School Board Office
Na'tsa'maht Indigenous Education
.8 CONT NA’TSA’MAHT Student Advocate (Located at Royal Bay Secondary School – NIE Office) (Flexible days/times). (See attached for position description)
Applications are invited from professionally qualified individuals for the following teaching Positions of Special Responsibility (POSR). Positions will be filled by competition (Article E21.3b). For this position only and on a without precedent and prejudice basis, the successful candidate will be able to reduce and post out of .8 of their current assignment to move into this Position of Special Responsibility (POSR).
Position Description
This position is part of the NA’TSA’MAHT Team and will provide support Indigenous learners and families who have been identified through a referral process. The position is intended to fill a gap between the NA’TSA’MAHT Staff, School-based teams, District teams and community-based supports. The teacher will work with students and families of Indigenous ancestry with a focus/priority on First Nation on-reserve learners who are not yet fully engaged with their schools.
Duties and Responsibilities
• Work collaboratively with school, NA’TSA’MAHT staff (and if applicable, First Nations Education Designates) to identify at-promise Indigenous learners who are not yet fully engaged with their schools. These learners may be students most impacted by attendance and/or sense of belonging or connection with the school.
• Work with school and NA’TSA’MAHT staff to explore school, district & community level supports available; as well as exploring eligibility access to supports (such as Jordan’s Principle, Metis Nation of British Columbia services, Hulitan Family & Community Services, etc.)
• Work with District Teams such as Inclusive Education, Counsellors, and Safe & Healthy Schools to provide wrap-around supports to applicable learners & families; this may involve community and home visits.
• Collaborate with school staffs to develop and implement strategic & culturally sensitive models of gradual return to school plans, learning support and/or interventions that keep Indigenous learners on a path to successful grade-to-grade transitions. This may involve working with the learner at the school.
• Work with the District Principal and District Vice Principal of Indigenous Education to support the discussions of the Pathways to Graduation Circles Initiative using the Learner Profile & Grandparent’s Perspectives framework
• Provide in-service, training and/or learning sessions to school staffs informing district and community supports, as well as research-based practices and that lead to improved outcomes for Indigenous learners
• Follow 1701 Ministry guidelines for Targeted Indigenous Education funding which includes providing evidence and documentation of supports or services provided using the Indigenous Information Management System
• Visit Indigenous communities and/or partner groups to learn about available supports to Indigenous students
• Work collaboratively with the school & NA’TSA’MAHT staff in monitoring the success of First Nation students living on-reserve (this may include schools connected to a Local Education Agreement (L.E.A.)
Preferred Qualifications
• Master’s degree complete or in progress specializing in Indigenous Education, Counselling, and/or Inclusive Education
• At least 3 upper-level courses in Indigenous Education
• Education or demonstrated successful experience that relates to:
o understanding of cultural protocols and professional boundaries when working with Indigenous communities
o deep understanding of the impacts of colonization on teaching and learning in today’s schools
o working with students experiencing social, emotional, mental health and intensive behavioural challenges
o understanding of intergenerational trauma, and application of trauma-informed approaches when working with students and families
o adapting and modifying materials for a diversity of learners
o working with or serving as a liaison to community agencies such as MCFD, Discovery, BGC, Surrounded by Cedar, etc.
• The teacher will be working at multiple schools (K-12) to enhance supports within schools for at-promise Indigenous students
• Preference may be given to qualified applicant of Indigenous ancestry where lived experience may be considered as equivalent academic preparation
The starting annual salary for this teaching position ranges from $58,635 to $106,217, with placement on the range based on length of service and qualifications in accordance with the collective agreement. We also offer a competitive benefits package and pension.