Overview
WINNIPEG SCHOOL DIVISIONADMINISTRATIVE VACANCYAnnouncement No: A-2026-2027-10Date: May 15, 2026Winnipeg 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 HARROW SCHOOL(Classification I)Harrow School is a Nursery to Grade 6 elementary school serving a highly diverse and welcoming community within Winnipeg School Division, with an enrolment of approximately 225 students. The school is recognized for its strong sense of belonging, relationship-based approach, inclusive practices, and commitment to inquiry, play-based, and nature-based learning. Harrow School values cultural diversity, student voice, social-emotional well-being, strong family and community partnerships, and extracurricular opportunities that help students feel connected, supported, and successful. Starting Date: September 8, 2026.
Qualifications
Consideration will be given to applicants who have demonstrated the following qualifications and characteristics:
- A visible, relationship-focused leader who fosters trust, inclusion, belonging, and high expectations for all students. Promotes welcoming, safe, caring, and culturally responsive learning environments.
- Understands and supports neurodiversity, inclusive practices, EAL learners, and newcomer families. Supports positive school-wide approaches to children’s well-being, regulation, and behaviour.
- Encourages innovative, research-based practices including inquiry, play-based, interdisciplinary, and nature-based learning. Demonstrates strong instructional leadership in literacy and numeracy, including differentiated approaches to learning.
- Brings knowledge and understanding of Indigenous peoples, cultures, and perspectives; Has a proven track record in decolonizing schools and addressing the Truth and Reconciliation Calls to Action, specifically 6–12.
- Values the strengths and expertise of all staff members and builds strong working relationships across the school community. Encourages staff collaboration, innovation, professional growth, and shared leadership.
- Demonstrates experience working within diverse communities and values the diverse voices of students, staff, and families.
- Leads with compassion, fairness, visibility, humour, and a strong commitment to advocacy and care of children and families.
- Demonstrates a strong understanding of neurodiversity and inclusive practices that support the diverse academic, social, emotional, and behavioural needs of all learners.
- Supports Nature/Play Based/Inquiry Learning – Encourages innovative, research-based instructional practices including inquiry, interdisciplinary, play-based, and nature-based learning approaches.
- Demonstrates excellent facilitation skills in bringing parents, staff, students, and community partners into dialogue around school goals and priorities while maintaining small community feel – community partnerships, especially daycare and Bethal place.
- Encourages community through hosting evening and after-school events.
- Is a principal teacher — a teacher of teachers who models relational, hands-on leadership by being visible in classrooms, guiding staff in best practices for literacy, math, and Indigenous education, and helping teachers and educational assistants grow through coaching, collaboration, and shared leadership. Candidates should be able to show how they have moved teacher practice and inspired strong professional learning communities.
- Is a fierce advocate for inclusion and belonging — ensuring that every learner feels safe, valued, and capable. Inclusion is lived through daily acts of care: meeting families where they are, responding to diverse needs, and fostering cultures of respect and high expectations for all.
- Is dedicated to Truth and Reconciliation — weaving Indigenous knowledge, teachings, and perspectives into daily school life. This includes fostering relationships with Elders and Knowledge Keepers, creating spaces for trust and healing, and demonstrating commitment to the Calls to Action through tangible practices that support Indigenous students and families.
- Leads with a deep love of children – shows compassion for families, and genuine respect for staff, while honouring the positive culture and relationships already established within the school.
Personnel
- Encourages staff to be innovative and reflective practitioners and supports ongoing professional growth;
- Demonstrates a collaborative leadership style that values the expertise, gifts, and contributions of all staff members;
- Builds strong working relationships with teachers, educational assistants, support staff, families, and community partners;
- Experience and understanding of WSD hiring practices and supervision of teaching and support staff;
- Leads the process for performance assessments of all staff in a timely manner following the established criteria of each employee group;
- Demonstrates the ability to lead courageous and respectful conversations around equity, inclusion, identity, and community concerns;
- Values hiring and leadership practices that reflect the diversity of the school community.
Communication and Relationships
- Fosters an atmosphere of openness and an environment in which trust and mutual respect are evident;
- Promotes and values welcoming, safe, caring, and inclusive schools;
- Maintaining small community feel – community partnerships, especially daycare and Bethal place;
- Demonstrates successful experience working within culturally diverse communities;
- Brings experience, knowledge, and understanding of Indigenous peoples, cultures, and perspectives;
- Understands and values the importance of strong school-community partnerships and family engagement;
- Recognizes and supports the many ways families contribute to school life and student success;
- Demonstrates excellent facilitation skills in bringing parents, staff, students, and community partners into dialogue around school goals and priorities;
- Values partnerships with daycare providers, community organizations, faith-based partners, and volunteers in supporting connected learning experiences for children and families;
- Demonstrates a commitment to honouring and celebrating the cultural, linguistic, and religious diversity within the school community;
- Needs to honour Indigenous ways of knowledge, commitment to Truth and Reconciliation and the decolonization of practice;
- Leads with compassion, humour, approachability, and a strong commitment to student advocacy and care.
- Community Building evening and after-school events;
- Visible and hands-on leadership, out and about
Closing Date
Thursday, May 21 at 4:00 pm
How to Apply
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 Employee Connect, in school offices or in Staff Support and Relations). Must submit the following:
- An Application for Administration form. This form is available from Staff Support and Relations or from your school office.
- A typed up-to-date resume giving qualifications, experience and other relevant information;
- A statement of educational philosophy.
Note: This content includes the Employment Equity statement and other role-specific information necessary for applicants.
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