Senior School English Department Head

West Point Grey Academy is inviting internal applications for the role of Senior School English Department Head. This is a three-year term position, with opportunity to continue.

Impact of the Role: 

At WPGA, Department Heads are moving to three-year terms, with opportunities to continue in the role. Department heads are subject-matter experts, collaborative leaders, and thoughtful mentors who contribute meaningfully to the instructional leadership of the school.

The Senior School English Department Head plays a key role in shaping curriculum coherence, supporting instructional practice, stewarding departmental culture, and contributing to school-wide conversations about teaching and learning. Department Heads work closely with Senior School leadership and other Department Heads to strengthen program quality, faculty growth, and student experience.

All WPGA Faculty:

• Provide future‑focused programs and personalized learning experiences that recognize each student’s strengths, needs, and potential
• Design and sustain inspirational learning environments that foster curiosity, collaboration, inclusion, and joyful engagement
• Build strong relationships within the school community and strengthen our connection to local and global communities through positive culture, partnership, and service to others
• Place student wellbeing at the heart of teaching, learning, and decision-making
• Inspire joy in learning and model enthusiasm, care, and optimism each day
  

In your first year at WPGA, you'll be directly involved in:

Leading the Senior School English Department

• Providing instructional leadership for the English program (Grades 8-12), including alignment with the BC English Language Arts Curriculum and any advanced or enriched course offerings, such as AP courses
  
• Working with the Vice Principal of Teaching & Learning and the Assistant Head of School to coordinate departmental priorities, instructional planning, and teaching assignments
• Supporting colleagues through mentorship, coaching, and professional dialogue focused on curriculum, assessment, and pedagogy
• Facilitating regular department meetings that are purposeful, collegial, and focused on student learning
• Collaborating with other Department Heads to contribute to school-wide conversations about teaching, learning, and curriculum development
• Coordinating with the Vice Principal of Teaching & Learning and the Senior School Educational Technology Department Head to thoughtfully review, curate, and recommend any specialized software applications or digital tools used within the English Department
• Working with department members to develop and manage the annual departmental budget

Teaching

• Preparing and delivering engaging, future-focused English courses that align with BC curriculum expectations
  
• Designing learning experiences that support literacy, critical thinking, voice, and student identity
• Assessing and reporting on student learning in accordance with school practices
• Communicating openly and constructively with students and families
• Working flexibly across the Senior School as needed to support program needs

Co-Curricular Involvement

• Modelling WPGA's core values and high standards of professionalism
• Contributing to co-curricular life through club sponsorship, activities, or other school initiatives
• Recognizing that participation in co‑curricular programming may require work beyond the typical school day, including early mornings, late afternoons, or occasional evenings during peak periods of the school year.
• Participating in school events, parent evenings, and community activities as part of faculty life.

Collaboration & Professional Practice

• Working collaboratively with colleagues within the English Department and broader Senior School to plan, reflect, and align practice.
• Communicating proactively, clearly, and compassionately with colleagues, parents and caregivers.
• Actively participating in faculty and departmental meetings.
• Engaging in reflective practice and contributing positively to the professional community throughout the term.

About You

I understand that...

• Department Headship is both instructional and relational work
  
• Supporting colleagues requires trust, listening, clarity, and care
• Leadership in a school includes navigating differing perspectives and occasional conflict
• This role involves visible leadership and meaningful contributions beyond the classroom

I bring experience in…

• Teaching Senior School English and engaging deeply with curriculum and assessment
• Collaborating with colleagues to strengthen instructional practice
• Supporting peers through informal or formal leadership roles
• Contributing positively to department and school culture

I am able to...

• Lead with clarity, empathy, and professionalism
  
• Foster productive dialogue and shared responsibility within a team
• Address challenges and disagreements in thoughtful and constructive ways
• Balance departmental leadership with ongoing teaching responsibilities
• Communicate clearly with colleagues, students, families, and school leadership

I am becoming more...

• Reflective and intentional in my leadership practice
  
• Confident in supporting colleagues through change and complexity
• Attuned to the interpersonal dynamics that shape healthy teams
• Mindful of my own wellbeing and its impact on others

In my work, I want to…

• Contribute to a strong, collegial English Department
• Support colleagues in doing their best work
• Strengthen student learning through thoughtful curriculum leadership
• Feel connected, purposeful, and energized in a values‑centred learning community

About Us

Founded in 1996, West Point Grey Academy is an independent co-educational day school in Vancouver, British Columbia. Set on 18 acres with sweeping views of English Bay and the North Shore mountains, we offer future-focused programs to approximately 940 students from Junior Kindergarten to Grade 12.

Our Process

Interested candidates are invited to submit a brief letter of interest and responses to 4 competency-based questions. These responses will support a fair, consistent, and reflective assessment process.

The deadline for submission is May 4, 2026.