Principal: Urban Indigenous Education Centre

Internal staff are encouraged to consider applying for this exciting opportunity to grow professionally within the TDSB. Internal candidates bring valuable experience, institutional knowledge, and a strong commitment to our shared mission and values. This role provides an opportunity to further develop your skills, contribute to student success, and continue making a meaningful impact within the TDSB community.

The Toronto District School Board adheres to equitable hiring, employment and promotional practices. 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.

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 equitable practice.

Department: Indigenous Education

Section/Unit: Urban Indigenous Education

Panel Type: Elementary and Secondary

Location: Urban Indigenous Education Centre

Term: 1-year term (12-month position)

Term Dates: 03/11/2026 - 30/06/2027

FTE: 1.0

Semester: NA

Assignment Type: Term

Number of Positions: 1

Overall Purpose:

The Toronto District School Board (TDSB) invites applications from TDSB Elementary and Secondary Principals for the position of Principal, Urban Indigenous Education Centre.

Reporting to the Executive Superintendent, Indigenous Education, Caring and Safe Schools, Student Family Support Office, the Principal, Urban Indigenous Education Centre assumes responsibility for Indigenous Education, reflecting the commitments as laid out in The Board’s Multi- Year Strategic Plan and the Ontario First Nation, Métis, and Inuit Education Policy Framework.

Summary of Duties

• Provide leadership in fostering equity and inclusion in the development and implementation of programs and services;
• Provide strategic leadership, supervision, and capacity-building for the Urban Indigenous Education Centre, fostering equity, inclusion, and continuous improvement across the system.
• Lead the implementation of Indigenous Education, Truth and Reconciliation commitments, and Multi-Year Strategic Plan priorities across schools and Families of Schools, ensuring alignment with Ministry of Education directives and Board goals.
• Lead system initiatives that improve the achievement, well-being, engagement, literacy, and numeracy outcomes of First Nations, Métis, and Inuit students through evidence-informed, culturally responsive, and inclusive practices.
• Coach, mentor, and support school leaders in implementing school improvement plans, evidence-based instructional practices, inclusive learning environments, and strategic actions that improve student outcomes.
• Design, facilitate, and evaluate professional learning and leadership development opportunities for administrators, educators, and staff, informed by system and school data and focused on equity, instructional excellence, and student achievement.
• Analyze achievement, perceptual, demographic, and program data to identify trends, address disproportionalities, inform decision-making, support targeted interventions, and monitor system improvement efforts.
• Promote the integration of Indigenous Education, Universal Design for Learning, Differentiated Instruction, equitable assessment practices, and effective instructional strategies across schools and classrooms.
• Build and sustain collaborative relationships with Elders, Indigenous communities, advisory committees, families, post-secondary institutions, government agencies, community organizations, and internal stakeholders to advance Indigenous Education and student success.
• Support and strengthen the meaningful engagement and participation of First Nations, Métis, and Inuit students, families, communities, and organizations in initiatives that promote student achievement and well-being.
• Support recruitment, staffing, mentorship, and retention initiatives that increase Indigenous representation and leadership across the organization.
• Establish monitoring frameworks, evaluate program effectiveness, and track progress against departmental goals, Key Performance Indicators, Ministry requirements, and Board priorities.
• Manage departmental budgets, grants, programs, records, data, and operational processes to ensure fiscal accountability, compliance, and effective service delivery.
• Collaborate with senior leaders, Superintendents, departments, professional organizations, and external partners to coordinate initiatives and provide responsive supports to schools, students, families, and communities.
• Ensure compliance with Board policies and procedures, including implementing appropriate health, safety, emergency response, and risk management practices.
• Represent the Board in internal and external forums, lead communication initiatives, and prepare reports, recommendations, presentations, and briefings for senior leadership, the Board, the Ministry of Education, and other partners as required.
• Other related 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;
• Experience and knowledge in all areas of Indigenous Education related to the Ministry’s First Nation, 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 Nation, 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;
• In-depth knowledge of Indigenous research and practices;
• Demonstrated excellence in working within Indigenous communities and agencies;
• Demonstrated ability in centering of Indigenous perspectives, histories and contemporary contexts into schools and classrooms;
• In-depth knowledge of the unique contexts of urban Indigenous Education;
• Demonstrated ability to develop, implement and monitor educational programs and
• Demonstrated ability to effectively use data to support school improvement and system transformation;
• 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;
• Proven ability to facilitate professional learning, provide coaching/mentoring in building capacity in working with the Urban Indigenous Education Centre;
• Outstanding interpersonal, supervisory, and organizational skills;
• Outstanding oral and written communication skills;
• Expertise in the use of technology;
• Outstanding collaborative and problem-solving skills;
• Demonstrated knowledge and experience in areas of staff, project, and budget management;
• Ability to make timely decisions and advise senior staff;
• Demonstrated ability to lead educational programs;
• In-depth knowledge of current educational issues and appropriate policies, documents, and research in Indigenous education;
• Demonstrated commitment to system leadership; and
• 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 Nation, Métis, Inuit Education Policy Framework and current issues and research pertaining to First Nation, Métis, and Inuit education;
• Demonstrated experience in the development of materials to support teachers and schools working with First Nations, Métis, and Inuit populations; and
• Secondary experience is considered an asset to the role.

Information for Candidates:

1. The salary for this position will be the maximum on the School Principal grid as appropriate.
2. Candidates who are selected for an interview will be notified as soon as possible.
3. 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:

Please ensure the following documents are submitted:

• Up-to-date resume/curriculum vitae;

• Covering letter indicating an interest in the position (Employee number, Ontario College of Teachers number and current work location clearly marked; and

• Copy of your up-to-date Ontario College of Teachers Qualification Certificate (which can be found at www.oct.ca).

Applicants must submit their interest by 12 Noon on the posting end date. Applications received after 12 Noon are considered late and may not be reviewed.

Applications will not be acknowledged in writing. Only applicants selected for an interview will be contacted.

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 tdsbcareers@tdsb.on.ca