AP 473 - Superintendent of Indigenous Education
Directly Reports to: Director of Education/CEO
Responsibilities and Duties:
The Superintendent of Indigenous Education is assigned the following specific areas of responsibility:
1. Student Well-Being
Role Expectations:
RE 1.1 Provides support for proactive student well-being initiatives.
RE 1.2 Supports schools in the formation of Gay Straight Alliance groups or clubs.
RE 1.3 Acts as the local Attendance Counsellor for the Division.
RE 1.4 Supervises Graduation and Career and Indigenous Coaches and coordinates their work with principals.
Role Expectations:
RE 1.1 Provides support for proactive student well-being initiatives.
RE 1.2 Supports schools in the formation of Gay Straight Alliance groups or clubs.
RE 1.3 Acts as the local Attendance Counsellor for the Division.
RE 1.4 Supervises Graduation and Career and Indigenous Coaches and coordinates their work with principals.
Quality Indicators relative to student well-being:
QI 1.1 Provides support to principals in the implementation of Culturally Responsive Schools.
QI 1.2 Supports safe and caring learning environments by enhancing inclusivity for 2SLGBTQIA+ students.
QI 1.3 Establishes and maintains positive, professional relationships with organizations representing gender diversity (OUT Saskatoon and other area Pride Networks)
QI 1.4 Monitors student attendance and meet with principals who have identified individual attendance concerns to ensure that the proper steps are taken.
QI 1.1 Provides support to principals in the implementation of Culturally Responsive Schools.
QI 1.2 Supports safe and caring learning environments by enhancing inclusivity for 2SLGBTQIA+ students.
QI 1.3 Establishes and maintains positive, professional relationships with organizations representing gender diversity (OUT Saskatoon and other area Pride Networks)
QI 1.4 Monitors student attendance and meet with principals who have identified individual attendance concerns to ensure that the proper steps are taken.
2. Educational Leadership
Role Expectations:
RE 2.1 Ensures students in the Division have the opportunity to meet the standards of education set by the Minister.
RE 2.2 Implements education policies established by the Minister and the Board.
RE 2.3 Develops performance metrics for the purpose of monitoring and evaluating operational performance areas of assigned responsibility.
RE 2.4 Ensures the provincial curriculum is adhered to.
RE 2.5 Provides exemplary supervisory oversight for Band, Work Experience, and Punnichy Career Transition programs.
Role Expectations:
RE 2.1 Ensures students in the Division have the opportunity to meet the standards of education set by the Minister.
RE 2.2 Implements education policies established by the Minister and the Board.
RE 2.3 Develops performance metrics for the purpose of monitoring and evaluating operational performance areas of assigned responsibility.
RE 2.4 Ensures the provincial curriculum is adhered to.
RE 2.5 Provides exemplary supervisory oversight for Band, Work Experience, and Punnichy Career Transition programs.
Quality Indicators relative to educational leadership:
QI 2.1 The Superintendent of Indigenous Education identifies trends and issues related to Indigenous education to inform the setting of the individual school’s Learning Improvement Plan.
QI 2.2 Supports principals in reducing the achievement gap relative to Indigenous students by making inter-agency connections, providing in-services relating to treaty education, family literacy, and partnership initiatives.
QI 2.3 Provides support to schools regarding Treaty Education mandate.
QI 2.4 Provides exemplary leadership in the development and actualization of Learning Improvement Planning to a selected group of schools.
QI 2.5 Provides the Director of Education/CEO with Graduation Rates and Indigenous Education accountability reports highlighting division initiatives and results.
QI 2.6 Ensures that learning improvement plans address the:
● Preparation of students for a changing and increasingly technological society;
● Impacts of poverty on student learning;
● Needs of students with special educational requirements;
● Preparation of students to move successfully into employment and post-secondary opportunities; and
● Anticipates and meets the needs of a growing Indigenous population.
QI 2.7 Collaborates with learning and information services personnel to manage student achievement and attendance data.
QI 2.8 Continues to review and improve practice based on performance data.
QI 2.9 Identifies trends and issues based on data related to areas of responsibility and provides this information to the Director of Education/CEO to inform the setting of yearly priorities and outcomes.
QI 2.1 The Superintendent of Indigenous Education identifies trends and issues related to Indigenous education to inform the setting of the individual school’s Learning Improvement Plan.
QI 2.2 Supports principals in reducing the achievement gap relative to Indigenous students by making inter-agency connections, providing in-services relating to treaty education, family literacy, and partnership initiatives.
QI 2.3 Provides support to schools regarding Treaty Education mandate.
QI 2.4 Provides exemplary leadership in the development and actualization of Learning Improvement Planning to a selected group of schools.
QI 2.5 Provides the Director of Education/CEO with Graduation Rates and Indigenous Education accountability reports highlighting division initiatives and results.
QI 2.6 Ensures that learning improvement plans address the:
● Preparation of students for a changing and increasingly technological society;
● Impacts of poverty on student learning;
● Needs of students with special educational requirements;
● Preparation of students to move successfully into employment and post-secondary opportunities; and
● Anticipates and meets the needs of a growing Indigenous population.
QI 2.7 Collaborates with learning and information services personnel to manage student achievement and attendance data.
QI 2.8 Continues to review and improve practice based on performance data.
QI 2.9 Identifies trends and issues based on data related to areas of responsibility and provides this information to the Director of Education/CEO to inform the setting of yearly priorities and outcomes.
3. Fiscal Responsibility
Role Expectations:
RE 3.1 Operates in a fiscally responsible manner in areas of assigned responsibility.
RE 3.2 Monitors the areas of responsibility and makes recommendations to the Director of Education/CEO, regarding continuous improvements in effectiveness and efficiency.
Role Expectations:
RE 3.1 Operates in a fiscally responsible manner in areas of assigned responsibility.
RE 3.2 Monitors the areas of responsibility and makes recommendations to the Director of Education/CEO, regarding continuous improvements in effectiveness and efficiency.
Quality Indicators relative to fiscal responsibility:
QI 3.1 Monitors and reviews expenditures to ensure continuous improvement in terms of value for money in assigned areas of responsibility on an annual basis.
QI 3.1 Monitors and reviews expenditures to ensure continuous improvement in terms of value for money in assigned areas of responsibility on an annual basis.
4. Personnel Management
Role Expectations:
RE 4.1 Provides exemplary supervisory oversight of assigned personnel.
RE 4.2 Consistently act in accordance with the division cultural values.
Role Expectations:
RE 4.1 Provides exemplary supervisory oversight of assigned personnel.
RE 4.2 Consistently act in accordance with the division cultural values.
Quality Indicators relative to personnel management:
QI 4.1 Conducts regular formative and summative evaluations of assigned staff.
QI 4.2 Ensures optimum utilization of assigned staff.
QI 4.1 Conducts regular formative and summative evaluations of assigned staff.
QI 4.2 Ensures optimum utilization of assigned staff.
5. Board Policy and Administrative Procedures
Role Expectations:
RE 5.1 Makes recommendations within areas of assigned responsibility, to the Director of Education, to ensure relevant Administrative Procedures are kept current and are in compliance as they relate to the Director’s responsibilities as outlined in Board Policy.
RE 5.2 Ensures Administrative Procedures are kept current and are in compliance with the intent of Board Policy within assigned areas of responsibility.
Role Expectations:
RE 5.1 Makes recommendations within areas of assigned responsibility, to the Director of Education, to ensure relevant Administrative Procedures are kept current and are in compliance as they relate to the Director’s responsibilities as outlined in Board Policy.
RE 5.2 Ensures Administrative Procedures are kept current and are in compliance with the intent of Board Policy within assigned areas of responsibility.
Quality Indicators relative to Board Policy and Administrative Procedures:
QI 5.1 Recommendations of revisions to administrative procedures are made in a timely manner with due regard for legislation, contracts, and Board Policy within areas of responsibility.
QI 5.2 Ensures compliance with Administrative Procedures as required in the performance of duties.
QI 5.1 Recommendations of revisions to administrative procedures are made in a timely manner with due regard for legislation, contracts, and Board Policy within areas of responsibility.
QI 5.2 Ensures compliance with Administrative Procedures as required in the performance of duties.
6. Superintendent of Indigenous Education/Director of Education/CEO Relations
Role Expectations:
RE 6.1 Establishes and maintains positive professional working relations with the Director.
RE 6.2 Honours and facilitates the implementation of the Director of Education/CEO’s roles and responsibilities as defined in Board Policy.
RE 6.3 Provides the information, which the Director of Education/CEO requires to perform their role.
Role Expectations:
RE 6.1 Establishes and maintains positive professional working relations with the Director.
RE 6.2 Honours and facilitates the implementation of the Director of Education/CEO’s roles and responsibilities as defined in Board Policy.
RE 6.3 Provides the information, which the Director of Education/CEO requires to perform their role.
Quality Indicators relative to Superintendent of Indigenous Education/Director of Education/CEO relations:
QI 6.1 Submissions to meeting agendas are made in a timely comprehensive manner and in accordance with the prescribed format. Such submissions shall contain balanced, sufficient, concise information and, where appropriate, clear recommendations.
QI 6.2 Ensures the Director of Education is informed about Division operations within areas of responsibility.
QI 6.3 Interacts with the Director of Education/CEO in an open, honest, proactive, and professional manner.
QI 6.4 Implements the Director of Education’s directions with integrity and in a timely fashion, in order for the Director of Education to perform their duties in an exemplary fashion.
QI 6.1 Submissions to meeting agendas are made in a timely comprehensive manner and in accordance with the prescribed format. Such submissions shall contain balanced, sufficient, concise information and, where appropriate, clear recommendations.
QI 6.2 Ensures the Director of Education is informed about Division operations within areas of responsibility.
QI 6.3 Interacts with the Director of Education/CEO in an open, honest, proactive, and professional manner.
QI 6.4 Implements the Director of Education’s directions with integrity and in a timely fashion, in order for the Director of Education to perform their duties in an exemplary fashion.
7. Strategic Planning
Role Expectations:
RE 7.1 Provides leadership in the strategic planning process relating to Horizon’s Graduation Rates project plan, including the annual reporting of results.
Role Expectations:
RE 7.1 Provides leadership in the strategic planning process relating to Horizon’s Graduation Rates project plan, including the annual reporting of results.
Quality Indicators relative to strategic planning and reporting:
QI 7.1 Achieves the key results identified in the Division and provincial plans.
QI 7.1 Achieves the key results identified in the Division and provincial plans.
8. Organizational Management
Role Expectations:
RE 8.1 Ensures Divisional compliance with all Ministry of Education mandates and legislative and contractual requirements regarding Indigenous Education.
RE 8.2 Develops performance metrics for the purpose of monitoring and evaluating operational performance in areas of assigned responsibility.
Role Expectations:
RE 8.1 Ensures Divisional compliance with all Ministry of Education mandates and legislative and contractual requirements regarding Indigenous Education.
RE 8.2 Develops performance metrics for the purpose of monitoring and evaluating operational performance in areas of assigned responsibility.
Quality Indicators relative to organizational management:
QI 8.1 Ensures compliance with Ministry mandates with regard to Following Their Voices, Truth and Reconciliation, and Treaty Education modules in all schools.
QI 8.2 Ensures the implementation of local and provincial curriculum as mandated including regular, modified, alternative pilots, special project credit approvals, departmental exams, and textbook ordering.
QI 8.3 Recommends curriculum pilot projects to the Director of Education and upon approval, facilitates the implementation of such projects.
QI 8.1 Ensures compliance with Ministry mandates with regard to Following Their Voices, Truth and Reconciliation, and Treaty Education modules in all schools.
QI 8.2 Ensures the implementation of local and provincial curriculum as mandated including regular, modified, alternative pilots, special project credit approvals, departmental exams, and textbook ordering.
QI 8.3 Recommends curriculum pilot projects to the Director of Education and upon approval, facilitates the implementation of such projects.
9. Communications and Community Relations
Role Expectations:
RE 9.1 Takes appropriate actions to ensure positive external and internal communications are developed and maintained in areas of assigned responsibility.
RE 9.2 Plans and facilitates Horizon’s annual flag raising event on National Indigenous Peoples Day.
Role Expectations:
RE 9.1 Takes appropriate actions to ensure positive external and internal communications are developed and maintained in areas of assigned responsibility.
RE 9.2 Plans and facilitates Horizon’s annual flag raising event on National Indigenous Peoples Day.
Quality Indicators relative to communications and community relations:
QI 9.1 Represents the Division in a positive, professional manner.
QI 9.2 Manages conflict effectively.
QI 9.3 Serves as a contact for First Nation Education Councils and Ministry staff, Chief and Councils, and other relevant interagency partners.
QI 9.1 Represents the Division in a positive, professional manner.
QI 9.2 Manages conflict effectively.
QI 9.3 Serves as a contact for First Nation Education Councils and Ministry staff, Chief and Councils, and other relevant interagency partners.
10. Leadership Practices
Role Expectations:
RE 10.1 Practices leadership in a manner that is viewed positively and has the support of those with whom they work most directly in carrying out assigned duties.
Role Expectations:
RE 10.1 Practices leadership in a manner that is viewed positively and has the support of those with whom they work most directly in carrying out assigned duties.
Quality Indicators relative to leadership practices:
QI 10.1 Provides guidance and clear direction.
QI 10.2 Provides effective service and leadership within areas of responsibility.
QI 10.3 Prepares and communicates decisions within areas of responsibility.
QI 10.4 Establishes and maintains positive, professional working relationships with staff.
QI 10.5 Unites people towards a common sense of purpose and alignment with Division goals in the provision of services within areas of assigned responsibility.
QI 10.6 Demonstrates a high commitment to the needs of students and staff.
QI 10.7 The Superintendent of Indigenous Education builds trust.
QI 10.8 Effectively solves problems.
QI 10.9 Continuously reviews and improves practice, based on performance data.
QI 10.10 Works collaboratively with other departments to ensure the sharing of information as required within areas of responsibility.
QI 10.11 Exhibits a high level of personal, professional, and organizational integrity.
QI 10.12 Models a commitment to personal and professional growth.
QI 10.13 Empowers others.
QI 10.14 Models high ethical standards of conduct.
QI 10.15 Maintains confidentiality at all times.
QI 10.16 Demonstrates punctuality and appropriate dress for a professional setting.
QI 10.17 Maintains currency with required technology to effectively execute assigned duties.
Note: Direct reports and a representative sample of principals will be asked to complete an online questionnaire using the questions outlined below. A summary report provided to the Director of Education and Superintendent of Indigenous Education.
QI 10.1 Provides guidance and clear direction.
QI 10.2 Provides effective service and leadership within areas of responsibility.
QI 10.3 Prepares and communicates decisions within areas of responsibility.
QI 10.4 Establishes and maintains positive, professional working relationships with staff.
QI 10.5 Unites people towards a common sense of purpose and alignment with Division goals in the provision of services within areas of assigned responsibility.
QI 10.6 Demonstrates a high commitment to the needs of students and staff.
QI 10.7 The Superintendent of Indigenous Education builds trust.
QI 10.8 Effectively solves problems.
QI 10.9 Continuously reviews and improves practice, based on performance data.
QI 10.10 Works collaboratively with other departments to ensure the sharing of information as required within areas of responsibility.
QI 10.11 Exhibits a high level of personal, professional, and organizational integrity.
QI 10.12 Models a commitment to personal and professional growth.
QI 10.13 Empowers others.
QI 10.14 Models high ethical standards of conduct.
QI 10.15 Maintains confidentiality at all times.
QI 10.16 Demonstrates punctuality and appropriate dress for a professional setting.
QI 10.17 Maintains currency with required technology to effectively execute assigned duties.
Note: Direct reports and a representative sample of principals will be asked to complete an online questionnaire using the questions outlined below. A summary report provided to the Director of Education and Superintendent of Indigenous Education.
LEADERSHIP PRACTICES INTERVIEW GUIDE
Perceptions of a representative sample of Principals and Direct Reports
1. What evidence can you cite to support or refute the following:
a. The Superintendent of Indigenous Education provides clear direction?
b. The Superintendent of Indigenous Education provides effective educational leadership?
c. The Superintendent of Indigenous Education establishes and maintains positive, professional working relationships with staff?
d. The Superintendent of Indigenous Education unites people toward achieving the Board’s goals?
e. The Superintendent of Indigenous Education demonstrates a high commitment to the needs of students?
f. I trust the Superintendent of Indigenous Education.
g. The Superintendent of Indigenous Education empowers others?
h. The Superintendent of Indigenous Education effectively solves problems?
2. What does the Superintendent of Indigenous Education do, if anything that helps you do your job?
3. What does the Superintendent of Indigenous Education do, if anything, that makes doing your job more difficult?
Perceptions of a representative sample of Principals and Direct Reports
1. What evidence can you cite to support or refute the following:
a. The Superintendent of Indigenous Education provides clear direction?
b. The Superintendent of Indigenous Education provides effective educational leadership?
c. The Superintendent of Indigenous Education establishes and maintains positive, professional working relationships with staff?
d. The Superintendent of Indigenous Education unites people toward achieving the Board’s goals?
e. The Superintendent of Indigenous Education demonstrates a high commitment to the needs of students?
f. I trust the Superintendent of Indigenous Education.
g. The Superintendent of Indigenous Education empowers others?
h. The Superintendent of Indigenous Education effectively solves problems?
2. What does the Superintendent of Indigenous Education do, if anything that helps you do your job?
3. What does the Superintendent of Indigenous Education do, if anything, that makes doing your job more difficult?
January 5, 2023