Superintendent of Schools

NANAIMO LADYSMITH PUBLIC SCHOOLS | SUPERINTENDENT

THE ORGANIZATION NANAIMO LADYSMITH PUBLIC SCHOOLS

Nanaimo Ladysmith Public Schools (NLPS) resides within the traditional territories of the Snuneymuxw, Snaw-Naw-As and Stz'uminus First Nations. In addition, the district is a proud community partner with the Tillicum Lelum Aboriginal Friendship Centre and the Mid-Island Métis Nation. NLPS is proud to provide a full range of programs from Kindergarten to Grade 12, in addition to programs for preschoolers and adult learners.

Consisting of 28 elementary schools, six secondary schools, one Distributed Learning School Island ConnectED (K-12), a Secondary Learning Alternatives School, and a strong international student program, NLPS is dedicated

to creating a safe, caring and healthy learning and working environment that is inclusive of the diversity of their entire learning community. Indigenous partnerships continue to be a top priority for the school district, along with a strong focus on truth and reconciliation. Embedded in NLPS's reconciliation framework is the directive to provide meaningful learning opportunities for all students, staff and community groups, as well as continuous improvement of instruction and assessment to reflect traditional learning practices and provide an opportunity for strong revitalization of language and culture for both Indigenous and non-Indigenous students.

NLPS is committed to working with parents and the community to ensure success for each of its students, and values inclusion and aims to provide an enriching learning experiences for all. The District strongly believes that each student should have the opportunity to reach their greatest potential within a responsive, safe environ- ment, and employs best practice instructional strategies based on a student-centered approach to leadership.

To learn more, please visit the NLPS's website.

THE OPPORTUNITY SUPERINTENDENT OF SCHOOLS

The Superintendent of Schools (Superintendent) is the Chief Executive Officer of the District, reporting direct- ly to the Board of Education, and is accountable to it for the conduct, operation, and results of the District. All Board authority delegated to District staff is delegated through the Superintendent.

The Superintendent is entrusted with the responsibility of improving student achievement, ensuring that the organization, administration, supervision, and evaluation of all educational programs, business, and operations in the District align with this mandate. The Superintendent is accountable to the Board, which represents the public trust, students, staff and the communities that are served through public education. The Superintendent is also accountable to the Minister of Education and is bound to ensure compliance with all legal, fiscal and regulatory statutes and requirements in BC. Working across a large, diverse geographical footprint, the Super- intendent is responsive to multiple partner groups throughout the District's community.

This is an outstanding opportunity for a progressive, inspiring leader to take a strong district to the next level. With a high functioning Board, great organizational culture, and a commitment to equity and Indigenous student success, the Superintendent role at NLPS will provide a meaningful challenge to public education leaders. NLPS prides itself on listening to and incorporating the student voice and Indigenous rightsholders in District decision-making. The Superintendent will embrace a JEDI stance, and be committed to reconciliation, ensuring the Syeyutsus Reconciliation Policy & Framework is embraced across NLPS.

The Superintendent should scan the horizon for innovation and systemic shifts to improve educational delivery, operations, and ultimately, student outcomes. With a refreshed strategic plan and commitment to transparency, connectedness, decolonization, equity, and inclusion, the Superintendent will engage learners and communities across the district.

Specific Areas of Responsibility

Leadership and District Culture

The Superintendent works collaboratively with the Board to develop a collective District vision, reflecting

shared values that shape District culture and focus on student learning. The Superintendent ensures that students are provided with a safe, caring, and inclusive environment that encourages respectful and respon- sible behaviour. The Superintendent leads the development, implementation, and Board reporting of the District's strategic planning process. The Superintendent:

Builds effective teams and networks that promote a culture that nurtures student engagement and well-being, valuing the diverse context of public education;

Identifies priorities and formulates strategic plans, goals, and change efforts with staff and community;

Promotes the value of understanding and celebrating school and community cultures;

Exhibits creative problem-solving; incorporates research-based strategies to affect positive growth;

Promotes innovative practice and risk-taking; facilitates growth and leadership development;

Communicates the rationale for change and understands processes that lead to cultural shifts; and

Recognizes cultural competencies that promote the ability to interact effectively with people of different cultures and socio-economic and historical backgrounds.

Policy and Governance

The Superintendent provides leadership to ensure compliance relating to governance, legislation, the Local

Education Agreement, and policy. The Superintendent ensures compliance with the School Act, regulations and orders in council, providing information and advice to the Board to support its members in their duties as Trustees. It is the Superintendent's responsibility to develop and update the Administrative Procedures Assists the Board in developing, communicating, and implementing policies and procedures to ensure the efficient and effective operation of the District;

Provides information and advice to the Board to support them in exercising their duties as Trustees;

Ensures policies, legislation, and LEA requirements align with District vision and practices;

Develops processes to support schools and District systems, procedures and initiatives; and

Ensures good working relationships between Board and Superintendent.

Communications and Community Relations

As an advocate for public education, the Superintendent enhances relationships among all members of

schools, the community, and the public, strengthening support for students with effective communication, usage of media and social media tools, and community relationship skills. The Superintendent:

Articulates the District mission and priorities, communicating a vision for public education;

Builds system support and community affirmation for District values, goals, and priorities;

Works closely with Indigenous partners and First Nations rightsholders to ensure the District adopts Indigenous ways of knowing while decolonizing its curriculum and processes; and

Identifies, tracks, and responds to multiple, complex issues and emergent situations.

Organizational Leadership

The Superintendent leverages data for decision-making, acquiring and allocating human, material and finan-

cial resources to ensure successful learning. They leverage financial planning and fiscal management systems, and perform budget planning and monitoring, preparing the annual budget which reflects Board priorities. The Superintendent ensures the overall fiscal health and compliance of the District.

Defines processes for gathering, analyzing, and using data for informed decision-making;

Develops, implements, and monitors change processes to build capacity to serve students;

Ensures the adherence to regulations and codes for school operations;

Develops a process for maintaining accurate fiscal reporting;

Optimizes human, material, and financial resources to effectively ensure student success; and

Uses technological applications to enhance administration of business and support systems.

Leading Learning

The Superintendent creates conditions that allow for the development of practices that facilitate learning, ensuring each student has access to an educational program that meets their personalized learning needs, and develops responsive systems that recognize the unique needs of each learner. The Superintendent:

Ensures each student has access to an educational program that meets their personalized learning needs;

Commits to support for Indigenous ways of being, knowing, and learning;

Identifies assessment practices to support instruction as well as to provide evidence of student learning;

Establishes opportunities for educators to continually learn and implement innovative best practices; and

Recognizes that there are numerous methods of assessing student learning.

Leadership Development and Employee Engagement

The Superintendent sets the tone for the District as a learning organization, creating a culture of collaboration, innovation, and transparency. They are responsible for leadership development, succession planning, and ensure right individuals are in the right seats. The Superintendent:

Establishes structures to assist District employees to grow professionally and continually improve;

Works respectfully within the framework of collective and contractual agreements;

Enables the District to attract, hire, and retain skilled leaders and employees committed to learning;

Recognizes strengths, and motivates staff to work to their potential in order to achieve District goals; and

Develops processes and plans for succession planning.

THE PERSON

The Superintendent should be a humble and engaging leader and educator who is well experienced with the complexities of public-education systems. Possessing an inclusive and transparent leadership style, they build alignment by creating a true team environment, leveraging the considerable expertise and strengths that exist within the District. The Superintendent is decisive, and possesses policy, systems, and planning expertise to assist NLPS with complex decision-making, as well as guiding staff through challenging initiatives.

Required Qualifications

A minimum of a master's degree in a relevant discipline;

District-level leadership and operational management experience in a public education system;

A strong grounding in classroom instruction and experience with school-based leadership are assets;

Experience and interest in decolonization, implementing the Truth & Reconciliation Commission's calls to action, implementing Indigenous ways of being, and working with Indigenous communities and learners;

Ability to lead diverse, high performing teams; displays courageous leadership and drives accountability;

Fluency with information technology, financial systems, and excellent analytical skills;

Proven ability to build positive relationships with the Board of Education, community, government officials, Indigenous rightsholders, and other partner groups;

Exemplary interpersonal and people development skills at the individual and group level; and

Experience in media relations, communication and public speaking, and conflict resolution.

Competencies and Personal Characteristics

Leadership - Achieves desired organizational results by encouraging and supporting the contribution of others; a proactive and positive team player who leads by example; sets and communicates clear goals.

Accountable - Holds self and others accountable for responsibilities; focuses on results and measuring attainment of outcomes in an organizational manner.

Strategic - Develops a plan in support of organizational strategic and financial direction. Demonstrates an understanding of the link between job responsibilities and overall organizational goals and needs, and performs one’s job with the broader goals in mind.

Integrity and Honesty - Demonstrates a resolute commitment to and respect for the rules and core values of the organization, setting an example of professionalism and ethical propriety.

Creativity and Innovation - Develops new insights into situations and questions conventional approaches; encourages new ideas and innovations; designs and implements new, cutting-edge programs/processes.

Effective Working Relationships - Treats colleagues, staff, the Board of Education, students, and the public with respect; resolves conflicts respectfully, in a timely manner; negotiates effectively, and provides effective feedback to colleagues/employees.

Communication - Clearly presents written and verbal information and writes with clarity and purpose; communicates effectively in both positive as well as challenging circumstances and listens well; is able to communicate complex information in an understandable manner.

Financial Competence - Experienced with capital and operating budget development and management; has the ability to manage the financial performance of a department or program; experienced overseeing expenditures within budgets and taking corrective action if required.

Student Focused - Anticipates, responds, and attends to the needs of students; keeps student interests in the forefront of all decision-making.

NLPS is committed to hiring based on merit with a focus on fostering diversity of thought within its community. NLPS welcomes those who would contribute to the further diversification of its employees, including, but not limited to, women, Indigenous, Black and People of Colour, Persons with Disabilities and persons of any sexual orientation or gender identity.

COMPENSATION

A competitive compensation package will be provided including an attractive base salary and excellent benefits. The salary range is $247,718 - $275,242. Further details will be discussed in a personal interview.

FOR INFORMATION PLEASE CONTACT:

Emily Brown, Nick Lay, or Tony Kirschner

LEADERS INTERNATIONAL EXECUTIVE SEARCH

#880609 Granville Street

Vancouver, BC V7Y 1G5

Phone: (604) 688-8422 or Email: vancouver@leadersinternational.com