education which shape the approaches and strategies the Equity Office team members offer for workplace, school and classroom support to realize improved outcomes for our students (and staff); and understand the implications for students who are marginalized by systemic barrier in the areas of curriculum, instruction and assessment.

Further, an understanding of the importance to ensure that place is made in classrooms and schools for Indigenous students to learn about their own cultures and ways of knowing while schools actively re-engage in their Treaty obligations by ensuring that non-Indigenous and Indigenous students share in learning about sovereignty-seeking groups are key components of the role. The Coordinating Principal of Indigenous Education and Equity will co-lead to model that the needs of sovereignty-seeking groups are distinct from equity-seeking groups yet with respectful co-existence, there is potential for mutual advocacy.

Thus, a community-referenced approach to, for instance, co-creating and implementing professional learning (based on the Plan for Student Success, K-12) using capacity building processes; and resource development to assist and enable staff at all levels of the system to engage with, and effectively lead the work required to achieve the systemic change and improved outcomes for First Nations, Métis, Inuit, African, Black, and Afro-Caribbean students as mandated in the Ministry of Education’s Directives to the Peel District School Board, will be a central responsibility.

Qualifications and Experiences:
Ontario College of Teachers’ Certificate of Qualification and Principal’s Qualifications

Successful experience as an elementary or secondary Principal;

A comprehensive understanding of K-12 curriculum policy, curriculum implementation, curriculum research and education trends/issues;

Solid understanding of the Ministry Directives and knowledge of Peel District School Board Policies and Operating Procedures;

Demonstrated experience in leading and establishing a shared understanding of equity, anti-racism, anti-Indigenous racism, anti-Black racism, anti-oppression, and the dismantling of systemic inequities in schools and the Peel District School Board;

Working knowledge of the Ontario Human Rights Code, specific to the prohibited grounds of discrimination.

Demonstrated expertise working and leading in an equity-focused learning community;

Demonstrated understanding of a broad range of pedagogical approaches to equity and inclusive education practices that are grounded in praxis such as anti-colonial, anti-racism, anti-Islamophobia, anti-homophobia, anti-bias, culturally responsive, relevant, and?or anti-oppressive and decolonizing framework/paradigm;

Successful leadership experiences at a school, family of schools or system level with measurable impact;

Ability to effectively engage in co-planning, co-teaching, co-learning, and co-reflecting on lesson engagement, instruction and assessment practices aimed to augment equitable learning environments with teachers and administrators;

Strong emotional intelligence and interpersonal skills to facilitate and support critical dialogue on oppression, marginalization and racism;

Ability to deal with contentious/sensitive issues in a calm, empathetic, respectful manner;

Strong work ethic founded on reliable organizational and time management skills;

Excellent facilitation and presentation skills demonstrated in a variety of settings and for various audiences;

Excellent conceptual and analytical skills and communication skills, oral and written;

An understanding of effective practices to facilitate student transitions through the four divisions: primary, junior, intermediate and senior;

Excellent teaming skills as a contributing member in a dynamic, progressive and multifaceted environment.

Responsibilities include, but are not limited to:
Responding to school-based inquiries related to affirming the achievement and well-being of First Nations, Métis, Inuit, African, Black, and Afro-Caribbean students; and/or related to strategies/tools to dismantle anti-Indigenous and anti-Black racism across the system;

Working with the Superintendent of Indigenous Education, Anti-racism, Anti-oppression & Community Partnerships and the Coordinating Principal of Black Student Success to support the implementation of Ontario’s Equity and Inclusive Education strategy, Peel District School Board’s Equity and Inclusive Education Policy #54, and all policies and procedures of the Board;

Modeling the principles of equity as reflected in the board’s initiatives in We Rise Together, Indigenous Education, Make Peel Proud, The Journey Ahead Action Plan, The Future We Want (2.0) and Empowering Modern Learners;

Understanding the requirements and implications of the Ministry Review, the Anti-Racism Directorate’s anti-racism strategic plan: A Better Way Forward (2017), with specific focus on Anti-Oppressive Pedagogy ensuring that professional development is aligned with Ministry directives and district priorities;

Providing leadership in addressing equity of access, opportunities and outcomes from an anti-oppressive stance in the revision, development, implementation and monitoring of policies, programs and services working closely with centrally-assigned coordinating principals;

Coordinating the development and implementation of professional learning for superintendents, principals, vice principals, teachers, teaching assistants and other education workers;

Working with the Coordinating Principal of Black Student Success and the Equity Resource Teachers, to review, monitor and implement equity initiatives designed to improve the achievement and well-being of First Nations, Métis, Inuit, African, Black, and Afro-Caribbean students across the system as outlined in the Ministry Directives;

Working with all Coordinators and Coordinating Principals to review, monitor and develop responses to Ministry initiatives and completing the required Ministry reports;

Collaborating with school administrators to build a working partnership for successful implementation of all equity initiatives as described in the Plan for Student Success;

Meeting to strategize with, and provide key updates to, the Superintendent of Indigenous Education, Anti-racism, Anti-oppression and Community Partnerships;

Working with the Coordinating Principal – Black Student Success to supervise and support the defined and collaborative efforts of the Equity Office teams to create Board-wide messages to promote equity and inclusion and support the many intersections between curriculum and community;

Providing a close liaison with various Community Partners, as well as Peel District School Board unions/federations/associations, external professional associations, all Support Services Departments, Ministry personnel and Board committees;

Actively participate in evening and weekend activities developed by the Equity Office staff and by community partners;

Carry out any other duties as assigned by the Superintendent of Indigenous Education, Anti-racism, Anti-oppression and Community Partnerships

This is a 12-month position. The expected start date is September 1, 2021.

To apply for this position, please complete an online application through ApplytoEducation.com

Your completed application must include your resumé, and a one-page written response to: Describe how you have actively dismantled disproportionalities and disparities in outcomes for students. Applications must be received on Apply to Education by 4:00 p.m. on Wednesday, June 30, 2021.

A short list of candidates to be interviewed may be developed. Only those candidates selected for an interview will be contacted. The criteria for?shortlisting?will reflect demonstrated evidence of success in the competencies identified in the background, responsibilities, and qualifications sections of the posting. All applicants may request feedback from their Superintendent of Education. The successful applicant will be contacted by the Superintendent, Indigenous Education, Anti-racism, Anti-oppression and Community Partnerships.

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The Peel District School Board is committed to equity in employment.? We are committed to equitable hiring practices that allow us to hire qualified staff who reflect the full diversity of the Region of Peel. We will make?any reasonable?accommodation, based on any of the human rights protected grounds, to support candidates to participate in the hiring process.?

We will?provide?employment accommodation (i.e., an accessible location, rescheduling of interviews that fall on?Days of Significance),?if we are advised of an applicant’s needs in advance of any?part of the selection process.?

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Should you require accommodation for your application, please contact: [email protected]