JOB OPPORTUNITY NOTICE System Principal, Special Education, Inclusion and Equity Start Date: October 20, 2025 One-year Term Appointment to be reviewed annually for up to 5 years To collaboratively lead and support schools and teams in implementing the HWDSB Special Education Plan with the goal of fostering inclusive, equitable, and effective learning environments for students with special education needs and/or disabilities About The Board The Hamilton-Wentworth District School Board (HWDSB) is committed to learning, equity, engagement and innovation.

We are guided by our vision, Growing Together, the mission that every student experiences a sense of belonging and engages in dynamic learning to reach their potential and build their own future, and our values of Compassion, Dignity, Trust, and Joy to guide our daily work and ensure that we honour the unique identities and needs of all.

Proudly serving a community of approximately 50,000 students in the City of Hamilton and surrounding area, HWDSB operates across 84 elementary schools, 13 secondary schools and 1 Adult Learning Centre, in addition to providing support and service to approximately 8,800 staff members.

Providing culturally relevant and responsive, student-centred support within the context of the HWDSB Strategic Directions, Multi-Year Strategic Plan and Board Annual Plan, the System Principal, Special Education, Inclusion and Equity is a member of an interdisciplinary team of professionals who support students who access Special Education Supports and Services.

The System Principal, Special Education, Inclusion and Equity will co-support schools in partnership with a Manager of Special Education, Inclusion and Equity. Ongoing, intentional collaboration with the Manager is essential to ensure consistent, aligned, and timely service delivery to students, families, staff, and schools.

Reporting to the Superintendent of Student Achievement, Special Education, Inclusion and Equity, the System Principal is a member of an interdisciplinary team of System Principals and Managers responsible for supporting the Board’s Strategic Directions. This role is rooted in the belief that inclusive education is a collective responsibility. Through deep collaboration, shared leadership, and strategic problem-solving, the System Principal will help build a system where every student—especially those with special education needs and/or disabilities—can thrive.

This role will co-lead system-level special education portfolios in partnership with another System Principal, Special Education, Inclusion and Equity. Each System Principal will lead specific portfolios, with implementation designed as a collaborative process that leverages the strengths and perspectives of both leaders.

This co-leadership model is not only structural—it is relational. It requires ongoing dialogue, mutual accountability, and shared problem-solving to ensure that every decision reflects the diverse needs of HWDSB students and communities. This structure fosters shared accountability, strategic alignment, and collective capacity-building across the system.

This role will support system staff and schools as we continue the implementation (Year 2) of a revitalized approach to the delivery of special education supports and services. This role involves collaborating with students, families, educators, other departments and external organizations.

We welcome applications from leaders who have a demonstrated practice of Human Rights and who lead with anti-racist anti-oppressive (ARAO) and decolonization approaches. The System Principal, Special Education, Inclusion and Equity must have the demonstrated competency to confront and dismantle all forms of oppression and discrimination to ensure students who are currently and historically underserved in our system have open pathways to excellence. The System Principal, Special Education, Inclusion and Equity must have a demonstrated history and commitment to supporting students with special education needs.

Committed to our HWDSB Multi-Year Strategic Plan (2023-2028), an applicant for this opportunity maintains the following competencies:

• Upholding Human Rights, Safety & Well- being
• Providing Equitable Quality Supports and Services
• Collaborating with Students, Families, Communities and Staff
• Building a Sustainable Education System
• Reinforcing Indigenous Educational Wellness & Reconciliation Duties include but are not limited to:

Strategic Leadership & Implementation

• Lead with a collaborative mindset, engaging in joint planning, decision-making and problem- solving.
• Collaborate with System Principals (inside and outside of the department) to ensure coherent and consistent implementation of initiatives across portfolios.
• Lead assigned system portfolios within special education, ensuring alignment with board-wide goals and equity commitments.
• Support the implementation of Year 2 of the revitalized model of special education, inclusion and equity.

School and Team Support

• Provide direct and collaborative support to department staff including consultants and teachers.
• Support staff supervision and conduct Performance Appraisals.
• Provide direct support to school teams, including principals, vice principals, educators, and support staff, to build capacity in inclusive practices.
• Deep, solution-oriented collaboration with a Manager of Special Education, Inclusion and Equity to ensure responsive and aligned service delivery.
• Facilitate professional learning and coaching.

Collaboration and Communication

• Working in a co-leadership model, engage in joint planning, shared problem-solving, and continuous reflection with the Leadership Team.
• Collaboration with students, families, school teams, system leaders, community and union partners.
• Promote transparent and responsive communication to support student success and well- being.
• Ensure consistent messaging and shared understanding of special education priorities across the system.
• Create conditions for collaborative innovation by bringing together diverse voices to co-design solutions
• Lead with transparency and empathy to foster trust and shared ownership across teams.”
• Collaborate on and support implementation of plans for annual special education processes (e.g. Access Athletics)

Student-Centered Advocacy

• Champion the rights of students with special education needs and/or disabilities.
• Support culturally relevant, identity-affirming and responsive practices that reflect anti-racist, anti- oppressive, and decolonizing approaches.
• Ensure that student voice is meaningfully included in decision-making processes, program design, and transition planning.
• Monitor and address systemic barriers that impact access, opportunity, and outcomes for students with special education need and/or disabilities.
• Engage in collaborative problem-solving with school teams to address complex challenges and remove barriers to student success.

Data-Informed Decision Making

• Use data to monitor progress, identify gaps, and inform continuous improvement in special education.
• Engage teams in data dialogues to co-analyze trends and co-develop responsive strategies.
• Collaborate with research and analytics teams to evaluate the impact of initiatives and adjust strategies accordingly.

System Alignment and Innovation

• Facilitate cross-functional dialogue to co-create innovative solutions that meet the diverse needs of students and families
• Contribute to system-wide planning and innovation.
• Identify and scale promising practices that improve outcomes for students with disabilities and special education needs.
• Manage budgets.
• Ensure alignment with provincial legislation, board policies, and human rights frameworks.
• Other duties as assigned

Skills/Abilities The candidate will have demonstrated:

Equity and Inclusion

• A strong equity lens regarding the inclusion and success of students with special education needs and/or disabilities including intersectionality and Indigenous Cultural Safety.
• Understanding of the historical and systemic barriers faced by students with disabilities, and a commitment to dismantling those barriers.
• Leadership in initiatives that have positively impacted achievement and well-being for students with disabilities.
• Innovative, identity-affirming practices that promote access, opportunity, and excellence.

Knowledge & Expertise

• Deep knowledge of legislative requirements related to Special Education and key Ministry documents (e.g., Learning for All, Special Education in Ontario: K–12 Policy and Resource Guide).
• Understanding of Multi-Tiered Systems of Support (MTSS) and their application across K–12 settings.
• Familiarity with the local community and experience working with community partners.
• Experience with transfer payment agreements, policies, and contracts.

Collaboration & Leadership

• Proven ability to lead professional learning and coach staff in inclusive practices.
• Effective facilitation, communication, and conflict resolution skills.
• A collaborative leadership style that motivates teams and fosters shared ownership.
• Successful development and participation in interdisciplinary and school-based teams.

Responsiveness & Systems Thinking

• Ability to work in a fast-paced environment and provide responsive, student-centered support.
• Experience working within a K–12 Family of Schools model.
• Strong organizational, planning, and supervisory skills.
• Capacity to align initiatives with system goals and navigate complex structures.
• Proven ability to support and manage the change process.

Personal Leadership

• A flexible, supportive, and professional style grounded in empathy and integrity.
• Excellent personal leadership resources, including resilience, reflection, adaptability.

A letter of interest is invited from Elementary and Secondary Principals for this position. Vice-Principals currently in the Elementary or Secondary Principal Pool are also eligible to apply. Deadline for submission is 4:00 p.m. on Wednesday August 27th 2025. Conversations regarding this position centering on the letter of interest will occur between August 28 – September 3. Staff Wellness At HWDSB, staff wellness is a priority. We are committed to co-creating and fostering an environment where staff feel safe, valued, and supported. We are continuously striving to support the needs of our diverse community and actively work to foster and maintain a culture of human rights.

Our holistic Staff Wellness program has been designed to support employee’s well-being in all dimensions of health. As one part of this comprehensive program, all staff as well as their dependents have access to free and confidential supports through our Employee and Family Assistance Provider (EFAP), in addition to many other program components.

The System Principal of Equitable Leadership Development is a co-developed role, created in syncretism with the Hamilton-Wentworth Principals Council (HWPC). It is designed to respond to the identified need for enhanced support to Principals and Vice Principals, while ensuring a continued focus on student improvement and well-being . The System Principal of Equitable Leadership Development will champion the implementation of the HWDSB’s Leadership Strategy, providing proactive , responsive, restorative, and equity-informed Leadership support to Principals, Vice Principals, and other employee groups.

Committed to our HWDSB Multi- Year Strategic Plan (2023-2028), an applicant for this opportunity maintains the following competencies:

• Upholding Human Rights, Safety & Well-being
• Providing Equitable Quality Supports and Services
• Collaborating with Students, Families, Communities and Staff
• Building a Sustainable Education System
• Reinforcing Indigenous Educational Wellness & Reconciliation

Employment Equity Statement Hamilton-Wentworth District School Board (HWDSB) is committed to building inclusive learning and working environments where students see themselves reflected in the curriculum, staff population, physical surroundings and the broader community.

HWDSB’s mission is to empower students to learn and grow to their full potential in a diverse world. Guided by this mission, HWDSB strives to build a workforce that embodies the values of human rights, equity, diversity and inclusion, while reflecting and welcoming the diverse and distinct identities, experiences and needs of our students and our communities.

HWDSB Seeks Qualified Candidates Who Share Our Commitment To Equity And Inclusion, And Who Will Contribute To The Vision Of Creating Inclusive And Equitable Outcomes. HWDSB Especially Invites And Welcomes Applications From

• Indigenous Peoples (e.g., First Nations, Métis and Inuit peoples).
• Members of groups that commonly experience discrimination due to race, ancestry, colour, religion and/or spiritual beliefs, or place of origin (e.g., Black and racialized communities, immigrant communities, etc.).
• Persons with visible and/or invisible (physical and/or mental) disabilities.
• Persons who identify as women.
• Persons of marginalized sexual orientations, gender identities, and gender expressions. (i.e., Two-spirit and LGBTQIA+).

As part of HWDSB’s commitment to employment equity and removing barriers to groups that have faced and continue to face barriers in employment, we invite all applicants to complete a voluntary questionnaire that collects identity-based information. The voluntary questionnaire is on the Apply to Education application page for this position.

Land Acknowledgement HWDSB is located on ancestral Anishinaabe and Haudenosaunee Confederacy land as determined by the Dish with One Spoon treaty. The Dish with One Spoon wampum belt represents the treaty relationship between the Haudenosaunee Confederacy and Anishinaabe with respect to sharing the land and resources thereon. The intent of this agreement is for all nations sharing this territory to do so responsibly, respectfully and sustainably in perpetuity. We respect the longstanding relationships with the local Indigenous communities, the Mississaugas of the Credit First Nation and the Six Nations of the Grand River.

Applicant Self-Identification Form The information collected on this form is used to monitor HWDSB’s progress toward our equity goals including our commitment to diversity in HWDSB recruitment and hiring practices. We are committed to the security and confidentiality of information under our control, and to the protection of privacy with respect to personal and confidential information that is collected, used, disclosed and retained in the system . Information on this form is collected pursuant to (Ministry of Education) and in accordance with the Municipal Freedom of Information and Protection of Privacy Act . Access to this form is restricted to specific individuals in Human Resources. The Research and Analytics Department will use aggregate data from all the forms (not individual data) for internal reporting. Their access and use of the data is governed by MFIPPA and . Applicant Self-Identification Forms will be maintained in the Human Resources job competition file and securely destroyed 1 year after the job posting for candidates not selected for an interview and 6 years after the job posting in accordance with general records retention principles. If you prefer not to answer any of the questions, you can select “prefer not to answer”. This in no way affects your application or the applicant selection process. If you have questions or concerns about this form please contact .