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AP 473.1 - Role of the Coordinator of FNM Education Services
The Coordinator of First Nations & Metis Education Services reports to the Superintendent of Learning Services.
The Supervisor of First Nation and Métis Education is assigned the following specific areas of responsibility and service:
1. Educational Leadership
RE 1.1 Ensures students in the Division have the opportunity to meet the standards of education set by the Minister.
RE 1.2 Implements education policies established by the Minister and the Board.
RE 1.3 Develop performance metrics for the purpose of monitoring and evaluating operational performance areas of assigned responsibility. (eg. Our School Survey, Early Years Evaluation, Fountas and Pinnell, percentage of students reading at grade level, graduation rates, attendance, credit attainment).
Quality Indicators relative to educational leadership:
QI 1.1 Supports principals in reducing the achievement gap relative to First Nation and Métis students by making inter-agency connections, providing in-services in relation to treaty education, family literacy and partnership initiatives.
QI 1.2 Provides support to the Superintendent of Learning Services regarding Treaty Education Mandate.
QI 1.3 Identifies trends and issues related to First Nation and Métis student achievement to inform the setting of the individual school Learning Improvement Plans and the Division Strategic Plan and make recommendations to the Superintendent of Learning Services.
QI 1.4 Provides support to the Superintendent of Learning Services regarding accountability reports to the Director regarding the progress of schools toward the achievement of Learning Improvement Plan.
QI 1.5 Continues to review and improve practice based on performance data.
QI 1.6 Identifies trends and issues related to areas of responsibility and makes recommendations for action.
2. Fiscal Responsibility
RE 2.1 Monitors the areas of responsibility and makes recommendations to the Superintendent of Learning Services, regarding continuous improvements in effectiveness and efficiency.
RE 2.2 Operates in a fiscally responsible manner, in areas of assigned responsibility.
Quality Indicators relative to fiscal responsibility:
QI 2.1 Monitors and reviews annually expenditures to ensure continuous improvements in terms of value for money in assigned areas of responsibility.
3. Personnel Management
RE 3.1 Provides exemplary supervisory oversight of assigned personnel.
RE 3.2 Consistently act in accordance with the division cultural values.
Quality Indicators relative to personnel management:
QI 3.1 Conducts regular formative and summative evaluations of assigned staff.
QI 3.2 Ensures optimum utilization of assigned staff.
4. Board Policy and Administrative Procedures
RE 4.1 Make recommendations within areas of assigned responsibility, to the Superintendent of Learning Services, 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.
Quality Indicators relative to Board Policy and Administrative Procedures role:
QI 4.1 Works collaboratively with Senior Administrators to keep Administrative Procedures in their areas of responsibility current in relation to Board Policy and provincial and federal legislation.
QI 4.2 Ensures recommendations of required revisions are made in a timely manner with due regard for legislation, contracts and Board Policy.
QI 4.3 Ensures compliance with Administrative Procedures as required in the performance of duties.
5. Coordinator of First Nations and Métis Education Services/Superintendent of Learning Services Relations
RE 5.1 Establishes and maintains positive professional working relations with the Superintendent of Learning Services.
RE 5.2 Honours and facilitates the implementation of the Superintendent of Learning Services roles and responsibilities as defined in Administrative Procedure 473.
RE 5.3 Provides the information which the Superintendent of Learning Services requires to perform their role.
Quality Indicators relative to Supervisor of First Nations and Metis Education/ Superintendent of Learning Services relations:
QI 5.1 Supports the Superintendent of Learning Services in the preparation of submissions to the Director for relevant agendas in a timely comprehensive manner and in accordance with the prescribed format.
QI 5.2 Ensures the Superintendent of Learning Services is informed about Division operations within areas of responsibility.
QI 5.3 Interacts with the Superintendent of Learning Services in an open, honest, pro-active and professional manner.
QI 5.4 Implements the Superintendent of Learning Services’ directions with integrity in a timely fashion, in order for the Superintendent of Learning Services to perform their duties in an exemplary fashion.
RE 6.1 Ensures Divisional compliance with all Ministry of Education mandates regarding First Nations and Métis education.
Quality Indicators relative to organizational management:
QI 6.1 Ensures compliance with Ministry mandates with regard to Following Their Voices.
7. Communications and Community Relations
RE 7.1 Takes appropriate actions to ensure positive external and internal communications are developed and maintained in areas of assigned responsibility.
Quality Indicators relative to communications and community relations:
QI 7.1 Represents the Division in a positive, professional manner.
QI 7.2 Manages conflict effectively.
QI 7.3 Serves as a contact for FNM Education Councils and Ministry staff, Chiefs and Councils and other relevant interagency partners.
8. Student Well-Being
RE 8.1 Provide support for proactive student well-being initiatives.
Quality Indicators relative to student well-being:
QI 8.1 Provides support to principals in the implementation of Culturally Responsive Schools.
9. Leadership Practices
RE 9.1 Practices leadership in a manner that is viewed positively and has the support of those with whom he works most directly in carrying out assigned duties.
Quality Indicators relative to leadership practices:
QI 9.1 Provides clear direction.
QI 9.2 Provides effective educational leadership.
QI 9.3 Establishes and maintains positive, professional working relationships with staff.
QI 9.4 Unites people toward achieving the Board’s goals within assigned areas of responsibility.
QI 9.5 Demonstrates a high commitment to the needs of students.
QI 9.6 Builds trust in Coordinator of First Nations and Métis Education.
QI 9.7 Empowers others.
QI 9.8 Solves problems effectively.
Note: Direct reports and a representative sample of principals will be interviewed.
Interviews will be conducted using the questions outlined below. The interviews will be individual phone interviews with verbatim comments and a summary report provided to the Director, Superintendent of Learning Services and the Supervisor of First Nations and Métis Education Services.
LEADERSHIP PRACTICES INTERVIEW GUIDE
Perceptions of a representative sample of Principals and all Direct Reports
1. What evidence can you cite to support or refute the following:
a. the Coordinator of First Nations & Metis Education Services provides clear direction?
b. the Coordinator of First Nations & Metis Education Services provides effective educational leadership?
c. the Coordinator of First Nations & Metis Education Services establishes and maintains positive, professional working relationships with staff?
d. the Coordinator of First Nations & Metis Education Services unites people toward achieving the Board’s goals?
e. the Coordinator of First Nations & Metis Education Services demonstrates a high commitment to the needs of students?
f. I trust the Coordinator of First Nations & Metis Education Services.
g. the Coordinator of First Nations & Metis Education Services empowers others?
h. the Coordinator of First Nations & Metis Education Services effectively solves problems?
2. What does the Coordinator of First Nations & Metis Education Services do, if anything that helps you do your job?
3. What does the Coordinator of First Nations & Metis Education Services do, if anything, that makes doing your job more difficult?
November 9, 2016