Board Office

**Divisional Vice-Principal - Indigenous Education (Term)**
**BULLETIN NUMBER: 456/A/25 DATE POSTED: June 12, 2025**
**SCHOOL: BOARD OFFICE**
**COMMENCING**: August 01, 2025 and will end June 30, 2026, unless sooner rescinded.
**POSITION PROFILE**:
Reporting to the Director of School and Classroom Supports and the Divisional Principals, the Divisional Vice-Principal will
provide support to the School and Classroom Support Team in working with school teams to enhance learning for all
students.
**EXPECTATIONS AND RESPONSIBILITIES**:
The role encompasses the instructional, managerial, and leadership functions related to the following activities:

- Developing and supporting curricula that focus on Indigenous ways of knowing and being and pre
- and post-colonial
- history and understandings.
- Providing opportunities for students in the Louis Riel School Division with leadership and educational experiences that
- focus on Indigenous ways of knowing and being.
- Fostering Indigenous cultural and language preservation and revitalization through innovative educational programs and
- community engagement initiatives.
- Assisting LRSD in the interpretation, development, and implementation of the provincial and divisional legislation,
- policies, procedures, and curriculum regarding Indigenous Education.
**Expectations**:

- Modeling of professional integrity, adaptability, creativity, and enthusiasm for students and learning;
- Responsibility for articulating and promoting positive expectations for student learning and social development;
- Knowledge of curriculum and program implementation, including Student Services programming and programs;
- Commitment to and expertise in:

- supporting school teams in developing and implementing comprehensive, responsive plans and practices that
improve student learning outcomes for all learners from Kindergarten through Grade 12;
- mentoring, co-teaching and collaborating with school teams to enhance instructional practice and ensuring
appropriate educational programming for all students;
- collaborating with instructional leaders to develop capacity within school teams and to operationalize the Multi-Year
Strategic Plan;
- co-planning and implementing professional learning that leads to sustained improvement of practice;
- supporting school teams in enhancing all staffs’ data literacy;
- use divisional and school data sets, collaborative learning cycles, and evidence-based decision-making to improve

professional practice and student learning;
- strengthening experiential and job-embedded professional learning;
- Performing other duties as assigned.

**REQUIRED AND PREFERRED QUALIFICATIONS**:

- School Administrator’s Certificate preferred.
- Post-Baccalaureate or Pre-Masters Degree in Indigenous Education (preferred)
- Minimum of five years of successful teaching experience
- Demonstrated successful school leadership experience, focused on innovative, student-centered programming.
- Knowledge and experience in developing and delivering personalized, experiential, project-based programming for
- students.
- Strong understanding of Indigenous worldviews, histories, and cultural teachings in educational settings.
- Demonstrated ability to support student emotional well-being in line with MYSP goals and strategies.
- Demonstrated ability to support land-based and restorative approaches to teaching and learning.
- Demonstrated leadership in creative programming, collaborative initiatives with community services, and culturally
- responsive pedagogy.
- Experience supporting trauma-informed practice and student services, ensuring equitable access to holistic supports.
- Experience working with students facing systemic barriers, including mental health, poverty, and intergenerational
- trauma.
- Demonstrated ability to collaborate with Indigenous communities, Elders, and Knowledge Keepers to center Indigenous
- perspectives in programming.
- Demonstrated leadership in mentoring and supporting interdisciplinary teams in clinical and educational settings.
- Demonstrated proficiency in utilizing technology to support learning.
- Strong knowledge of community resources and outside agencies, with a proven ability to build relationships with
- students, families, and community organizations.
- Demonstrated ability to collaborate with multi-disciplinary teams to provide student-centered supports.**
**CONDITIONS OF EMPLOYMENT**:

- Permanent Manitoba Teaching Certificate.
- Satisfactory Criminal Record Check, including Vulnerable Sector Search.
- Clear report from the Child Abuse Registry.
- _Respect In School_ or _Commit To Kids_ certification.
- Review and comply with divisional policies and guidelines.

**APPLICATION PROCEDURE**:
members of equity-seeking groups with diverse abilities, backgrounds, cultures, identities.
- Include in your current resume and cover letter:

- your strengths related to each of the required and desired qualifications.
- Educational qualifications and experien