Centrally Assigned Vice-Principal

POSTED: December 11, 2025 / DEADLINE: 12:00 Noon, December 18, 2025 1 Position - (1.5-year term) The Toronto District School Board (TDSB) adheres to equitable hiring, employment and promotion practices. Preference will be given to candidates who have lived experience as a First Nations, Métis, or Inuit person. The TDSB invites applications from qualified Elementary and Secondary Vice-Principals and from candidates on the TDSB Elementary or Secondary Vice-Principal Promotion Lists for the position of Centrally Assigned Vice-Principal – Urban Indigenous Education Centre. This position will be filled commencing as soon as possible and is scheduled to end June 30, 2027, subject to any restructuring, reorganization and/or possible renewal. The Centrally Assigned Vice-Principal will be responsible for the strategic planning and delivery of Indigenous Education support to students and teachers in the TDSB. The Centrally Assigned Vice-Principal will also be responsible for providing leadership and support. This position will report to the Centrally Assigned Principal – Urban Indigenous Education Centre. The TDSB is committed to the implementation of the Truth and Reconciliation Commission of Canada: Calls to Action, and the United Nations Declaration on the Rights of Indigenous Peoples, as a guiding principle and a strategic direction. The candidate must also have a demonstrated ability to advance human rights and take actions that access racism in all its forms, while promoting Equity and demonstrating Anti-Oppressive pedagogy. Summary of Duties: Provide leadership in fostering equity and inclusion in the development and implementation of programs and services; Working under the direction of the Centrally Assigned Principal (CAP), provide leadership, supervision and support to the Urban Indigenous Education Centre and for staff within and beyond; Assist the CAP for the Urban Indigenous Education Centre and School in the development, implementation and evaluation of the Annual Report and Board Action Plan; Assist with the development and monitoring of the budget for the Urban Indigenous Education Centre and Ministry grants; Support and coordinate the on-going implementation of the Urban Indigenous Education program initiatives and development of best practices, culturally responsive and relevant pedagogy, cultural safety and trauma informed practices including the 4Rs (respect, reciprocity, relevance, responsibility), Anti-Indigenous racism, decolonizing and Indigenizing education; Support staffing, recruitment, and sustainability of programs; Advocacy, support and implementation of First Nation, Métis and Inuit studies and Native Languages courses across the system; Manage the provision of support to elementary and secondary classroom teachers and schools across the district, including the Native Learning Centres; Develop and coordinate central planning, professional learning and activities to support inclusive curriculum as it relates to the Indigenous Education programs in schools, in conjunction with schools and central staff and other partners both internal and external; Advocate across TDSB for the centering of Indigenous perspectives across the curriculum for all students; Liaise with Elders Council, Indigenous community groups and organizations, the Ministry of Education, Graduation Coaches, and post-secondary institutions; Attend the Urban Indigenous Community Advisory Committee as well as the Caregivers Council, and other department meetings within the TDSB as required; Write reports and attend Board meetings, as required; Track and analyze system achievement and well-being data for Indigenous students and plan for system improvement; Develop curriculum support materials and resources; Attend department meetings and provide leadership to the system in the effective support of School Improvement Planning and implementation; Coordinate with Superintendents of Education to implement Indigenous Education initiatives in Learning Centres and Learning Networks; Assist the CAP and System Superintendent of Indigenous Education in the development and the move towards the Centre of Excellence in Urban Indigenous Education; Support the development of policies and procedures, as they relate to Indigenous Education; Support the CAP and System Superintendent of Indigenous Education in conducting research and data collection for Indigenous Student Achievement, Well-Being and Self-Identification, employing the concepts of OCAP (Ownership, Control, Access and Possession) within Indigenous research methodologies; Support the CAP and System Superintendent of Indigenous Education with communication and public relations in and beyond the TDSB; Develop and implement the First Nation, Métis and Inuit Studies Additional Qualification course and other course options for educators; Participate at conferences and collaboratively develop and facilitate presentations on behalf of the Urban Indigenous Education Centre and the TDSB, as directed by the System Superintendent of Indigenous Education; and Other duties as assigned. Qualifications and Skills: Ontario College of Teachers' Certificate of Qualifications in good standing and Principal’s Qualifications Parts 1 and 2 completed; Successful experience as a vice-principal an asset; Experience and knowledge in all areas of Indigenous Education related to the Ministry’s First Nations, Métis, and Inuit Education Policy Framework; Understanding of the diversity of Urban Indigenous communities in the GTA; Demonstrated leadership experience in Urban Indigenous Education in schools and/or across the TDSB; A minimum of five years of successful teaching, including experience working with First Nations, Métis and/or Inuit students; In-depth knowledge of current educational issues in Indigenous Education, as well as TDSB and Ministry of Education and Training curriculum and assessment policies, documents, current research and best practices aligned with the Ontario First Nations, Métis, and Inuit Education Policy Framework; Decolonizing our Schools (Dr. Susan Dion); In-depth understanding of decolonizing and indigenizing education – reconciliation through education; In-depth knowledge of the impacts of colonization and residential schooling in Indigenous communities; knowledge of the Indian Act, The Constitution, Treaties, Scrip, Complexities of Identities, Cultural Appropriation and the UN Declaration on the Rights of Indigenous Peoples, Indigenous Sovereignty and Self Determination; Proven ability in promoting equitable practices which value inclusion and diversity; Demonstrated commitment to maintaining a learning/working environment which actively promotes and supports human rights; Demonstrated excellence in working within Indigenous communities and agencies; Extensive and in-depth knowledge of Indigenous student and community needs; Innovative and creative thinker, dedicated and committed to building positive and trusting school/community relationships; Demonstrated commitment to excellence and the improvement of teaching practice and Indigenous student achievement and well-being in schools and across the system; Demonstrated collaborative, interpersonal and problem-solving skills; Demonstrated organizational, planning, supervisory, mentoring and professional development skills; Outstanding oral and written communication skills, including report writing and presentation skills; Ability to deliver program support and staff development for Indigenous Education across the curriculum to all staff including senior team and system partners; Ability to make timely decisions and advise senior staff; Demonstrated ability in the use of technology; Excellent project management skills; Demonstrated emotional intelligence. Special Provisions : Preference will be given to those who have lived experience as a First Nations, Métis, Inuit person and will have a strong understanding of Indigenous ways of knowing and being, working within First Nations, Métis, and Inuit communities; Knowledge of current education issues and barriers as well as an awareness of available supports is required to effectively support and advocate for First Nations, Métis and Inuit education; In-depth knowledge and understanding of the Ontario First Nations, Métis, Inuit Education Policy Framework and current issues and research pertaining to First Nations, Métis, and Inuit education; Demonstrated experience in the development of materials to support teachers and schools working with First Nations, Métis, and Inuit populations. Information for Candidates: The salary for this position will be the maximum on the School Vice-Principal grid as appropriate. Candidates who are selected for an interview will be notified as soon as possible. At the end of the term, the successful candidate will either participate in the Placement and Transfer process or may apply for a central position. Application Process: Candidates must submit an up-to-date résumé/curriculum vitae and a covering letter indicating interest in the position. Competition Number: TETR-EXT Location: UIEC, 16 Phin Avenue, Toronto Submission Deadline: 12:00 Noon, December 18, 2025 Please note: Applications should be emailed to: We strive to meet the accommodation needs of persons with disabilities. Applicants are encouraged to make their needs for accommodation known in advance during the application process. TDSB uses artificial intelligence (AI) tools to support parts of the recruitment process, including the initial review of applications. These tools operate based on predefined criteria and do not make final hiring decisions. If you have questions or concerns about the use of AI in the recruitment process, please contact Seniority level Not Applicable Employment type Full‑time Job function Education Industries: Education and Primary and Secondary Education #J-18808-Ljbffr