PRINCIPAL - GORDON BELL HIGH SCHOOL

WINNIPEG SCHOOL DIVISION

ADMINISTRATIVE VACANCY

Winnipeg School Division has an Employment Equity policy which strives for the removal of barriers to the hiring, advancement, full inclusion, and fair representation of women, Indigenous peoples, 2SLGBTQQIA+ community, persons living with a disability and racialized people at all levels within the organization.

PRINCIPAL

Gordon Bell High School

Gordon Bell High School has a population of approximately 700 students in grades 7 to 12. The school is committed to creating decolonized, equitable, and inclusive programming for Grades 7 to 12 learners. The school values relationships among students, families and staff members and embraces the idea that their community's diverse makeup brings great value to learning and school life. Learners, staff and families would say that the school community sees relationship, reciprocity, relevance, and rigour as central to learning.

At Gordon Bell High School, teachers collaborate with students to discuss, design and implement learning pathways for academic success. As a school, they prioritize rich and meaningful learning opportunities for students to acquire the skills and knowledge to be thoughtful and compassionate citizens who are equipped to live “the good life” (Mino-Pimatisiwin). They build on student passions, empower student voice and choice, engage in hands-on learning experiences, and hold high expectations for all learners.

The school is committed to the idea that each learner is known, cared for, and supported by adults in the school and thus are reimagining school structures and practices to align with this value. Gordon Bell also offers a rich array of programming and options, such as a Global Issues course for all Grade 12 learners, drone piloting, STEM, 3D modelling, award-winning performing arts, a range of sports, and a variety of extracurricular opportunities

Starting Date: September 2, 2025

Qualifications: Consideration will be given to applicants who have demonstrated the following

qualifications and characteristics:

• Are principal teachers - that is teachers of teachers. Candidates should be able to speak about and provide evidence as to how they have moved teacher practice and have led school teams to become even more powerful in instruction, experience design, and effectiveness.
• Are dedicated to Truth & Reconciliation and decolonization. Candidates should be able to speak to how they have demonstrably answered the Calls to Action in their lives and in their practice.
• Are fierce advocates for high expectations for all, inclusionary cultures, and schools where all learners find belonging, a sense purpose, and relationships founded on love, joy, and trust.
• Are committed to Inclusive Education: Candidates should be advocates for the unique learning needs of all students, with an appreciation for different learning paths, including Indigenous Education and cultural teachings.
• Are responsive to the community. Candidates should be relationship-builders who connect with families, community members, and family of schools. A candidate who appreciates partnerships with cultural groups, parent engagement, and the role of elders and mentors in supporting students.
• Have transparency & communication skills: Candidates should be communicators who understand the importance of being present, keeping staff and students informed, and connecting action to the school's broader goals. The candidate would prioritize a culture of safety and trust, supporting everyone's well-being through clear, compassionate guidance.
• Are ongoing learners and leaders in Middle Years Pedagogy.
• Are courageous innovators. Candidates should see problems as opportunities and bring staff together to build a culture of “what if?” and “imagine if!” Candidates should have a proven track record of noticing (through feedback and data), asking big questions, and leading staff in the radical pursuit of answers to questions that have a tangible impact on learners.
• Are dreamers. Candidates should be able to demonstrate how they can see beyond the grammar of schooling. We want candidates who can demonstrate how they see beyond the taken-for-grantedness of school and are able to design schools predicated on intellectual rigour, authenticity, community impact, self-exploration, induction into the adult world, and collective purpose.
• Exude the “Bring it Factor”. Candidates need to provide evidence of their desire to bring it every day in the name of kids. Those who bring it leap out of bed with positivity. Their attitude is contagious and stimulates a school culture of joy, love, and rigour. Their current schools hum with laughter, determination, and sophisticated thinking.

Interested applicants can apply online by accessing Employee Connect (select the Staff Services link of the WSD home page) or by completing and returning an Application for Administration form (available through WSD Portal, in school offices or in Staff Support and Relations Department) and must submit the following:

• An Application for Administration form. This form is available from Staff Support and Relations, your school office or WSD Staff Portal.
• A typed up-to-date resume giving qualifications, experience and other relevant information.
• A statement of educational philosophy.