Principal

Principal

(Classification V)

Technical Vocational High School (Tec-Voc) is a Grade 9 to 12 school with an enrolment of approximately 1200 students. The student population is diverse, reflecting a variety of multicultural and socio-economic communities from across the Winnipeg School Division. In addition to a full range of academic and vocational programs, Tec-Voc High School provides programming in 20 different trade and technical areas.

Tec-Voc High School is committed to career education and supporting students in thriving and developing skills and experiences through career-based education centre initiatives, technical programs, and industry partnerships. The school has long standing partnerships with Manitoba Aerospace, Assiniboine Credit Union, the Canadian Welding Board and local broadcasting outlets.

Tec-Voc High School prioritizes 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). The school has an Indigenous Graduation Coach and a Grandfather based out of the schools Great Spirit Lodge Room.

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. They build on student passions, empower student voice and choice, engage in hands-on learning experiences, and hold high expectations for all learners. Tec Voc offers programming in performing arts, a range of sports, and a variety of extracurriculars.

The administrative team consists of the Principal and two Vice Principals.

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 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.

How to apply

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Employment is subject to a clear Child Abuse Registry check and Police Information Check

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. In support of achieving a diversified workforce, preference will be given to qualified candidates self-identifying as belonging to one of the Employment Equity groups.



Winnipeg School Division will provide reasonable accommodations to applicants disabled by barriers during the interview and assessment process, upon request.

About Winnipeg School Division

At WSD, every employee plays a vital role in helping students thrive. Together, we are guided by a shared purpose of creating learning environments rooted in equity, inclusion, and belonging. Serving nearly 32,000 students from diverse communities across Winnipeg, WSD is driven by the values of joy, love, and rigour.

WSD is one of Manitoba’s largest employers with over 6,000 full and part-time employees in 83 locations including 78 schools, two administrative buildings, a training centre, a facilities maintenance office, and a school bus depot.