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Interested staff members are required to complete the following on-line application to the attention of: The Recruitment Team. This temporary position is effective immediately and is until on or about March 31, 2024.
Working within the framework of the Ministry’s Equity and Inclusive Education strategy, York Region District School Board’s (YRDSB) Director’s Action Plan, the Equity and Inclusive Education Policy, Indigenous Education and Equity Strategy, and the Dismantling Anti-Black Racism Strategy, Community and Partnership Developers (CPDs) are responsible for working collaboratively with system and school administrators, school community members, businesses, community agencies, and community organizations to identify the strengths and needs of students, families and schools to advance student achievement and well-being.
Additional Information
The work location for this job is Dr. Bette Stephenson Centre for Learning, with the Inclusive School and Community Services department.
This position requires the successful candidate to have knowledge of communities in the CEC-North area as well as East Asian communities, as well as solid community building experiences with the intersections identities of this community.
A strong understanding of equity, inclusion, anti-oppression and anti-racist principles and actions is required
The work of a Community and Partnership Developer may involve working evenings and/or weekends. This position requires travel within York Region and access to regular transportation.
Major Responsibilities
Work with the Supervisor, Inclusive School and Community Services (ISCS) and Principal of ISCS to achieve the priorities of the YRDSB’s Director’s Action Plan, Equity and Inclusive Education Policy, Indigenous Education and Equity Strategy (IEES), the Dismantling Anti-Black Racism Strategy (DABRS) and all related policies and procedures of the Board, to effectively serve YRDSB’s diverse student and school communities across the district.
Assist the Coordinating Superintendent of Education (Equity, Inclusive School and Community Services and Research and Assessment Services) superintendents of schools, principals, central and school staff in liaising with communities in the implementation of the Director’s Action Plan, the IEES and the DABRS, and other related strategies or action plans.
Work with ISCS staff to assist school/department leaders in mediating and resolving issues of equity and inclusivity involving identity-specific students that may hinder their achievement and well-being and adversely impact relationships between schools and communities.
Work in ongoing collaboration with members of the team of Community and Partnership Developers
Collaborate with community agencies, community organizations, and key community stakeholders to cultivate affirming school experiences and equitable outcomes for students, families and communities.
Develop strategic relationships with students, families and communities to determine strengths and needs that can lead to increased achievement and wellbeing of students.
Build and sustain positive and mutually supportive relationships with community organizations, project partners, key individuals and other stakeholders to support students, families and communities.
To provide detailed community and program information to assist schools in responding to identified student and family needs or concerns from the communities of focus (i.e.,East Asian and CEC-North communities)
To collaborate with community partners to develop multi-sector problem solving, planning and coordination processes that include shared goals, principles and best practices that support school communities, families and students.
To build professional working relationships and coordinate the activities of community groups and organizations to offer effective, authentic identity affirming programs and services to improve the outcomes of children, youth and families based on identified needs in the School Improvement Plans.
To provide facilitation and leadership skills at community planning tables and working groups, as directed via the ISCS Supervisor
To work with community partners and school staff to prepare funding proposals to provide programming and services that support School Improvement Plans.
To develop, measure and evaluate program and service outcomes to ensure identified needs of students and schools are effectively met.
To develop and facilitate opportunities for authentic outreach and engagement of students, families, community partners and schools to build family and community awareness of the YRDSB’s educational structures, policies, programs and protocols.
To assist schools in planning and promoting community initiatives through various community development strategies.
To coordinate professional learning opportunities – connect community groups and system or school staff for training in program delivery of programs such as school readiness, early literacy, parent and family information, health and social services programs.
To build professional relationships and provide ongoing support in Performance Plus schools
To use data effectively to coordinate and facilitate the leveraging of resources and assets (i.e., community asset mapping, census data, Every Student Counts Data, Climate Survey data, school profiles, etc.).
To maintain an organized and detailed calendar and maintain organized and effective documentation of all CPD work (e.g., response to referrals for support)
To work with other ISCS teams and YRDSB departments to develop opportunities to facilitate board wide awareness of community collaborative initiatives and training opportunities.
To perform other duties as assigned by the ISCS Supervisor and ISCS Principal
LINE OF RESPONSIBILITY: Responsible to the Supervisor, Inclusive School and Community Services
Experience And Qualifications
A three-year university degree or college diploma in social services or a related discipline.
Minimum of three years related experience in a school board environment is an asset.
In-depth knowledge and culturally relevant understanding of the diversity of the identities and many cultures of the East Asian Communities and CEC North communities supported by this role
Effective verbal and written communication, interpersonal and computer technology skills.
Effective communication in languages spoken in East Asian is an asset
Ability to deal effectively with a variety of individuals and groups both within and outside the Board.
Equity, Diversity and Inclusion Statement
The York Region District School Board (YRDSB) believes in giving each and every applicant an equal opportunity to succeed on their own merit and we strive to hire staff that reflect and support the diverse perspectives, experiences and needs of students and communities. We remain committed to upholding the values of equity, diversity, and inclusion in our living, learning and work environments. We know that diversity underpins excellence, and that we all share responsibility for creating an equitable, diverse and inclusive Board-community.
Therefore, in pursuit of the Board’s values, we seek members who will work respectfully and constructively with differences and across the organizational hierarchy in actualizing the Board’s priorities, goals and principles outlined in the Director’s Action Plan. Candidates who have strong racial literacy practices and a commitment to dismantling anti-racism, anti-oppression, and creating identity-affirming spaces, in order to intentionally disrupt racist and hateful acts.
We Actively Encourage Applications From Members Of Groups With Historical And/or Current Barriers To Sovereignty, Equity, Including, But Not Limited To
First Nations, Métis and Inuit peoples, and all other Indigenous peoples;
African, Black and Black Caribbean peoples (in alignment with Anti-Black Racism Strategy);
South Asian, East Asian, Southeast Asian, Middle East/West Asian, Latino/Hispanic (in alignment with YRDSB Workforce Census to address disproportionalities identified).
members of groups that commonly experience discrimination due to race, ancestry, colour, religion and/or spiritual beliefs, or place of origin;
persons with visible and/or invisible (physical and/or mental) disabilities;
persons who identify as women; and
persons of marginalized sexual orientations, gender identities, and gender expressions.
At YRDSB, we recognize that many of these identities intersect and therefore, equity, diversity and inclusion can be complex. We value and respect the contributions that each person brings to enriching the Board and are committed to ensuring full and equal participation for all in the communities that we serve.
Accessibility and Accommodation Statement
We also recognize the duty to accommodate and foster a culture of inclusion. Consistent with the principles of dignity, individualization and inclusion, we will make any appropriate accommodation based on any of the protected grounds in the Human Rights Code to support candidate participation in the hiring process. When contacted, candidates will be provided with an overview of the various elements of the hiring process, such as skills assessments, written practicum, presentation, interview, etc. If an accommodation is required, requests can be made in advance of any stage of the recruitment process. All information received relating to a candidate’s required accommodation will be addressed confidentially by the Recruitment and Retention Team. Please make this request to [email protected] or a member of the Recruitment Team. If this position is a school based LTO/Contract Teaching position, please email the Principal directly to request the accommodation to be made at the school in collaboration with Human Resource Services, Disability Management Team.
Important Note for YRDSB Employees: If you have a current accommodation in place through Disability Management, please inform your Disability Management Case Manager to ensure that your accommodation needs can be met in the new role that you are pursuing. If invited to participate in the hiring process, and you are unable to perform the essential/bona fide requirements (e.g. physical, cognitive requirements), please notify the Recruitment Team by emailing [email protected] to review next steps (in the email please reference the job title you are applying to).
Important Information For CUPE 1734 Members
LA.11.7 Those twelve (12) month employees filling vacancies as a result of their applying to a job posting are to remain twelve (12) months at their position. Ten (10) month employees are to remain in their position until the end of the school year. This requirement can be waived with permission from the Superintendent responsible for Human Resource Services. This does not prevent employees from applying for a position or from applying for a promotion during the twelve (12) month period.
On-line applications are collected centrally at the Education Centre – Aurora and are monitored by Human Resource Services. All applications will be screened based on the required education, experience and qualifications as noted in the posting and job description and as reflected in the application. Only those candidates meeting these criteria will be eligible to participate in the selection process and only qualified candidates will be contacted.
The personnel file of all internal applicants will be reviewed as part of the selection process.