AP 474 - Superintendent of Inclusive Education
Directly Reports to: Director of Education/CEO
Responsibilities and Duties:
The Superintendent of Inclusive Education is assigned the following specific areas of
responsibility:
responsibility:
1. Student Well-Being
Role Expectations:
RE 1.1 Supervises inclusive education staff and coordinates their work with principals.
RE 1.2 Serves as the primary contact for all inter-ministerial committees in a manner that meets student needs and division direction.
Role Expectations:
RE 1.1 Supervises inclusive education staff and coordinates their work with principals.
RE 1.2 Serves as the primary contact for all inter-ministerial committees in a manner that meets student needs and division direction.
Quality Indicators relative to student well-being:
QI 1.1 Provides an annual accountability report to the Director of Education/CEO of the work of inclusive education staff in schools in terms of addressing student need.
QI 1.2 Annually provides the Director of Education/CEO with a report on inter-ministerial committees on which the division is represented and provide and include recommendations on future involvement.
QI 1.1 Provides an annual accountability report to the Director of Education/CEO of the work of inclusive education staff in schools in terms of addressing student need.
QI 1.2 Annually provides the Director of Education/CEO with a report on inter-ministerial committees on which the division is represented and provide and include recommendations on future involvement.
2. Educational Leadership
Role Expectations:
RE 2.1 Ensures all Horizon students on regular, modified, alternative, functionally integrated, and Inclusion and Intervention Plans have the opportunity to meet the standards of education set by the Minister.
RE 2.2 Ensures that all students with diverse and intensive needs are provided with appropriate supports.
RE 2.3 Implements education policies established by the Minister in regards to students with intensive needs.
RE 2.4 Ensures Horizon schools provide early learning supports to students with identifiable need(s).
RE 2.5 Support English as an Additional Language learners in the Division.
Role Expectations:
RE 2.1 Ensures all Horizon students on regular, modified, alternative, functionally integrated, and Inclusion and Intervention Plans have the opportunity to meet the standards of education set by the Minister.
RE 2.2 Ensures that all students with diverse and intensive needs are provided with appropriate supports.
RE 2.3 Implements education policies established by the Minister in regards to students with intensive needs.
RE 2.4 Ensures Horizon schools provide early learning supports to students with identifiable need(s).
RE 2.5 Support English as an Additional Language learners in the Division.
Quality Indicators relative to educational leadership:
QI 2.1 Approves the programming for students with intensive needs.
QI 2.2 Oversees work experience opportunities for students with intensive needs.
QI 2.3 Annually audits selected IIPs to ensure divisional requirements are met.
QI 2.4 Provides to the Director an annual accountability report regarding students with diverse and intensive needs.
QI 2.5 Continues to review and improve practice based on performance data.
QI 2.6 Provides exemplary leadership in the development and actualization of Learning Improvement Planning to a selected group of schools.
QI 2.7 Ensures the implementation of Collaborative Learning Days for Learning Resource Teachers and Educational Assistants.
3. Fiscal Responsibility
Role Expectations:
RE 3.1 Operates in a fiscally responsible manner, in areas of assigned responsibility.
RE 3.2 Monitors areas of responsibility and makes recommendations to the Director of Education/CEO, regarding continuous improvements in effectiveness and efficiency.
RE 3.1 Operates in a fiscally responsible manner, in areas of assigned responsibility.
RE 3.2 Monitors 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 3.2 Provides exemplary oversight of budgetary parameters related to the deployment of Educational Assistants.
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 3.2 Provides exemplary oversight of budgetary parameters related to the deployment of Educational Assistants.
4. Personnel Management
Role Expectations:
RE 4.1 Provides exemplary supervisory oversight for assigned personnel.
RE 4.2 Consistently acts in accordance with the Division’s cultural values.
Role Expectations:
RE 4.1 Provides exemplary supervisory oversight for assigned personnel.
RE 4.2 Consistently acts in accordance with the Division’s cultural values.
Quality Indicators relative to personnel management:
QI 4.1 Conducts regular formative and summative appraisals of assigned staff.
QI 4.2 Ensures optimum utilization of assigned staff.
QI 4.3 Ensures needs-based staffing model is adhered to when deploying Educational Assistants.
QI 4.1 Conducts regular formative and summative appraisals of assigned staff.
QI 4.2 Ensures optimum utilization of assigned staff.
QI 4.3 Ensures needs-based staffing model is adhered to when deploying Educational Assistants.
5. Board Policy and Administrative Procedures
Role Expectations:
RE 5.1 Makes recommendations within areas of assigned responsibility, to the Director of Education/CEO, 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.
RE 5.1 Makes recommendations within areas of assigned responsibility, to the Director of Education/CEO, 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 Inclusive 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 facilitate the implementation of the Director of Education/CEO’s roles and responsibilities as defined by Board Policy.
RE 6.3 Provides the information which the Director of Education/CEO requires to perform their role.
RE 6.1 Establishes and maintains positive professional working relations with the Director.
RE 6.2 Honours and facilitate the implementation of the Director of Education/CEO’s roles and responsibilities as defined by 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 Inclusive 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 including the annual reporting of results.
Role Expectations:
RE 7.1 Provides leadership in the strategic planning process 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 strategic plans.
QI 7.1 Achieves the key results identified in the Division and provincial strategic plans.
8. Organizational Management
Role Expectations:
RE 8.1 Ensures compliance with all Ministry of Education mandates and legislative and contractual requirements regarding Inclusive 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 compliance with all Ministry of Education mandates and legislative and contractual requirements regarding Inclusive 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 Acts in accordance with Board Policy, Administrative Procedures, and contractual requirements.
QI 8.2 Ensures compliance with Ministry mandates with regard to IIPs, EAL, and CFR data.
QI 8.1 Acts in accordance with Board Policy, Administrative Procedures, and contractual requirements.
QI 8.2 Ensures compliance with Ministry mandates with regard to IIPs, EAL, and CFR data.
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.
Role Expectations:
RE 9.1 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 9.1 Represents the Division in a positive, professional manner.
QI 9.2 Manages conflict effectively.
QI 9.3 Serves as the primary contact in support of children funded through Indigenous Services Canada (ISC).
QI 9.1 Represents the Division in a positive, professional manner.
QI 9.2 Manages conflict effectively.
QI 9.3 Serves as the primary contact in support of children funded through Indigenous Services Canada (ISC).
10. Leadership Practices
Role Expectations:
RE 10.1 Practice 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.
RE 10.1 Practice 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 Inclusive 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.
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 Inclusive 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 will be provided to the Director of Education/CEO and Superintendent of Inclusive 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 Inclusive Education provides clear direction?
b. The Superintendent of Inclusive Education provides effective educational leadership?
c. The Superintendent of Inclusive Education establishes and maintains positive, professional working relationships with staff?
d. The Superintendent of Inclusive Education unites people toward achieving the Board’s goals?
e. The Superintendent of Inclusive Education demonstrates a high commitment to the needs of students?
f. I trust the Superintendent of Inclusive Education.
g. The Superintendent of Inclusive Education empowers others?
h. The Superintendent of Inclusive Education effectively solves problems?
2. What does the Superintendent of Inclusive Education do, if anything, that helps you do your job?
3. What does the Superintendent of Inclusive Education do, if anything, that makes doing your job more difficult?
1. What evidence can you cite to support or refute the following:
a. The Superintendent of Inclusive Education provides clear direction?
b. The Superintendent of Inclusive Education provides effective educational leadership?
c. The Superintendent of Inclusive Education establishes and maintains positive, professional working relationships with staff?
d. The Superintendent of Inclusive Education unites people toward achieving the Board’s goals?
e. The Superintendent of Inclusive Education demonstrates a high commitment to the needs of students?
f. I trust the Superintendent of Inclusive Education.
g. The Superintendent of Inclusive Education empowers others?
h. The Superintendent of Inclusive Education effectively solves problems?
2. What does the Superintendent of Inclusive Education do, if anything, that helps you do your job?
3. What does the Superintendent of Inclusive Education do, if anything, that makes doing your job more difficult?
April 9, 2015
Revised - November 4, 2015
Revised - January 5, 2023
Revised - November 4, 2015
Revised - January 5, 2023