Assistant Superintendent

THE ORGANIZATION KAMLOOPS-THOMPSON SCHOOL DISTRICT

The Kamloops-Thompson School District (“KTSD” or “District”) is located on the unceded territory of the Secwépemc Nation and serves seven local bands and Métis Nations in a large geographical area, covering more than 27,000 kilometres and busses about 5,000 students more than 9,000 kilometres every day. As of the Fall 2024, the District will have 35 elementary schools, 10 secondary schools, one Kindergarten-to-Grade 12 school, one alternate school, a Provincial Online school, and a vibrant International Student Program. KTSD employs nearly 2,650 people and has an annual budget of $250M.

Serving approximately 16,000 students and 3,000 students of Aboriginal ancestry, the District offers a variety of enhancement programs, including: French immersion, International Baccalaureate, sports academies, a health sciences academy, an outdoor education academy, trades programs, a K-12 fine arts school, Montessori, and an elementary science and technology school.

KTSD is dedicated to creating a safe, caring, and healthy learning and working environment that is inclusive of the diversity of the entire learning community. Embedded in KTSD’s strategic framework is the mission to provide ongoing and meaningful learning opportunities for all students, staff, and community groups, with continuous improvement of instruction and assessment to reflect inclusive learning practices and provide an opportunity for strong revitalization of language and culture for students from all backgrounds. With a commitment to its Indigenous learners, KTSD sees decolonization and the Truth and Reconciliation Commission’s Calls to Action as part of its core mission.

To learn more, please visit Kamloops-Thompson School District’s website , its 5-Year Strategic Plan , Aboriginal Education Enhancement Agreement , and Long-Range Facilities Report .

THE OPPORTUNITY ASSISTANT SUPERINTENDENT

As a key member of the District’s senior administrative team, the Assistant Superintendent (“A-S”) reports directly to the Superintendent. Relying upon experience as a K-12 educator who has a passion for and expertise in serving students who have diverse learning needs and who come from historically marginalized groups, the A-S will lead Inclusive Education, a portfolio that supports all children regardless of race, national or ethnic origin, colour, religion, age, sexual orientation, gender identity or expression, family status, genetic characteristics, and/or disabilities to feel that they have every opportunity to excel academically and to thrive personally. The A-S will ensure that the programming supports and services inspire children who have disabilities or diverse abilities, who live in care, who are Indigenous and live on or off reserve, and/or who identify as a minority are empowered to reach their fullest potential personally and academically.

The A-S must seek to understand what it means to create safe and caring schools and are adept at working collaboratively with District and school staff, Indigenous communities and partner associations, provincial ministries, and organizations that are dedicated to the same, as well as providing support to all school leaders as assigned by the Superintendent.

Culturally aware, sensitive, and astute, the A-S must be cognizant of the importance of equitable access to optimal education for Indigenous students and students who have been historically marginalized. The A-S will be a team player and focused on growing relevant and inclusive practices in all classrooms in KTSD. Exploring students’ interests, passions, and career aspirations should be the A-S’s passion, holding themselves and others accountable to the highest professional standards.

Key Responsibilities

• Supervises designated Principals within their Family of Schools and assumes responsibility for staffing, allocation of resources, budget review, and professional growth and supervision of school principals;
• Supervises District administrators to provide curricular and inclusive programming leadership for K-12
  educators to plan, teach, and assess students based on achieving mandated outcomes and standards;
• Supervises District administrators of Inclusive Education and Aboriginal Education to lead their respective teams to set a vision and to collaborate within and across departments and schools to achieve the system-wide mission, vision, and priorities of the District Strategic Plan;
• Supports District teams through District administrators to envision, implement, and assess the success of professional learning initiatives focused on equalizing opportunity for Indigenous students to reach their potential to be literate and numerate, to graduate, and to prepare them for a fulfilling career;
• Assists in the development, monitoring, and ongoing revision of the District Strategic Plan by working collaboratively with the Aboriginal Education Council and KTSD’s First Nations and Métis communities and partner associations, and District and school leaders;
• Leads District teams through District administrators to engage in and assess the success of professional learning and community-based activities to ensure that Indigenous ways of being, knowing, and learning are central to programming within all schools and in District programs;
• Collaboratively designs, implements, and assesses professional learning to enact the Truth and Reconciliation Commission’s Calls to Action;
• Supports a cohesive system-wide vision of professional learning that integrates a focus on equalizing opportunity for all students, especially those who have disabilities, diverse abilities, or who live in care, to reach their potential to be literate and numerate, to graduate, and to prepare them for a fulfilling career;
• Supports a cohesive system-wide vision of professional learning to ensure that students thrive personally and culturally and are taught in environments that are free of racism and discrimination;
• Supports a cohesive system-wide vision to learn from those who have historically been marginalized or who have not had a voice to identify barriers to wellbeing and to support solutions to erase them;
• Supervises outcomes for all students and monitors their performance to ensure optimal quality of educational programs and equitable access to supports and services in schools;
• Supports leaders to implement the Violence Threat and Risk Assessment Protocol, and coordinates multi-agency involvement and community communication;
• Develops a strategic approach to student health and well-being, and monitors student safety data to ensure continuous improvement at District and school levels;
• Oversees District health and safety protocols to ensure that evidence-based practices and procedures are followed;
• Supports District staff who lead Inclusive and Aboriginal Education to support school leaders to develop and maintain comprehensive transition plans for all learners, and to assess the success of those plans based on appropriate measures;
• Develops processes within their District teams to meet ministerial and annual reporting requirements for targeted funding, and supports the development and oversight of Local Education Agreements;
• Maintains effective working relationships with Superintendent’s Council, and District and school leaders to achieve outcomes focused on student success;
• Collaboratively problem solves with Superintendent’s Council, and school and District leaders to enact provincial and District guidelines when responding to requests, queries or concerns;
• Develops, recommends, and monitors budget allocations for Inclusive Education staffing, and operates in a fiscally prudent and responsible manner; and
• Advises / assists the Superintendent in all aspects of District operations, management and administration.

THE PERSON

The Assistant Superintendent should be an experienced leader with extensive knowledge of the network of supports, services, and programming opportunities to ensure equitable educational outcomes for all students. The A-S must have a consistent, positive outlook, paired with proven expertise with advancing a wide range of successful initiatives, that has provided them with the background to effectively resolve the complex issues that arise in this high-pressure role. A dynamic, high-energy leader, the A-S must offer first-rate communication, interpersonal and problem-solving skills.

Professional and Personal Qualifications

• A minimum of a Master of Education degree (Educational Leadership, Curriculum, Inclusive Education, Aboriginal Education or a related area of study);
• Ability to obtain a valid BC Teaching Certificate;
• School-based administrative and district-level leadership experience, with an understanding of district operations and experience mentoring and supporting developing leaders;
• Experience in and a deep commitment to supporting Indigenous learners and promoting diversity and inclusivity within the educational environment, and
• Knowledge and experience in Inclusive Education, supporting learners with diverse learning needs.

KTSD is an equal opportunity employer. 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

COMPENSATION

A competitive compensation package will be provided including an attractive base salary and excellent benefits.

The salary range is $183,150-$203,500. Further details will be discussed in a personal interview.

FOR INFORMATION PLEASE CONTACT:

Shadyar Shirmast, Nick Lay, or Tony Kirschner

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