Assistant Principal, Middle School

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A Growing District

One of the most rapidly growing districts in BC with multiple schools slated to open in coming years, School District No. 73 (Kamloops-Thompson) has an increasing need for innovative and visionary educational leaders for our Principal Pool. SD73 is pleased to offer remarkable incentives for those selected to join our schools with the greatest need.

Located in the stunning surroundings of BC’s interior, the Kamloops-Thompson School District is a diverse and growing environment committed to great local education through our 5-Year Strategic Plan, Aboriginal Enhancement Agreement, Capital Plan, and Long-Range Facilities Report. The District has a Local Education Agreement with each of the local First Nations.
As a member of the District’s administrative team, you are a visionary leader that values equity and excellence for all learners. You rely upon your extensive knowledge of the BC education system to plan for and implement student achievement goals through innovative instructional practices in inclusive learning environments that value and celebrate diversity. The start date is effective immediately and upon successful completion of a probationary period, a continuing contract will be offered to the successful candidate.

School District No. br/>
SD73 is dedicated to creating a safe, caring, and healthy learning and working environment that is inclusive of the diversity of their entire learning community. Embedded in SD73’s framework is the directive to provide ongoing and meaningful learning opportunities for all students, staff and community groups, with continuous improvement of instruction and assessment to reflect traditional learning practices and provide an opportunity for strong revitalization of language and culture for students from all backgrounds. With a strong commitment to its Indigenous learners, SD73 sees decolonization and the Truth and Reconciliation Commission’s Calls to Action as parts of its core mission.

Serving approximately 16,000 students, 2,700 students of Aboriginal ancestry, in 48 schools our District offers a variety of enhancement programs, including: French immersion, International Baccalaureate, sports academies, trades programs, a K-12 fine arts school, Montessori, and an elementary science and technology school. School District No. 73 is located on the territory of the Secwepemc Nation and serves 7 local bands and the Métis Nation in a large geographical area.

Our District covers more than 27,000 kilometres and busses about 4,000 students more than 9,000 kilometres every day. We have 34 elementary schools, one middle school, 10 secondary schools, one Kindergarten-to-Grade 12 school, one alternate education program and one distance education school. br/>
The Board of Education

The key focus for the Kamloops-Thompson Board of Education is improving student achievement. The Board plays an essential role in the public education system by addressing the interests of students through local decision-making with an engaged community.

As locally elected representatives, the nine Board of Education trustees represent the Kamloops-Thompson communities’ particular strengths, challenges and demands. They engage with communities in building and maintaining their local school system to reflect local priorities, values and expectations. The Board shares a co-governance relationship with the provincial government through the Ministry of Education and Child Care. The BC School Trustees Association supports the board in this relationship.

POSITION RESPONSIBILITIES

Ethical Leadership

Guide the development and implementation of shared values, vision, and mission and goals to support engagement, learning, and success for all learners (i.e., foster educated and resilient citizens empowered to contribute to a diverse, inclusive, and caring society through connections/relationships, equity, well-being, sustainability, and the seven grandfather teachings)

Guide the development and implementation of goals to support engagement, learning, and success for all learners (i.e., intellectual development, human and social development, cultural and identity development, career development, and systems development)

Articulate a process of decision making using an ethical framework based on the moral purpose and direction of the school (i.e., model an open and honest way of exploring challenges and finding resolutions, promote and foster appropriate communication)

Instructional Leadership

Leading the Learning (Establishes a continuum of learning, engages in ongoing and targeted conversations regarding the progression of learning, focus professional learning and development on addressing the needs of the population through challenging and stretching the status quo)

Collaborative Practice (Promote and foster communication based on core values, create opportunities to build professional relationships that inspire trust and demonstrate respect, demonstrate reflective dialogue about teaching and learning)

Learners at the Centre (Create an environment that recognizes the learners as core participants, explore alternative ways to measure student success)

Innovation and Inquiry (Promote reflection and dialogue about teaching and learning, inspire and support innovation, embed a culture of continuous improvement)

Curriculum, Instruction, and Assessment , (Communicate, encourage, and support the use of current educational research, ensure and monitor the use of a variety of effective assessment practices, continually and collaboratively plan, monitor, and review the effectiveness of instruction)

Relational Leadership:
Demonstrate self-awareness and personal qualities that support positive relationships and build cultures of integrity

Build and support positive, effective working relationships with the school and community

Develop and sustain a culture and climate that supports student and adult learning

Create and manage effective school communities to support all learners

Organizational Leadership:
Intentionally and strategically strengthen the school’s capacity to support student learning and development

Support the Principal in meeting all aspects of Board policy and district procedures especially 430 “Role of the Principal”

The Right Candidate

You are an experienced master teacher or current Vice-Principal with a Master degree in educational leadership or a related field completed or near completion. You are able to share your skills in building positive, and collaborative school cultures. b>
Working knowledge of current curriculum initiatives

A strong commitment to equity, diversity, and inclusive learning environments

Demonstrated ability to implement innovative programs that support the achievement and involvement of all learners

A collegial and consensus-building approach to decision-making

The ability to interact and communicate effectively with staff, students, parents and the community

A strong commitment to student, parent and community involvement

Excellent interpersonal, communication, organizational and team-building skills

A commitment to working in partnership with the Aboriginal communities

Qualifications

A Master of Education degree or near completion of such degree

Valid BC Teaching Certificate

A minimum of five years of successful teaching experience

A proven record of successful educational leadership experiences

Ability to travel between worksites

The ability to communicate in French is an asset, not a prerequisite

Download the full Job Ad here.

School District No. All applications are considered on the basis of their suitability for the position(s), regardless of the gender, age, sexual orientation, religion, racial origin, marital status and/or disabilities of the prospective candidate.

To Apply

Apply with a cover letter, resume, most recent performance review, and three professional references in a single PDF file.
School District No.

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