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Horizon School Division
Creating a better world, one student at a time.
AP 474.1 - Role of the Supervisor of Literacy and Early Learning Services
The Supervisor of Literacy and Early Learning reports to the Superintendent of Student Services.

The Supervisor of Literacy and Early Learning is assigned the following specific areas of responsibility and service:

1.  Educational Leadership

Role Expectations:
RE 1.1      Implements education polices established by the Minister in regards to Education Sector Strategic Plan (ESSP).
RE 1.2      Ensures Horizon schools provide early learning supports (including EYE) to students with identifiable need(s).
RE 1.3      Provides exemplary supervisory oversight for Literacy Coaches, and Early Years programming.
RE 1.4      Develop performance metrics for the purpose of monitoring and evaluating operational performance areas of assigned responsibility.
Quality Indicators relative to educational leadership:
QI 1.1      Achieves the key results identified in the ESSP.
QI 1.2      Identifies trends and issues based on data related to student achievement in literacy and early learning, and provides this information to the Superintendent of Student Services to inform the setting of yearly priorities and outcomes.
QI 1.3      Ensures the Division's literacy and early learning results are provided to the Superintendent of Student Services and prepared for publication.
QI 1.4      Provides to the Superintendent of Student Services annual accountability reports regarding Pre-Kindergarten Programming, Kindergarten Programming, overall Literacy, and FNM Literacy.
QI 1.5      Reviews options and recommends to the Superintendent of Student Services literacy assessment for Pre-Kindergarten, grades 9, 10, and 11.
QI 1.6     Continues to review and improve practice based on performance data.
QI 1.7      Implements the Writer in Residence partnership as a strategy for improving measurable student literacy learning.
2.  Fiscal Responsibility

Role Expectations:
RE 2.1      Operates in a fiscally responsible manner, in areas of assigned responsibility.
RE 2.2      Monitors the areas of responsibility and makes recommendations to the Superintendent of Student Services, regarding continuous improvements in effectiveness and efficiency.
Quality Indicators relative to fiscal responsibility:
QI 2.1      Monitors and reviews expenditures to ensure continuous improvement in terms of value for money in assigned areas of responsibility on an annual basis.
3.  Personnel Management

Role Expectations:
RE 3.1      Provides exemplary supervisory oversight of Literacy Coaches. 
RE 3.2      Consistently act in accordance with the division cultural values.
Quality Indicators relative to personnel management:
QI 3.1   Regular formative and summative evaluations of Literacy Coaches are conducted.
QI 3.2   Ensures optimum utilization of Literacy Coaches.
4.  Board Policy and Administrative Procedures

Role Expectations:
RE 4.1      Make recommendations within areas of assigned responsibility, to the Superintendent of Student 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.
RE 4.2      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 4.1        Recommends of revisions required are made in a timely manner with due regard for legislation, contracts and Board Policy within areas of responsibility.
QI 4.2        Ensures compliance with Administrative Procedures as required in the performance of duties.
5.  Supervisor of Literacy and Early Learning/Superintendent of Student Services Relations

Role Expectations:
RE 5.1      Establishes and maintains a positive professional working relations with the Superintendent of Student Services.
RE 5.2      Honours and facilitates the implementation of the Superintendent of Student Services' roles and responsibilities as defined in Administrative Procedure 474.
RE 5.3      Provides the information which the Superintendent of Student Services requires to perform their role.
Quality Indicators relative to Supervisor of Literacy and Early Learning/Superintendent of Student Services relations:
QI 5.1      Ensures proposed submissions to relevant agendas are made in a timely comprehensive manner and in accordance with the prescribed format.  Such submissions shall contain balanced, sufficient, concise information and clear recommendations.  Such proposed submissions shall be made to the Superintendent of Student Services as requested.
QI 5.2      Ensures the Superintendent of Student Services is informed about Division operations within areas of responsibility.
QI 5.3      Interacts with the Superintendent of Student Services in an open, honest, pro-active and professional manner.
QI 5.4      Implements the Superintendent of Student Services' directions with integrity and in a timely fashion, in order for the Superintendent of Student Services to perform their duties in an exemplary fashion.
6.  Communications and Community Relations

Role Expectations:
RE 6.1      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 6.1      Represents the Division in a positive, professional manner.
QI 6.2      Manages conflict effectively.
QI 6.3       Serves as the primary contact for Early Learning including serving as the Horizon contact for Provincial Education Sector Strategic Plan Early Years Outcome Project Team.
7.  Contracted Services

Role Expectations:

RE 7.1      Provides services to Englefeld Protestant Separate School Division No. 132 as per the agreement between Englefeld and Horizon Board of Education.
Quality Indicators relative to student well-being:
QI 7.1       Provides Literacy and Early Learning services as directed by the Superintendent of Student Services.
8.  Leadership Practices

Role Expectations:
RE 8.1      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 8.1      Provides clear direction.
QI 8.2      Provides effective educational leadership.
QI 8.3      Establishes and maintains positive, professional working relationships with staff.
QI 8.4      Unites people toward achieving the Board's goals.
QI 8.5      Demonstrates a high commitment to the needs of students.
QI 8.6      Builds trust in the Supervisor of Literacy and Early Learning.
QI 8.7      Empowers others.
QI 8.8      Solves problems effectively.

Note: Literacy Coaches and a representative sample of principals will be interviewed.

Interviews will be conducted using the questions outlined in the interview guide below. The interviews will be individual phone interviews with verbatim comments and a summary report provided to the Director, Superintendent of Learning and the Supervisor of Literacy and Early Learning.

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 Supervisor of Literacy and Early Learning provides clear direction?

b. the Supervisor of Literacy and Early Learning provides effective educational leadership?

c. the Supervisor of Literacy and Early Learning establishes and maintains positive, professional working relationships with staff?

d. the Supervisor of Literacy and Early Learning unites people toward achieving the Board's goals?

e. the Superintendent of Learning demonstrates a high commitment to the needs of students?

f. I trust the Supervisor of Literacy and Early Learning

g. the Supervisor of Literacy and Early Learning empowers others?

h. the Supervisor of Literacy and Early Learning effectively solves problems?

  1. What does the Supervisor of Literacy and Early Learning do, if anything that helps you do your job?
  1. What does the Supervisor of Literacy and Early Learning do, if anything, that makes doing your job more difficult?
 

November 6, 2015