School jobs in Canada

The UGDSB employs a team of approximately 6,500 dedicated staff who serve more than 35,000 students attending a variety of programs across 66 elementary and 11 secondary schools as well as continuing education and adult learning centres in the counties of Dufferin, Wellington, and the City of Guelph. We are committed to supporting student achievement and well‑being through our team of dedicated staff and strong learning communities, always striving to meet the diverse needs of our students.

The UGDSB is situated on the ancestral, treaty and title lands of two Anishinaabek Ojibwe Nations: the Michi Saagig of the Credit and the Saugeen Ojibway Nation. This land also includes a specified tract of land granted to the Six Nations of the Grand River. These Nations hold legal and specific rights in their respective territories. This area has been and continues to be home for Indigenous Peoples and non‑Indigenous peoples.

We are proud to offer our employees a comprehensive range of total rewards designed to recognize their contributions to our shared success, including competitive compensation, a defined benefit pension plan, professional development opportunities, and vibrant wellness programs.

Join a community that values innovation, fosters growth, and empowers you to make an impact. Learn more about us and Find Your Path.

Position of Added Responsibility – Special Education & Accessibility Lead (LRC‑10, Resource, Breakfast Program & EQAO test administration)

Norwell DSS

1.0 FTE

$3,636.93 per annum (allowance)

Intermediate, Senior divisions

September 1, 2026 - August 31, 2029

This posting is for an existing vacancy

• Applications for PAR positions are submitted centrally through the People, Leadership and Culture Department. Please see the application requirements below
• Applications will be sent to Principals for review following the application deadline
• Teachers who have applied to Positions of Added Responsibility will be contacted if recommended for interview
• The interview will be approximately 45 minutes in duration
• Teachers must come to the interview prepared to discuss their plan for the term. Teachers will have 10‑15 minutes to discuss their plan. Applicants selected for an interview will receive further information in advance of the interview
• Additional questions will be asked based on the school and position(s) for which you have applied to

Please note: Renumeration for Positions of Added Responsibility within the secondary panel is based on a variety of factors, such as the central allocations in the Collective Bargaining Agreement and the distribution of PAR positions within the school.

It is the expectation of the Board that teachers in Positions of Added Responsibility:

• Are equity leaders in their school who work to disrupt and eliminate systemic and structural barriers for students at every opportunity.
• Believe that student learning and well‑being is the focus of all that we do and that the needs of all learners need to be met regardless of exceptionality, background, readiness or ability.
• Will lead and support school, Board, and Ministry initiatives, with their direction focused through the Board's Multi‑Year Plan.
• Lead through a sustainability stance by committing to a whole school philosophy and a realization that the whole school is greater than the sum of its parts.
• Model professional communication and collaboration with their departments, other school leaders, administration and the broader community as an essential tool to support the strategic direction of the Board and the school.
• Exhibit a positive and supportive attitude to decisions made by the school leadership team. The school leadership team is defined as the teachers who hold a position of added responsibility and the school administration.

Duties and Responsibilities of Individuals in Positions of Added Responsibility

• Instructional Leadership

This is with the support and guidance of the school administration and in collaboration with members of the department/area to which they are responsible.

• Assisting administration with leading and implementing transformational change to integrate anti‑colonial, anti‑racist, anti‑oppressive and equity principles into practice to eliminate systemic inequities within their department and throughout the school.
• Provide input and assistance to administration in the development of the school improvement plan and school‑based initiatives by gathering feedback and ideas from their respective area of responsibility.
• Provide guidance to the department/school by developing annual goals that are consistent with the School Improvement Plan for Student Achievement and the Board Improvement Plan for Student Achievement, and that align with the Board's Multi‑Year Plan.
• Assist administration by providing leadership in the development and implementation of classroom instruction to meet the learning needs of all pupils by:
• implementing curriculum as required by the Ministry, or the Board.
• selecting culturally relevant and responsive learning resources for their department that embed equity into curriculum and bring diverse perspectives into the classroom.
• modelling the implementation of culturally responsive and relevant pedagogy (CRRP), and current and effective instructional practices.
• honouring all pathways and ensuring inclusive experiences for all.
• modelling and supporting effective pedagogy in literacy and numeracy, including related initiatives such as EQAO.
• developing effective assessment and evaluation strategies within the department that are consistent with relevant Board and Ministry policies and procedures.
• promoting consistent standards and instructional objectives within the program area and across all pathways.
• Assist the administration by:
• developing a program of instructional support with department members.
• providing opportunities for department members to develop their instructional practices.
• helping to lead the learning amongst staff and drive the instructional conversations.
• Support, participate and lead professional development by:
• participating in PD sessions, workshops and/or conferences as required and informing department members of in‑service opportunities that align with the Board's Multi‑Year Plan.
• encouraging professional development through the exchange of ideas with members of the program or subject area as part of a professional learning community.
• helping to lead the discussion and implementation of culturally responsive and relevant pedagogy (CRRP) and the use of sustainable resources.
• Provide mentorship to teachers in the department, including new and experienced teachers, as well as student teachers, to build consistent teaching practices across the school and system.
• Work to provide a positive image of the school in the community by participating and assisting with school events such as Grade 8 information nights, Grade 9 information nights, commencement.

• Organizational Duties

Individuals in Positions of Added Responsibility will assist the school's administration by:

• Attending meetings related to the role and sharing information from such meetings with department members. Provide opportunities to gather feedback and make suggestions to administration related to school functions and processes.
• Assisting the administration, as requested, by providing input in staffing and timetabling.
• Convening regular departmental meetings as required at which agendas and minutes are recorded and shared with administration when requested.
• Participating in the development of a school budget that is focused on sustainability and equity of access for all students.
• Monitor the budget process within the area of responsibility and assisting individuals to spend within the budget, while adhering to the Board's purchasing policy.
• Overseeing inventory control and reporting to the administration any needed repair and maintenance of equipment.
• Advising the school administration about facility needs and safety concerns.
• Follow the responsibilities outlined in “Science and Technological Education Procedures Manual 604‑A”. (individuals in Science or Technology PAR)
• Advising on plans for additions and alterations to the school where appropriate.
• Collecting and submitting to administration copies of exams, course outlines, and courses of study for all courses taught in the area of responsibility.

While we thank all applicants for their interest in working for the UGDSB, we wish to advise that only those selected for an interview will be contacted.

As part of our recruitment practices, Artificial Intelligence (AI) will not be used in the screening, assessment, or selection process for this job posting.

The UGDSB is committed to building a diverse staff that is reflective of the community and students we serve. We actively encourage applications from members of groups who have historically and/or currently experience marginalization and/or barriers to equity, including, but not limited to:

• First Nations, Inuit, and Métis peoples
• Persons of marginalized sexual orientations, gender identities, and gender expressions
• Members of groups that commonly experience discrimination based on race, ancestry, ethnicity, colour, religion and/or spiritual beliefs, or place of origin
• Persons with disabilities

At UGDSB, we recognize that individuals may hold overlapping identities, which shape their experiences in unique ways. We are committed to our responsibility to create and maintain inclusive, equitable environments where everyone can fully participate, thrive, and reach their potential. To learn more, please visit Safe, Equitable and Inclusive Schools.

If you require accommodation at any phase of the recruitment process, please contact wellness@ugdsb.on.ca.

The UGDSB is committed to fair and equitable hiring practices. As part of this commitment, we are collecting voluntary self‑identification data to achieve an inclusive, diverse and representative workforce. The data aims to intentionally identify and remove barriers for equity‑deserving communities at each stage of the hiring process.

Access to this information is restricted to People, Leadership and Culture (Human Resources). Personal information on this form is collected under the authority of the Anti‑Racism Act, 2017, S.O. 2017, c. 15 in accordance with the Municipal Freedom of Information and Protection of Privacy Act, R.S.O. 1990, c. M.56. The UGDSB is committed to respecting the privacy of our staff, students and applicants. To learn more, please visit Policy 315 Privacy Protection and Information Access.

People, Leadership, and Culture (Human Resources) will use aggregate data from all forms (not individual data) for internal reporting. For more information on Human Rights at UGDSB, please visit Human Rights, Equity and Accessibility Office.

Completing the form is voluntary. If you prefer not to answer any or all questions, you can select “Prefer not to answer”. Choosing “Prefer not to answer” as a response will not impact your application or consideration for employment. If you have questions or concerns about this form, please contact plc@ugdsb.on.ca.