0.2 Fte Term District Indigenization Coordinator

School District #8 (Kootenay Lake) is hiring for a 0.2 FTE Term District Indigenization Coordinator.
This position is a district position and will be based out of Creston.
Position Description: The District Indigenization Coordinator is a member of district staff in a Position of Special Responsibility working under the supervision of the Director of Indigenous Education and Learning Services.
The District Indigenization Coordinator works collaboratively with district and school staff in building capacity to support Indigenous student success K-12.
This position requires an enthusiastic, culturally competent, experienced and dedicated educator.
This assignment is a district position with responsibilities throughout the district.
This is a specialized position in SD8, disseminating best practices for increasing pathways to graduation for Indigenous learners, building both successes and equitable supports.
This position supports a district and provincial commitment aligned with the United Nations Declaration on the Rights of Indigenous Peoples Action Plan, the calls to action of the Truth and Reconciliation Commission of Canada, and the Draft Principles that Guide the Province of British Columbia's Relationship with Indigenous People.
A Position of Special Responsibility allowance will be assigned to this position in accordance with the current KLTF/SD8 Collective Agreement.
Duties and Responsibilities of a District Coordinator Teacher: Facilitate the goals and strategies of the Framework for Enhancing Student Learning (FESL) and the District Strategic Plan.
Analyze, lead and present on provincial, school and district data to inform priorities for work plan, reporting out on progress aligned with FESL.
Work with teachers to incorporate First Peoples Principles of Learning.
From an equity leadership lens, work with teachers to incorporate inclusive and accessible learning practices.
Support teachers to implement best practices for learning, including inclusion, Indigenization, and universal design.
Support professional learning for teachers, including in communities of practice.
Facilitate collaborative learning opportunities.
Support schools with professional learning opportunities.
Facilitate family engagement nights to build parent partnerships in learning.
Work with district leaders and school teams on analyzing data and supporting school teams when needed.
Provide after school sessions for district learning.
Suggest supportive research-based resources and materials for students and teachers.
Upon request, serve as a resource to schools implementing assessments (e.g., FSA).
Demonstrate awareness of cross-cultural factors affecting student learning.
Provide support to schools in using formative and summative assessment to move learning forward.
Lead strategically with a focus on improvement and innovation to transform through responsive pedagogies.
Specific Duties and Responsibilities of the District Indigenization Coordinator: Work collaboratively with the District Aboriginal Department and ABED staff in schools to support ABED supplemental supports and district wide awareness.
Develop strategies, assessments, and awareness of the ABED Focus Areas and Local Education Agreements (LEA's).
Develop strategies to address equity for Indigenous students, in response to the ABED Equity Scan data and ongoing data including the ABED HAWD report.
Collaborate on the ABED annual report and other reports.
Develop strategies to address anti-Indigenous racism and SOGI, Two-Spirit awareness.
Develop strategies to amplify Indigenous student, family, and community voice.
Provide culturally relevant supports, planning, and strategies for ABED students, as requested by the District Based Team.
Communicate regularly with District team and ABED staff in schools.
Maintain liaison with teachers, counselors, ABED students and their families as an advocate for ABED students.
Support classroom teachers and ABED staff to grow success of ABED students.
Provide traditional Indigenous guidance to Indigenous students, families, staff.
Assist in the development and implementation of specific Indigenous academic supports.
Support ABED staff in developing and implementing school Action Plans, annually.
Promote equity of access to services, facilities, and resources for ABED students.
Support annual 1701 processes to ensure accuracy at each school site and the district.
Lead implementation of current and future ABED district initiatives aimed at improving achievement for ABED learners.
Maintain current knowledge of Indigenous pedagogy and instructional resources, making this information available to teachers and schools.
Provide and coordinate professional learning opportunities to staff.
Maintain a list of knowledge keepers and Elders available to support ABED.
Support the growth of meaningful nation relationships for ABED.
Support the growth of meaningful community partnerships which support ABED student needs, transitions, opportunities.
Perform other related duties as assigned by the Director of Indigenous Education and Learning Services or designate.
Support the maintenance of ABED website, ABED resource library, social media, and communications to families, schools, students and district.
Event coordination and planning for district events.
Required Qualifications: Professional teaching certificate as recognized by the BC Ministry of Education and/or Master's degree in Leadership, Counselling or a related discipline.
Exemplary teaching record and/or experience in counselling and/or social work from an Indigenous lens.
Extensive knowledge of Indigenous ways of knowing and being.
Ability to work in a team and independently.
Exemplary leadership, interpersonal, project management, organizational and consultation skills.
Possession of a current valid BC Driver's License.
Additional Preferred Qualifications: Specialized advanced relevant university-level graduate coursework/traditional teachings that demonstrates the following: Indigenous methodology in literacy, numeracy, Indigenous ways of knowing and being.
Traditional language.
Indigenous cultural healing.
Indigenous studies which may include counselling, governance, literature, history, politics, leadership, art, etc.
Competencies: Cultural humility.
Highly collaborative.
Critical and analytical.
Inquiry mindset.
Independent and initiative driven.
High-level integrity.
Problem solving skills.
In addition, the following experiences are preferred: Indigenous ways of knowing and being as a lived experience.
Living and learning in and from Indigenous community-based teachings.
Indigenous humility/cultural learning.
Connection to Indigenous Elder teachings.
Schedule: This position will be for Wednesdays.
Travel throughout the district is required.
For more information, please contact Laury Carriere, District Principal, at School District 8 supports equity hiring for Indigenous applicants.
*While we appreciate all applications, we will contact only those who have been shortlisted.
*If you are experiencing any technical issues with your application process to contact Make A Future's customer service line as HR cannot upload or assist with these types of issues.
We also cannot accept documents via email such as cover letters/resumes/transcripts/teaching reports via email as they do need to be part of the employee's Make a Future profile.
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