Repost Community and Partnership Developer Jewish Community
Repost Community and Partnership Developer Jewish Community
Employer Active
Job Alert
You will be updated with latest job alerts via email
Share
Job Alert
You will be updated with latest job alerts via email
$ 68231 - 77389
1 Vacancy
Job Description
IMPORTANT INFORMATION : This application is a repost. If you have already submitted an application you will not be able to reapply at this time.
Interested candidates are required to complete the following online application to the attention of: The Recruitment Team.This position is effective immediately.Working within the framework of the Ministrys Equity and Inclusive Education strategy York Region District School Boards (YRDSB) Directors Action Plan the Equity and Inclusive Education Policy Indigenous Education and Equity Strategy and the Dismantling AntiBlack Racism Strategy Community and Partnership Developers (CPDs) are responsible for working collaboratively with system and school administrators school community members businesses community agencies and community organizations to identify the strengths and needs of students families and schools to advance student achievement and wellbeing.
Additional Information:
The work location for this job is Dr. Bette Stephenson Centre for Learning with the Inclusive School and Community Services department.
Additional Information: This position requires the successful candidate to have knowledge of and community building experiences with the Jewish Community.
A strong understanding of equity inclusion antioppression and antiracist principles and actions is required
The work of a Community and Partnership Developer may involve working evenings and/or weekends. This position requires travel within York Region and access to regular transportation.
MAJOR RESPONSIBILITIES:
- Work with the Supervisor Inclusive School and Community Services (ISCS) and Principal of ISCS to achieve the priorities of the YRDSBs Directors Action Plan Equity and Inclusive Education Policy Indigenous Education and Equity Strategy (IEES) the Dismantling AntiBlack Racism Strategy (DABRS) and all related policies and procedures of the Board to effectively serve YRDSBs diverse student and school communities across the district.
- Assist the Coordinating Superintendent of Education (Equity Inclusive School and Community Services and Research and Assessment Services) superintendents of schools principals central and school staff in liaising with communities in the implementation of the Directors Action Plan the IEES and the DABRS and other related strategies or action plans.
- Work with ISCS staff to assist school/department leaders in mediating and resolving issues of equity and inclusivity involving identityspecific students that may hinder their achievement and wellbeing and adversely impact relationships between schools and communities.
- Work in ongoing collaboration with members of the team of Community and Partnership Developers
- Collaborate with community agencies community organizations and key community stakeholders to cultivate affirming school experiences and equitable outcomes for students families and communities.
- Develop strategic relationships with students families and communities to determine strengths and needs that can lead to increased achievement and wellbeing of students.
- Build and sustain positive and mutually supportive relationships with community organizations project partners key individuals and other stakeholders to support students families and communities.
- To provide detailed community and program information to assist schools in responding to identified student and family needs or concerns from the communities of focus.
- To collaborate with community partners to develop multisector problem solving planning and coordination processes that include shared goals principles and best practices that support school communities families and students.
- To build professional working relationships and coordinate the activities of community groups and organizations to offer effective authentic identity affirming programs and services to improve the outcomes of children youth and families based on identified needs in the School Improvement Plans.
- To provide facilitation and leadership skills at community planning tables and working groups as directed via the ISCS Supervisor
- To work with community partners and school staff to prepare funding proposals to provide programming and services that support School Improvement Plans.
- To develop measure and evaluate program and service outcomes to ensure identified needs of students and schools are effectively met.
- To develop and facilitate opportunities for authentic outreach and engagement of students families community partners and schools to build family and community awareness of the YRDSBs educational structures policies programs and protocols.
- To assist schools in planning and promoting community initiatives through various community development strategies.
- To coordinate professional learning opportunities connect community groups and system or school staff for training in program delivery of programs such as school readiness early literacy parent and family information health and social services programs.
- To build professional relationships and provide ongoing support in Performance Plus schools
- To use data effectively to coordinate and facilitate the leveraging of resources and assets (i.e. community asset mapping census data Every Student Counts Data Climate Survey data school profiles etc..
- To maintain an organized and detailed calendar and maintain organized and effective documentation of all CPD work (e.g. response to referrals for support)
- To work with other ISCS teams and YRDSB departments to develop opportunities to facilitate board wide awareness of community collaborative initiatives and training opportunities.
- To perform other duties as assigned by the ISCS Supervisor and ISCS Principal
LINE OF RESPONSIBILITY:
Responsible to the Supervisor Inclusive School and Community Services.
EXPERIENCE AND QUALIFICATIONS:
- A threeyear university degree or college diploma in social services or a related discipline.
- Minimum of three years related experience in a school board environment is an asset.
- Indepth knowledge and culturally relevant understanding of the diversity of the identities and many cultures of the Jewish communities supported by this role
- Effective verbal and written communication interpersonal and computer technology skills.
- Ability to deal effectively with a variety of individuals and groups both within and outside the Board.
Equity Diversity and Inclusion Statement
The York Region District School Board (YRDSB) believes in giving each and every applicant an equal opportunity to succeed on their own merit and we strive to hire staff that reflect and support the diverse perspectives experiences and needs of students and communities. We remain committed to upholding the values of equity diversity and inclusion in our living learning and work environments. We know that diversity underpins excellence and that we all share responsibility for creating an equitable diverse and inclusive Boardcommunity.
Therefore in pursuit of the Boards values we seek members who will work respectfully and constructively with differences and across the organizational hierarchy in actualizing the Boards priorities goals and principles outlined in the District Action Plan. Candidates who have strong racial literacy practices and a commitment to dismantling antiracism antioppression and creating identityaffirming spaces in order to intentionally disrupt racist and hateful acts.
We actively encourage applications from members of groups with historical and/or current barriers to sovereignty equity including but not limited to:
- First Nations Mtis and Inuit peoples and all other Indigenous peoples;
- African Black and Black Caribbean peoples (in alignment with AntiBlack Racism Strategy);
- South Asian East Asian Southeast Asian Middle East/West Asian Latino/Hispanic (in alignment with YRDSB Workforce Census to address disproportionalities identified).
- members of groups that commonly experience discrimination due to race ancestry colour religion and/or spiritual beliefs or place of origin;
- persons with visible and/or invisible (physical and/or mental) disabilities;
- persons who identify as women; and
- persons of marginalized sexual orientations gender identities and gender expressions.
At YRDSB we recognize that many of these identities intersect and therefore equity diversity and inclusion can be complex. We value and respect the contributions that each person brings to enriching the Board and are committed to ensuring full and equal participation for all in the communities that we serve.
Accessibility and Accommodation Statement
We also recognize the duty to accommodate and foster a culture of inclusion. Consistent with the principles of dignity individualization and inclusion we will make any appropriate accommodation based on any of the protected grounds in the Human Rights Code to support candidate participation in the hiring process. When contacted candidates will be provided with an overview of the various elements of the hiring process such as skills assessments written practicum presentation interview etc. If an accommodation is required requests can be made in advance of any stage of the recruitment process. All information received relating to a candidates required accommodation will be addressed confidentially by the Recruitment and Retention Team. Please make this request to or a member of the Recruitment Team. If this position is a school based LTO/Contract Teaching position please email the Principal directly to request the accommodation to be made at the school in collaboration with Human Resource Services Disability Management Team.
Important Note for YRDSB Employees: If you have a current accommodation in place through Disability Management please inform your Disability Management Case Manager( to ensure that your accommodation needs can be met in the new role that you are pursuing. If invited to participate in the hiring process and you are unable to perform the essential/bona fide requirements (e.g. physical cognitive requirements) please notify the Recruitment Team by emailing to review next steps (in the email please reference the job title you are applying to).
Important Information for CUPE 1734 Members:
LA.11.7 Those twelve 12 month employees filling vacancies as a result of their applying to a job posting are to remain twelve 12 months at their position. Ten 10 month employees are to remain in their position until the end of the school year. This requirement can be waived with permission from the Superintendent responsible for Human Resource Services. This does not prevent employees from applying for a position or from applying for a promotion during the twelve 12 month period.
We will accept satisfactory PVSCs that name any other school board and other employers (daycare centers OCT and employers that would require a police check for vulnerable persons) in Ontario and obtained within the last six 6 months.
Online applications are collected centrally at the Education Centre Aurora and are monitored by Human Resource Services. All applications will be screened based on the required education experience and qualifications as noted in the posting and job description and as reflected in the application. Only those candidates meeting these criteria will be eligible to participate in the selection process and only qualified candidates will be contacted.
The personnel file of all internal applicants will be reviewed as part of the selection process.
Employment Type
Full-Time
