Algoma University Looking for Director / Principal, Learners Early Access Program (LEAP) at Brampton, Ontario, Canada Full Time

Algoma University is committed to undoing systemic and institutional discrimination and being publicly transparent and accountable. Diversity, equity, and inclusion are fundamental to our Special Mission. In keeping with the Seven Grandfather teachings that are the core values that inform our decisions as an institution, we are committed to creating a welcoming, inclusive, respectful, and safe environment where everyone belongs. We live these values through the strength and richness that diversity brings to our workforce and welcome contributors from equity-deserving groups including: Indigenous Peoples, Black and racialized persons, women, Persons with Disabilities, 2 Spirit, Lesbian, Gay, Bisexual, Transgender, and Queer persons.

Job Title: Director / Principal, Learners Early Access Program (LEAP)

Administration

Position Status: Temporary, Full-Time (3-year contract)

Non-Union

Department: Student Success & Wellbeing

Supervision Received: VP Nyaagaaniid, Anishinaabe Initiatives, Equity and Student Success

Supervision Exercised: Manager LEAP

Student Success Advisors (2) Learner Early Access Program (LEAP)

Location: Brampton, ON

This is a summary, please see full job posting here: https://algomau.ca/wp-content/uploads/2023/11/External-Job-Posting-Director_Principal-Learners-Early-Access-Program-LEAP-1.pdf

RESPONSIBILITIES:

LEAP Leadership and management (40%)

• Create a learning environment designed to create a pathway focused on increasing accessibility to post-secondary education for underrepresented students.
• Design strategies to meet program targets 85-100 percent completion rate for students participating in the PROGRAM (OSSD and University course completion secondary school students in their grade 11 and/or 12 year and specifically students from Black, Indigenous and other racialized, marginalized and underrepresented communities.
• In addition to supporting students to continue, uninterrupted, their Ontario Secondary School Diploma (“OSSD”) requirements, students in the PROGRAM will have the opportunity to earn two university courses (six credits) and attend classes on a university campus.
• Collaborate with the Associate Vice President Academic to oversee and plan for current and future academic programming including course rosters in advance of the secondary school term in accordance with the secondary school calendar
• Coordinate student success activities with Algoma University management

Implementation – Program Goals, Action Plans, and Evaluation/Research Study (30%)

• Manage the implementation of the first program cohort.
• Implement the program plan ensuring the growth of the program, with a goal of doubling participants up to 200 in the first year of programming.
• Monitor program efficacy and quality of services to learners ensuring responsive wrap-around student services designed for under-represented and at-risk learners.
• Collaborate with Algoma University departments and staff, and the school district staff to monitor and ensure the program’s overall success, while sharing evidence-based best practices for overall student success and retention.
• Work closely with researchers from school districts and NORDIK Institute to track the program’s success for 2+ years in accordance with quality assurance standards, meeting the objectives of all institutions and ensuring student success.
• Coordinate AU activities with school district teachers ensuring they meet the curricular objectives of both institutions.
• Provide leadership to increase program opportunities and advocacy both for the program and for equity-deserving students.
• Coordinate the oversight of dual credit courses in LEAP.
• Ensure timely completion of reports, and grant submissions including, but not limited to, Ontario Post-Secondary Access & Inclusion Program (OPAIP) funding.
• Supervise LEAP Student Success Advisors who offer quality academic, personal, and career advising and referral to other supports to balance university and life skills for approximately 200 students in both the high school. programming (targeting grades 11 and 12) and the cohort moving into Algoma’s first year of undergraduate programming.
• Collaborate with LEAP Student Wellbeing Advisor who offers wellness programming.
• Ensure cultural sensitivity, understanding, and advocacy.

Coordination and Alignment – Student Services, Academic Supports, and Overall Student Experience (20%)

• Together with the Algoma management team, plan, design, and implement student experiences such as academic workshops, cohort development (enrichment & cultural activities), university preparatory components (university visits,/field trips/financial aid/campus life skills/academic integrity training), health and wellness activities, and mentoring by upper year LEAP peer mentors.
• Collect data on enrolment targets, conversion of OSSD students to PSE, and student success.
• Work with NORDIK to determine success metrics and ensure the successful achievement of outcomes and metrics in Algoma-LEAP.
• Make available student supports designed to assist at-risk students, necessary for their academic and personal success, and to experience an overall supportive university experience.
• Collaborate with representatives from partner school boards, and other relevant external partners representing diverse and under-represented communities, to develop experiential learning opportunities for students.
• Liaise with relevant Faculty Deans to develop experiential learning opportunities (e.g. Computer Science applications, eSports Business).
• Supervision of teachers and other PDSB staff in the LEAP program and campus
• Address student discipline issues, and liaise with ALGOMA U academic advisors, course instructors, and the Coordinating Principal and Superintendent in LCBSP Department.
• Arrange transportation for students and cover any associated costs pertaining to student transportation to and from the ALGOMA U.
• Provide support for cooperative education placements, including completion of Work Education Agreements and all required paperwork as required by the Ministry of Education and the PDSB.
• Organize computer distribution for PDSB students to ensure that all students in the PROGRAM have access to a device (including BYOD or loaned).
• Provide textbook and other class resources for OSSD courses.

Administration (10%)

• Supervise staff from Algoma University and PDSB faculty.
• Adhere to school district policies and procedures, and all applicable Algoma U policies, frameworks, and guidelines.
• Track and maintain student feedback through mid-term strategies, student stratification, and feedback surveys.
• Plan, coordinate, and lead I-EDI training sessions for faculty, staff, and students.
• Collaborate with NORDIK Institute to conduct research to determine the success of the program.
• Oversee administration of bursaries.

MINIMUM QUALIFICATIONS

• Ontario College of Teachers’ Certificate of Qualification and Principal or Vice- Principal Qualifications and three to five years of successful experience as a Secondary School Principal or Vice-Principal.
• Minimum 3 completed years of successful experience in the formal role of Vice-Principal at the time of application, including Acting Vice-Principal roles through the Vice-Principal Promotion Pool
• Proof of Special Education, Part I.
• Supervisory Officers’ Qualifications.
• In good standing with the Ontario College of Teachers.
• Current performance appraisal (Principals or Vice-Principals Performance Appraisal Form; within last 5 years)
• Experience in supporting diverse learners and leading diverse teams of individuals, recognizing the diversity of experience in gender identity, sexuality, race, age, class, family status, ability, Indigeneity, immigration status, language, religion, ethnic origin, and intersecting identities operating from a cultural safety lens.
• Lived experience as a racialized person, or a member of an equity-deserving group, preferred.
• Proven ability in implementing anti-racism, anti-oppression and equitable practices leading to reduced disparity and disproportionate outcomes in improving student achievement.
• Demonstrated ability to assess diverse student needs (academic, emotional, and social).
• Demonstrated breadth and depth of leadership ability in a variety of contexts; including strong instructional leadership rooted in modern pedagogies and focused on student-centered learning approaches.
• Demonstration of transformative leadership that positively impacts student achievement and well-being and has been focused on decolonizing the curriculum and learning environment.
• Proven ability to engage communities and lead across intersections in ways that positively impact student success and family engagement.
• Proven ability to co-create and role model a learning environment that positively focuses on the development of the whole child, with a specific focus on students from communities that have been historically and are currently marginalized by systemic barriers.

Please submit a resume and cover letter (combined PDF) to [email protected] no later than 4:00 p.m. on January 5, 2024.

Algoma University is strongly committed to fostering diversity and inclusivity within our community and is an equal-opportunity employer. The university invites and encourages applications from all qualified individuals who would contribute to the further diversification of our Institution, including equity-deserving groups that are traditionally underrepresented in employment (Indigenous peoples, racialized persons, women, persons with disabilities, and 2SLGBTQQIPA+ persons).

In accordance with the Accessibility for Ontarians with Disabilities Act, 2005, upon request, accommodation will be provided by Algoma University throughout the recruitment, selection, and/or assessment process to applicants with disabilities.