Job Description
THE NORTHWEST CATHOLIC DISTRICT SCHOOL BOARD
Accommodations for persons with disabilities are available during the recruitment and selection process. Applicants need to make their required
acc mmodations known in advance by contacti t Human Resources Department at (807) 274-2931 ext. 1236. This position is for an existing vac ncy □ This posting is for a newly cre ed osition ⊠
INTERNAL POSTING #25/26 - 64
Teaching Position (1.0 FTE) **2 positions
LANGUAGE AND EARLY LEARNING LEAD
(1.0 FTE position to be based out of Fort Frances, Stratton or Atikokan)
(1.0 FTE position to be based out of Dryden or Sioux Lookout)
The Language and Early Learning Lead provides system leadership and coordination in the areas of language, literacy,
early learning. The Lead supports the implementation on the Ontario Language Curriculum (Grades 1-8, 2023), the Kindergarten Program, PPM 168: Reading Instruction and Early Reading Screening and board wide literacy and early learning initiatives. This position supports educators and administrators in developing strong foundational language and
literacy instruction, implementing structured literacy practices, delivering Ministry mandated early reading screening and providing targeted Tier 2 and Tier 3 reading interventions.
In all aspects of this leadership role, the incumbent is expected to apply a consistent system wide lens that integrates equity and inclusion, Catholic faith formation, Indigenous education and special education/accessible learning. The Lead
works collaboratively with system administrators, school teams and education partners to ensure coherent and
responsive programming that supports all learners. The role requires district wide travel to support schools and Board
initiatives. In alignment with Board priorities and Ministry direction, the Lead supports the effective implementation, monitoring and
reporting of assigned funded initiatives. This includes responsibility for budget management, eligible expenditures,
documentation, data collection and Ministry reporting requirements associated with the assigned portfolios and funding
sources.
These positions will commence on August 31, 2026.
Required Qualifications:
• Certificate of Registration with the Ontario College of Teachers (in good standing).
• Minimum of Religious Education Part 1.
• Reading Specialist.
• Additional qualifications in areas aligned with the portfolios (e.g. language, early learning) are considered an asset.
• Demonstrate a strong commitment to Catholic education and a demonstrated faith life.
• Effective communication, organizational, interpersonal and problem solving skills.
• Demonstrated ability to work collaboratively at both school and system levels.
• Demonstrated leadership experience in a Catholic school context at the school and/or system level related to student achievement, literacy, early learning, professional learning and collaboration, with an embedded
commitment to equity and inclusion, Indigenous education, special education and EQAO informed improvement.
• Demonstrated strength in analyzing, interpreting and communicating student achievement and related data to support instructional improvement.
• Demonstrated knowledge and skills in supporting technology enabled learning and professional learning for educators.
Accommodations for persons with disabilities are available during the recruitment and selection process. Applicants need to make their required
acc mmodations known in advance by contacti t Human Resources Department at (807) 274-2931 ext. 1236. This position is for an existing vac ncy □ This posting is for a newly cre ed osition ⊠
Notes:
1. This position will be advertised internally until 3:30 p.m. on Wednesday, April 8, 2026.
2. Interested applicants should submit an Internal Application form, cover letter and resume to:
Human Resources Department Email: hrdepartment@tncdsb.on.ca
Internal application forms are available at all Board and school offices and on the Board's website.
3. For reference purposes, the Superintendent of Education and/or Assistant Superintendent of Education will be
contacting each applicant's current and, if applicable, former supervisor(s).
Position Description Page 1 Language and Early Learning Lead
THE NORTHWEST CATHOLIC DISTRICT SCHOOL BOARD
POSITION DESCRIPTION
LANGUAGE AND EARLY LEARNING LEAD Title: Language and Early Learning Lead
Reports to: Supervisory Officer or Designate
Location: Dryden/Sioux Lookout/Fort Frances/Stratton/Atikokan
Position Identification: OECTA
Position Summary:
The Language and Early Learning Lead provides system leadership and coordination in the areas of language, literacy, early learning, French as a second language (FSL) and multilingual learner (MLL)
programming. The Lead supports the implementation of the Ontario Language Curriculum (Grades 1-8,
2023), the Kindergarten Program, PPM 168: Reading Instruction and Early Reading Screening and board
wide literacy and early learning initiatives. This position supports educators and administrators in developing strong foundational language and
literacy instruction, implementing structured literacy practices, delivering Ministry mandated early
reading screening and providing targeted Tier 2 and Tier 3 reading interventions.
The Language and Early Learning Lead provides system leadership and coordination in the areas of language, literacy, early learning,. The Lead supports the implementation of the Ontario Language
Curriculum (Grades 1-8, 2023), the Kindergarten Program, PPM 168: Reading Instruction and Early Reading Screening and board wide literacy and early learning initiatives.
This position supports educators and administrators in developing strong foundational language and literacy instruction, implementing structured literacy practices, delivering Ministry mandated early
reading screening and providing targeted Tier 2 and Tier 3 reading interventions.
In all aspects of this leadership role, the incumbent is expected to apply a consistent system wide lens that integrates equity and inclusion, Catholic faith formation, Indigenous education, and special
education/accessible learning. The Lead works collaboratively with system administrators, school teams and education partners to ensure coherent and responsive programming that supports all learners. In alignment with Board priorities and Ministry direction, the Lead supports the effective implementation,
monitoring, and reporting of assigned funded initiatives. This includes responsibility for budget management, eligible expenditures, documentation, data collection, and Ministry reporting requirements
Position Description Page 2 Language and Early Learning Lead
associated with the assigned portfolios and funding sources. The Lead works collaboratively with system administrators, school teams and education partners to ensure coherent and responsive programming that supports all learners.
Position Duties: 1. System Focus - Language:
a. Lead board wide literacy assessment processes, including early reading screening (K-2), literacy diagnostic and progress monitoring cycles to support system level improvement.
b. Develop, implement, monitor and refine the Board's literacy goals to improve achievement, incorporating screening and assessment data, intervention outcomes, school feedback and
Ministry literacy priorities. c. Promote fidelity to the Ontario Language Curriculum (2023 and early reading instructional
expectations, supporting alignment with PPM 168 and structured literacy requirements.
d. Promote consistent use of evidence based literacy practices, including explicit, systematic instruction in all foundational reading skills, across schools and instructional teams.
e. Provide coaching, mentorship and job embedded professional learning for teachers, administrators and early years teams in literacy instruction, assessment interpretation, early
learning pedagogy and intervention design. f. Monitor, evaluate and report on literacy initiatives at both school and board levels, assisting
educators in using assessment and screening data to refine instruction and intervention practices.
g. Develop and share parent focused literacy resources to support reading at home, early
language development, multilingual family engagement and strategies for supporting early
reading. h. Maintain regular communication and visit schools to observe, support, model and strengthen
language and early literacy programming. i. Support schools with implementing and monitoring Tier 2 and Tier 3 reading interventions. j. Work collaboratively with FSL, special education, math and other system level leads to ensure
coherent instructional programming. k. Support communication and documentation required for literacy, FSL, MLL and early
learning projects funded through Ministry transfer payment agreements. l. As part of the Board team, support preparation for EQAO.
2. System Focus - Early Years Programming: a. Support the integration of foundational literacy practices and developmental assessments in
Kindergarten. b. Collaborate with Early Years teams to promote practices aligned with the Foundations of
Language and early literacy priorities. c. Support the implementation of the Kindergarten curriculum.
Position Description Page 3 Language and Early Learning Lead
3. Expertise in Literacy and Early Learning: a. Deep knowledge of the Ontario Language Curriculum (Grades 1-8, 2023), PPM 168 and
structured literacy practices, including explicit, systematic instruction in foundational reading
skills. b. Strong understanding of early learning pedagogy, including the Kindergarten Program and
early developmental assessments. c. Demonstrated experience supporting or implementing Tier 2 and Tier 3 reading interventions
and early reading screening (K-2). d. Experience promoting culturally responsive and linguistically sustaining pedagogy.
4. Leadership and Coaching Skills:
a. Demonstrated ability to provide system level leadership, including coordinating board wide initiatives.
b. Experience coaching educators, modelling lessons and delivering job embedded professional
learning in literacy and early learning. c. Strong interpersonal and communication skills to work collaboratively with educators,
administrators and system leaders.
5. Data Literacy and Instructional Improvement:
a. Skill in interpreting screening data, diagnostic assessments and literacy achievement trends to support instructional planning and Board initiatives.
b. Ability to use assessment data to inform intervention pathways and monitor implementation of literacy goals.
6. Curriculum Implementation and System Coherence:
a. Ensure alignment across literacy instruction, assessments and resources. b. Provide guidance on resource selection consistent with Ministry and VOR requirements.
c. Collaborate with other system Leads (math, special education, Indigenous education, mental health) to ensure cohesive system approaches.
d. Support the Board's implementation of the New Teaching Induction Program (NTIP) within the assigned region, as required by the NTIP Lead, administrators and the Board Leadership Team.
e. Support and/or facilitate mentoring and coaching structures for new teachers. f. Assist in planning and delivering professional learning that addresses students and teacher
learning needs, including classroom management, classroom practice, planning/assessment/evaluation and Board/school processes.
g. As part of a Board team, collaborate with other system Leads to design, coordinate and implement professional learning and Professional Activity Days.
h. Collaborate with system Leads (literacy, math, special education, Indigenous education,
student services, etc.) to align supports and avoid duplication. i. Share resources and support communities of practice that strengthen teacher capacity and
coherence across schools. j. Model effective instructional practices and support job embedded professional learning
where appropriate.
Position Description Page 4 Language and Early Learning Lead
k. Demonstrate understanding of equity, inclusion and culturally responsive instructional practices across literacy and early learning contexts.
7. Accountability: a. Support effective stewardship of assigned initiative budgets, including tracking, monitoring
and documentation of expenditures. b. Ensure spending aligns with eligible expense guidelines and Board procedures for assigned
funding sources. c. Support collection of evidence, data and documentation required for reporting and
monitoring of successful practices. d. Support completion of required Ministry reporting (as applicable) by gathering information
from schools, preparing summaries and collaborating with system Leads and
business/finance staff. e. Maintain organized records for funded initiatives and support timelines for submissions and
reporting.
f. Prepare materials, summaries and presentations as requested by the Board Leadership
Team.
Other duties as assigned by the Supervisory Officer or Designate, consistent with the scope and responsibilities of the position.
Qualifications:
• Certificate of Registration with the Ontario College of Teachers (in good standing).
• Minimum of Religious Education Part 1.
• Reading Specialist.
• Additional qualifications in areas aligned with the portfolios (e.g. language, early learning) are considered an asset.
• Demonstrate a strong commitment to Catholic education and a demonstrated faith life.
• Effective communication, organizational, interpersonal and problem solving skills.
• Demonstrated ability to work collaboratively at both school and system levels.
• Demonstrated leadership experience in a Catholic school context at the school and/or system level related to student achievement, literacy, early learning, professional learning and collaboration, with an embedded commitment to equity and inclusion, Indigenous education,
special education and EQAO informed improvement.
• Demonstrated strength in analyzing, interpreting and communicating student achievement and
related data to support instructional improvement.
• Demonstrated knowledge and skills in supporting technology enabled learning and professional learning for educators.
Position Description Page 5 Language and Early Learning Lead
Working Conditions: • Requires flexibility to attend meetings and professional learning outside of regular school hours.
• Requires regular (minimum monthly) travel to all schools of the Board.
• All other conditions as outlined in the OECTA Collective Agreement.
APPROVED POSITION TITLE: Language and Early Learning Lead
APPROVED BY DATE: April 1, 2026
TOTAL JOB EQUITY POINTS: - SALARY RANGE: as per the OECTA collective agreement
JOB STATUS: Full time
WORK SCHEDULE: Monday to Friday
Location Name
St. Mary School
