Principal - Sargent PARK SCHOOL Classification III

WINNIPEG SCHOOL DIVISION

Announcement No: A-

Date:
August 24, 2026

The Winnipeg School Division has an Employment Equity policy for women, Indigenous peoples, disabled persons and minorities. Consideration may not be limited to those who apply.

PRINCIPAL

SARGENT PARK SCHOOL

(Classification III)

Sargent Park Schoolis a diverse Nursery to Grade 8 school serving students and families in Winnipeg's West End. The school is also a divisional hub for Applied Technology, welcoming students from neighboring WSD schools for Industrial Arts and Human Ecology programming.

Sargent Park is a vibrant, culturally and linguistically diverse community with a significant number of multilingual learners. The school offers a broad range of academic, arts, technology and athletic programming designed to engage learners, develop their strengths and create meaningful opportunities for success.

Aligned with Winnipeg School Division's commitment toJoy, Love and Rigour, Sargent Park is focused on creating a school where every learner is known, experiences a strong sense of belonging, and is both supported and challenged to achieve at high levels. Priorities include high-quality teaching and deep learning, student engagement and voice, inclusive and barrier-free learning environments, and advancing Truth and Reconciliation through meaningful relationships, learning and action.

The school has strong connections with families and the surrounding community, supported by an active Parent Teacher Association and partnerships that contribute to student learning, well-being and belonging.

The Principal will provide instructional and organizational leadership to a diverse N–8 school community and work collaboratively with aVice-Principal, staff, students, families and community partners to advance the priorities of the school and Winnipeg School Division.

September 8, 2026

Consideration will be given to applicants who have demonstrated the following qualifications and characteristics:

• 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 family 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 wellbeing through clear, compassionate guidance.
• 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 a 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,…