District Principal – Indigenous Education and Inclusive Education

The District

If you are looking for your next opportunity to lead, we are seeking a dedicated professional for the position of District Principal – Indigenous Education and Inclusive Education, effective as soon as possible.

School District #87 Stikine serves students and their families in four schools in the rural, remote northern communities of Atlin, Lower Post, Telegraph Creek and Dease Lake, as well as students from the community of Iskut. School District #87’s enrollment is increasing slightly. Currently we’re at 190 FTE, with 77% of our student population of First Nations ancestry.

The needs and interests of learners are diverse. Meeting those needs and interests is the Stikine Board of Education’s highest priority, as guided by the District’s 2022-2026 Strategic Plan.

We are deeply committed to supporting the implementation of local and provincial curriculum; innovative and effective assessment and reporting practices; and ongoing professional learning. We are focused on high-quality pedagogy and the inclusion of all learners. At the heart of all our efforts is learner success, fostered through initiative, creativity, motivation and the shared values and vision of the local Nations, communities, staff and District partners. We believe that:

• Learning recognizes the role of Indigenous knowledge.

• Learning is connected to the land, culture and people.

Salary and Benefits

This is an exempt position with a competitive salary range of $154,995 - $164,731. Complementing the salary is a generous benefit package, including a relocation allowance; annual personal travel allowances (employee and dependents); health benefits; vacation; pension; and modern accommodation at a very reasonable rent.

We are honoured to serve learners in the territories of the Tāłtān, Kaska and Taku River Tlingit First Nations.

The Board of Education envisions strong and sustainable partnerships between the three Nations we serve to create and maintain proud, successful, culturally vibrant communities where children and youth are engaged in lifelong learning. Our objective as a School District is to utilize a wholistic approach that enhances the learning success of all learners; protects and strengthens their unique cultural identity; and supports the wellness of the whole child.

The Position

Reporting directly to the Superintendent of Schools, the District Principal provides leadership regarding the success of Indigenous learners and students with disabilities or diverse abilities. This position is an integral part of the senior management leadership team.

The District Principal’s overarching responsibility is to implement the Equity in Action Project, which is aligned with the District Strategic Plan. Collaborating with local Indigenous leadership/Nations, District leadership and school teams, the successful candidate will promote diversity, equity and inclusion in schools and communities. This position is foundational to providing equitable opportunities for Indigenous children and youth (K-12) to become confident and courageous learners.

Both provincial and local data indicate vulnerability factors in a high proportion of the student population. The complexity and diversity of student needs, combined with the wide geographic dispersion of the schools that serve them, is a defining challenge/opportunity of the position.

Key areas of responsibilities include:

• Providing strong advocacy for all learners and public education.
• Collaborating with educational leaders and staff with a vision to reflect Indigenous learning.
• Involvement in leading innovative learner achievement initiatives.
• Ensuring equity work is reflected in the District’s Framework for Enhancing Student Learning.
• Leading staff in collaborative inquiry processes and professional learning.
• Conducting a variety of assessments, including classroom observation, administration and interpretation of norm-referenced assessment instruments, Level B assessments and curriculum-based assessments.
• Meeting with principals, District staff, classroom teachers and parents in supporting the goals of Individualized Education Programs (IEPs) through a consultative model.
• Ensuring that assessment referrals are complete and accurate.
• Demonstrating understanding and respect for Indigenous learning and students with disabilities or diverse abilities.
• Knowledge of the Tāłtān, Tlingit and Kaska Nations.
• Applying knowledge and experience as a support teacher working with students with disabilities or diverse abilities.
• Other district level administrative duties as assigned.

Application Submission

Candidates are to apply with a cover letter detailing leadership style and qualities relevant to this role along with a complete resumé detailing qualifications and experience. Please include the names of three professional references familiar with your professional performance. By application, candidates give permission to School District #87 to contact any references, or any past or present employers named in the application.

Completed applications are to be emailed by 4:00 PM PDT, September 24, 2024, to:

Katherine McIntosh, Interim Superintendent at 

katherine.mcintosh@sd87.bc.ca

Desired Experience, Qualities, Skills and Qualifications

Applications are invited from resolute and enthusiastic professional educators who are committed to equity and excellence in learning.

The preferred candidate will possess:

• BC Teacher Regulation Branch certification.
• A Master’s degree in an appropriate area.
• Extensive, successful experience working with learners of Indigenous ancestry and Indigenous communities.
• A commitment to, and experience working toward, the Truth and Reconciliation Calls to Action.
• An unwavering belief that each learner can reach their potential and achieve at a high level.
• A strong knowledge of Indigenous curriculum, culture, values, history and languages.
• Skills for building strong, meaningful relationships with Indigenous communities and partners.
• System thinking to provide inspirational and visionary leadership in Indigenous education.

In responding to the impacts of colonization in Canada, the District encourages First Nations, Inuit and/or Métis people to apply.