Position:  Superintendent of Education

Department:  Education and Community Services

Application Deadline:  March 20, 2023 

We welcome both internal and external candidates to apply to the Superintendent of Education Selection Process with the York Region District School Board.

Interested candidates are required to submit the following on-line application package to the attention of: Bill Cober, Superintendent of Education, Human Resource Services and Chief Negotiator.

POSITION SUMMARY:

The York Region District School Board believes that attracting, recruiting and promoting exemplary staff members supports the mission of advancing student achievement and well-being. In line with the Board’s Multi Year Strategic Plan and the Director’s Action Plan, the Superintendent Selection Process meets the Board’s succession planning goals and talent development needs and contributes to building a workforce reflective of the communities we serve.

We are seeking applications from highly motivated, professionally qualified internal and external  educational leaders for the position of Superintendent of Education that reflect the domains and  competencies as outlined in the YRDSB Leadership Framework for Supervisory Officers.

Successful applicants will be recommended to the Pool of Candidates Eligible for  Appointment to Senior Leadership Team. Candidates will be maintained in this pool for a maximum of three years at which time a review will take place to determine the candidate’s eligibility to remain in the pool. Appointments to the Senior Leadership Team will support the system’s continued focus on the achievement and well-being of our underserved and underperforming students, as determined through ongoing demonstrated leadership skills.

The selection process for Superintendent Candidates is led by a Coordinating Team consisting of Human Resource Services Staff and Senior Administration.

MAJOR RESPONSIBILITIES:

• Works with principals and staff to ensure that schools' School Improvement Plan for Student Achievement (SIPSA) aligns with the MYP, DAP, BIPSA as well as board and ministry priorities;
• Develop supportive relationships with the principals, vice principals and resource staff of their schools;
• Supports the implementation of curriculum strategies and initiatives that sustain and promote student achievement and well-being;
• Demonstrates a commitment to equity and provides leadership in creating inclusive and instructionally effective learning environments that support student achievement and well-being;
• Promotes a culture of collaborative professionalism and facilitates the development of professional learning communities in support of improving student achievement and well-being;
• Provides operational guidance and allocates financial and capital resources in alignment with Board priorities, using system planning using data to inform decision making;
• Human resource management, including selecting and developing and retaining new leaders; conducting principal performance appraisals; teacher performance evaluations following a second Unsatisfactory performance appraisal; coaching and mentoring; promoting effective labour relations, including conflict management and grievance resolution;
• Creates effective and positive relationships with community, encouraging community engagement and partnerships, responds to parent and community concerns;
• Work closely with other Superintendents in the area office, to ensure the effective management of staff and resources;
• Participates as a member of Senior Team, including policy and program review and strategic planning, as well as attending Board Committees such as PEAC, SEAC and EIAC and representing the Community Education Centre voice on regional committees, as required; and
• Other duties as assigned by the Director of Education.

LINE OF RESPONSIBILITY:

Reports to the Associate Director of Education, Schools.

EDUCATION, EXPERIENCE AND QUALIFICATIONS:

• Supervisory Officers’ certificate (Academic); or an Ontario Ministry of Education and Training Supervisory Officers’ certificate obtained by September 1, 2023 (and must meet the requirements under the SO Qualifications standards under OCT and Ministry of Education Act Article 2.0.1).
• Member in good standing with the Ontario College of Teachers.
• Demonstrated successful leadership at school and Board level.
• Skills, knowledge and personal and professional attributes as identified in the Ontario Leadership Framework.
• Superior interpersonal, communication, collaborative decision-making and team building skills.

Section B - Key Responsibilities

The key responsibilities listed are broadly-stated responsibilities relevant to the role of Superintendent of Education. Other duties as assigned will also be considered as per the Education Act, Section 286(1)

• Works with principals and staff to ensure schools develop and implement a School Improvement Plan that aligns with the Multi-Year Strategic Plan (MYSP), Director’s Action Plan (DAP), as well as Ministry of Education priorities, to increase student achievement and well-being, with a focus on underserved and underperforming students.
• Participates as a member of the Senior Leadership Team, including policy and program review, strategic planning, collaborative problem-solving, and strategic implementation of system initiatives that sustain student achievement and well-being.
• Attends Board Advisory Committees, namely Parent Engagement Advisory Committee (PEAC), Special Education Advisory Committee (SEAC) and Equity and Inclusivity Advisory Committee (EIAC), and represents the CEC voice on regional and ad hoc committees, as required.
• Provides operational guidance and recommendations to the allocation of financial and capital resources in alignment with Board priorities, using system planning and data to inform decision making.
• Human resource management, including: selecting, developing and retaining leaders; conducting principal performance appraisals; teacher performance evaluations following a second Unsatisfactory performance appraisal; other staff appraisals as required; coaching and mentoring; promoting effective labour relations, including conflict management, investigations and grievance resolution.
• Works in collaboration with CEC and centrally-assigned colleagues to ensure the effective management of staff and resources.
• Maintain visibility in the schools being responsive to contextual needs with direct and daily connection to schools, providing support for such matters as:  student discipline, staff performance and relations, communications, parent and community relationships and partnerships, and crisis management. 

Section C - Leadership Competencies

The Leadership Framework supports the YRDSB’s Multi-Year Strategic Priorities (MYSP) and Director’s Action Plan (DAP). Leadership is about taking action to achieve the YRDSB’s vision and goals. Leaders are effective at influencing student success through a shared focus on safe and healthy learning and working environments, relationships, equity and inclusivity, and ethics.

YRDSB’s Supervisory Officer Leadership Framework is organized into four Domains, eight Competencies, and forty-two Actions for Leaders.

The four domains of Collaborative Relationships, Human Rights & Inclusion, Equitable and Inclusive Learning Practices and Organizational Capacity identify the key capacities for leaders. The eight competencies are knowledge, skills, and characteristics for achieving the leadership outcomes. 

Collaborative Relationships:

Personal & Interpersonal Capacity

Supervisory Officers demonstrate self-awareness, engage in self-reflection, and understand the importance of effective communication. They adopt an inquiry and reflective stance that invites all voices to co-create solutions and further develop leadership capacity focused on student and staff success and well-being.

Family & Community Engagement

Supervisory Officers create supportive systems for families and communities from diverse backgrounds and identities to engage as partners in ensuring student success.  They build public understanding of the Board’s policies, procedures, and practices and invite feedback to improve the system.

Human Rights & Inclusion:

Indigenous Knowledge & Education

Supervisory Officers understand the intersection of social identities and the importance of engaging Indigenous voices. They learn the truth of Indigenous history and apply their knowledge to system work to improve educational outcomes for Indigenous students. 

Anti-Racism & Anti-Oppression

Supervisory Officers guide their practice based on the requirements of applicable codes, standards and legislation.  They use an anti-racist and anti-oppression lens to identify and remove barriers in order to create culturally-responsive practices, inclusive environments, and equitable outcomes.

Equitable and Inclusive Learning Practices:

Instructional Practice

Supervisory Officers provide instructional leadership founded in an environment that fosters continuous learning and improvement.  They leverage inclusive structures and collaborative models to fulfill high expectations for student and staff success.

Culturally-Responsive Practice

Supervisory Officers engage in Culturally-Responsive Practice that elevates sociocultural consciousness, critically examines processes and programs, and ensures high expectations for all.  

Organizational Capacity:

Governance & Strategic Planning

Supervisory Officers practice good governance by supporting Trustees, Board policies, and strategic plans. They engage in data-informed planning, decision making, and monitoring that focuses on the achievement and well-being of students and is responsive to the needs of staff.

Human Resources Management & Financial Stewardship

Supervisory Officers comply with applicable legislation and Board policy when aligning their strategic and operational practices with system priorities.  They select, appraise, and develop an engaged leadership team. 

Section D – Key Strategic Priorities and Points of Focus for the Current Year

• Collaborate with Associate Directors, Supervisory Officer colleagues and system leaders to implement the Director’s Action Plan and related strategies.
• Participate in training provided and related to: conducting investigations, human rights and equity, anti-oppressive practice, anti-Black racism, anti-Semitism, anti-Islamophobia, anti-Indigenous racism and other foci, and embed and apply the effective practices from the learning within own leadership practice.
• Build competence in dismantling interpersonal and systemic anti-Black racism and all forms of hate.
• Participate in leading system actions and supporting schools in responding to the challenges associated with the pandemic. 
• Engage with school leadership teams and staff in school improvement planning to deepen awareness of school plans and actions and leverage leadership to enhance them.
• Seek evidence and data to understand each schools’ profile in order to differentiate resources to support teaching and learning.
• Collaborate with school and system leaders to address disparities in achievement and well-being outcomes for historically-marginalized students, such as: ensuring that all students are able to read by the end of grade one, achievement gaps are reduced for underperforming and underserved students, and improved graduation rates for Black and Indigenous students and students impacted by socio-economic factors.
• Is highly visible within assigned schools and works to develop positive and supportive relationships with all stakeholders.
• Collaborate with colleagues to ensure Families of Schools and CEC meetings support the learning needs of administrators, are highly valued by them and support system success.
• Effectively investigate and conclude issues in a timely manner that keeps students’ best interests at the center of the solution, appropriately documenting the process through the use of the Community Board Interaction Management Tool (Resolve).
• Embed evidence gathering and monitoring in all elements of practice and leadership to improve staff and leader performance and student outcomes.

February 1, 2021

Stages of the Selection Process:

Below are the stages to the Superintendent of Education Selection Process, each of which assesses candidates on different aspects of their leadership skills and abilities. If successful, candidates will move to the next stage of the process.

Pre-Application Process (BetterEducate):

Candidates are required to create an account in BetterEducate by creating a Username and Password in order to access the “My Leadership Profile”, which is a required document for the application process.  The Quick Reference Guide for Internal applicants and the Quick Reference Guide for External applicants provides information on how to create an account in BetterEducate.  Once candidates have created an account, they will be able to access their dashboard where the “My Leadership Profile” is located. 

• The completion and submission of the candidate's “My Leadership Profile” will form the application as part of the selection process through the demonstration of the candidate's leadership actions and corresponding evidence of impact.

Application to Posting (March 7 - March 20, 2023) through Apply to Education (ATE)

In order to apply to the posting, candidates must complete the following 3 steps:

• Complete their  “My Leadership Profile” on BetterEducate, download and save the PDF of “My Leadership Profile” to their personal device.
• Next, candidates create a profile on Apply to Education
• Once the Apply to Education (ATE) Candidate Profile has been completed, candidates will then upload the mandatory documents listed below to ATE under the specified location in Candidate Profile

Mandatory Document to Upload in ATE	Location to Upload in ATE
My Leadership Profile	Select Supporting Documents Upload to Additional Documents
Cover Letter	Select Resume and Cover Letter Upload to Cover Letter
Resume	Select Resume and Cover Letter Upload to Resume *Please ensure your resume is in chronological format with dates of your educationalbackground,additionalqualificationsandworkexperience.Please note that alignment of your work experience is captured in My Leadership Profile which you uploaded separately in ATE under Additional Documents and is not required to be included in your resume.

More information on how to apply to the Superintendent of Education Selection Process can be found on the How to Apply webpage.

Stage Two: In Person Interviews (April 17 and April 18, 2023)

During the In Person interview:

• The candidate shall respond to a variety of interview questions.
• The Selection Team will review and score Stage Two responses and determine a short-list to move forward to Stage Three.

Stage Three: Reference Check 

As the final stage of the process, a personnel file review (for internal candidates only) will be undertaken and three references will be contacted. References must include:

• Three (3) professional referees who have supervised you, including name and detailed contact information; one of which must be your current Superintendent or Supervisor.

It is good practice in any process to pre-conference with referees prior to providing them as a reference.  Candidates do not need the permission of their Superintendent/Supervisor to apply to the Superintendent Selection Process; the decision to apply is the Candidate’s.

This process is anticipated to run from February to April for eventual placement to the Pool of Candidates Eligible for Appointment to Senior Team. Eligible and interested candidates are encouraged to consider this leadership opportunity. 

Please note:  If successful in all three stages of the selection process, candidates will be added to the "Pool of Candidates Eligible for Appointment to Senior Leadership Team".

By submitting your on-line application, you will have just taken the first step towards exploring a Superintendent role with the York Region District School Board (YRDSB). Congratulations!

All job postings are available on Apply to Education (ATE):

To register and apply for a job posting, you must complete all five (5) steps:

1. Visit our online employment application and log into your account.
2. Complete a Portfolio (e.g. resume, professional supervisory references, etc.)
3. Register for an internal account - In the Account section, upper right corner of your application, Please note: this process is for internal employees only and can take 24 - 48 hours for ATE to approve or activate you before you can apply to an internal job posting
4. View and Apply to a Job Posting (s)
5. Verify that you have applied to the correct job posting in the ‘Jobs Applied To’ section

Setting Up Job Alerts on Apply to Education (ATE):

External candidates - Guide on How to Set Job Alerts

Internal candidates - Permanent Employees (Internals) - Guide on How to Set Job Alerts

Applicants should be aware of the following: 

• The process will allow Superintendent Candidates who are current and qualified Principal or Superintendent with Ontario Ministry of Education and Training Supervisory Officers' certificate (obtained by September 1, 2023) to be considered.
• Prior to an offer of employment, successful candidates will be required to provide documentation indicating that they hold Superintendent with Ontario Ministry of Education and Training Supervisory Officers' certificate by September 1, 2023.
• Candidates must disclose whether they are currently under investigation by the Ontario College of Teachers. 
• As a condition of employment with the York Region District School Board, all successful external candidates will be required to submit a current original Police Vulnerable Sector Check (PVSC) from the police jurisdiction in which they reside or an Enhanced Police Information Check (E-PIC) through Sterling Backcheck prior to commencing employment with the Board. The PVSC and E-PIC documents are only valid if issued within the last six months. Candidates are not advised to obtain this document prior to an offer of employment. Should you go through the E-PIC process it is the candidates responsibility to download the results and provide a PDF copy to the Board upon instruction. Should you go through the PVSC process, it is the candidates responsibility to provide the results to the Board upon instruction.
• The information being gathered in the selection process is collected pursuant to the Education Act and the Municipal Freedom of Information and Protection of Privacy Act.
• The information obtained will be used to determine the suitability of the candidate for a position with the York Region District School Board.
• The information obtained will be verified with appropriate Board personnel.
• All information submitted becomes the property of the York Region District School Board and will not be returned.
• It is the practice of the York Region District School Board to check references, including the most recent employer.
• Any and all costs incurred by the candidate to obtain documentation will be the responsibility of the candidate.

Equity, Diversity and Inclusion Statement

The York Region District School Board (YRDSB) believes in giving each and every applicant an equal opportunity to succeed on their own merit and we strive to hire staff that reflect and support the diverse perspectives, experiences and needs of students and communities. We remain committed to upholding the values of equity, diversity, and inclusion in our living, learning and work environments.  We know that diversity underpins excellence, and that we all share responsibility for creating an equitable, diverse and inclusive Board-community.  Therefore, in pursuit of the Board’s values, we seek members who will work respectfully and constructively with differences and across the organizational hierarchy in actualizing the Board’s priorities, goals and principles outlined in the Director’s Action Plan.

We actively encourage applications from members of groups with historical and/or current barriers to sovereignty, equity, including, but not limited to:

• First Nations, Métis and Inuit peoples, and all other Indigenous peoples;

• African, Black and Black Caribbean peoples (in alignment with Anti-Black Racism Strategy);

• South Asian, East Asian, Southeast Asian, Middle East/West Asian, Latino/Hispanic (in alignment with YRDSB Workforce Census to address disproportionalities identified).

• members of groups that commonly experience discrimination due to race, ancestry, colour, religion and/or spiritual beliefs, or place of origin;

• persons with visible and/or invisible (physical and/or mental) disabilities;

• persons who identify as women; and

• persons of marginalized sexual orientations, gender identities, and gender expressions.

At YRDSB, we recognize that many of these identities intersect and therefore, equity, diversity and inclusion can be complex.  We value and respect the contributions that each person brings to enriching the Board and are committed to ensuring full and equal participation for all in the communities that we serve.

Accessibility and Accommodation Statement

We also recognize the duty to accommodate and foster a culture of inclusion.  Consistent with the principles of dignity, individualization and inclusion, we will make any appropriate accommodation based on any of the protected grounds in the Human Rights Code to support candidate participation in the hiring process.  When contacted, candidates will be provided with an overview of the various elements of the hiring process, such as skills assessments, written practicum, presentation, interview, etc. If an accommodation is required, please inform the Recruitment and Retention Team in advance of any part of the process.  All information received relating to a candidate’s required accommodation will be addressed confidentially by the Recruitment and Retention Team

Important Note for YRDSB Employees:  If you have a current accommodation in place through Disability Management, please inform your Disability Management Case Manager to ensure that your accommodation needs can be met in the new role that you are pursuing.  If invited to participate in the hiring process, and you are unable to perform the essential/bona fide requirements (e.g. physical, cognitive requirements), please notify the Recruitment Team by emailing careers@yrdsb.ca to review next steps (in the email please reference the job title you are applying to).

On-line applications are collected centrally at the Education Centre - Aurora and are monitored by Human Resource Services.  All applications will be screened based on the required education, experience and qualifications as noted in the posting and job description and as reflected in the application. Only those candidates meeting these criteria will be eligible to participate in the selection process and only qualified candidates will be contacted. 

Only candidates selected to participate in our selection process will be contacted.  All other applicants are thanked for their interest.