PRINCIPAL - DUFFERIN SCHOOL (Classification II)

WINNIPEG SCHOOL DIVISION ADMINISTRATIVE VACANCY Announcement No: A-2026-2027-06

Date: Friday May 1, 2026

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 DUFFERIN SCHOOL (Classification II) Dufferin is a Kindergarten to Grade 6 school with an enrolment of approximately 280 students, located in a culturally diverse neighborhood. The school is dedicated to cultivating a nurturing environment and a holistic education that puts the learners at the center. Through a commitment to truth and reconciliation, we strive to honor and learn from diverse cultures, histories, stories, and perspectives. We are dedicated to providing rigorous learning experiences that value our learners and celebrate their unique identity and contributions, igniting a passion for learning and resiliency that extends far beyond the classroom in their pursuit of The Good Life.

Dufferin School is home to two divisional language programs: the Early Childhood Language Centre and the Primary Language Centre. These programs support students from across the division in developing language skills and are staffed by classroom teachers and speech‑language pathologists. The school also houses Little Red Spirit, an Indigenous Head Start program, as well as the Freight House school‑aged daycare.

Strong partnerships with families and the community are central to Dufferin School. The Community Support Worker plays a key role in enhancing parent involvement and supporting initiatives and programs in the Dufferin Family Room.

Dufferin School remains focused on improving student learning outcomes within a safe, caring, and collaborative environment that nurtures their pursuit of The Good Life.

Starting Date: September 8, 2026

Qualifications

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 families 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 Early Years and 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 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.

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