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Queen Mary; Mohawk as a Second Language 0.5 FDK Prep 0.5; 1.0FTE
4 months ago
Current Location: Queen Mary. Location subject to change based on operational needs.
SCHEDULE: Days 1 - 5. Bell times are 9:00am - 3:20PM
QUALIFICATIONS: Ministry Requirements as outlined in The Education Act
Ability to read, write and speak Mohawk
Indigenous to Turtle Island (North America) and/or First Nations/Metis/Inuit
Indigenous lived experience related to Indigenous Educational Wellness
**Ontario College of Teachers certification is required however if you're comfortable speaking and teaching the language you're encouraged to apply.** PREFEREED QUALIFICATIONS:
Post-secondary Indigenous Teacher Education programs, or equivalent
First Nations, Metis, Inuit Studies - Intermediate, Senior or Part 1
Primary/Junior/Intermediate qualifications
KEY COMPETENCIES:
As a member of a collaborative team consisting of the Indigenous Education Lead and larger Indigenous Education Kahwà:tsire/Zaagi'idiwin/Family, and the school staff and community, the teacher should demonstrate:
Sound knowledge of the Indigenous Education Circle Strategic Action Plan (IECSAP) and Restorative Journey: Indigenous Educational Wellness.
Humility and compassion in their approach to supporting the needs of Indigenous learners.
An ability and ongoing commitment to establishing trusting and respectful relationships with Indigenous learners, their families, caregivers and the local Indigenous community.
An ability and willingness to work with students who have complex needs and unique lived experiences based on colonialism to achieve positive outcomes and flexibility to respond to individual strengths and needs.
Experience in the areas of Indigenous educational pedagogy and support of Indigenous learners.
Experience developing curriculum and learning resources that reflects distinct and diverse Indigenous traditions, cultures, and perspectives (Restorative Indigenous Educational Wellness).
A full understanding and acceptance that Indigenous Knowledges are implemented masterfully in a manner that leads to meaningful connections to curriculum.
Expertise and interest in inquiry-based and experiential learning.
The ability to program from a strengths-based perspective where all aspects of Indigenous learners (intellectual, emotional, physical and spiritual) are thoughtfully and respectfully considered.
An understanding of Syncretism (blending our best tools and gifts to best support students) by engaging in professional learning, accessing school and system level supports, and collaborating with school and system level staff to best meet the needs of students and programming.
A willingness to attend meetings that are intended to bring Indigenous educators and community members together to support programming and initiatives, where possible (IEC meetings, FNMICAC meetings, etc.).
Method of Interview: In-person interviews will be conducted by a panel that includes the Indigenous Education Lead, HWDSB Principals, and other members of the Indigenous Education Kahwà:tsire/Zaagi'idiwin/Family. Employment Equity Statement
Hamilton-Wentworth District School Board (HWDSB) is committed to building inclusive learning and working environments where students see themselves reflected in the curriculum, staff population, physical surroundings and the broader community. HWDSB’s mission is to empower students to learn and grow to their full potential in a diverse world. Guided by this mission, HWDSB strives to build a workforce that embodies the values of human rights, equity, diversity and inclusion, while reflecting and welcoming the diverse and distinct identities, experiences and needs of our students and our communities. HWDSB seeks qualified candidates who share our commitment to equity and inclusion, and who will contribute to the vision of creating inclusive and equitable outcomes. HWDSB especially invites and welcomes applications from:
Indigenous Peoples (e.g. First Nations, Métis and Inuit peoples;)
Members
of groups that commonly experience discrimination due to race,
ancestry, colour, religion and/or spiritual beliefs, or place of origin;
(e.g. Black and racialized communities, immigrant communities, etc.)
Persons with visible and/or invisible (physical and/or mental) disabilities;
Persons who identify as women; and
Persons of marginalized sexual orientations, gender identities, and gender expressions. (i.e. Two-spirit and LGBTQIA+)
As part of HWDSB’s commitment to employment equity and removing barriers to groups that have faced and continue to face barriers in employment, we invite all applicants to complete a voluntary question(s) that collects identity-based information. The voluntary question(s) is on the Apply to Education application page for this position. HWDSB is committed to providing accommodation throughout the recruitment and selection process, based on any human rights protected grounds. If you require accommodation, please notify us in advance and we will work with you to meet your needs.
Land Acknowledgement
HWDSB is located on ancestral Anishinaabe and Haudenosaunee Confederacy land as determined by the Dish with One Spoon treaty. The Dish with One Spoon wampum belt represents the treaty relationship between the Haudenosaunee Confederacy and Anishinaabe with respect to sharing the land and resources thereon. The intent of this agreement is for all nations sharing this territory to do so responsibly, respectfully and sustainably in perpetuity. We respect the longstanding relationships with the local Indigenous communities, the Mississaugas of the Credit First Nation and the Six Nations of the Grand River. Applicant Self-Identification Form
The information collected on this form is used to monitor HWDSB’s progress toward our equity goals including our commitment to diversity in HWDSB recruitment and hiring practices. We are committed to the security and confidentiality of information under our control, and to the protection of privacy with respect to personal and confidential information that is collected, used, disclosed and retained in the system (Policy 1.6 - Privacy). Information on this form is collected pursuant to Ontario’s Education Equity Action Plan (Ministry of Education) and in accordance with the Municipal Freedom of Information and Protection of Privacy Act (MFIPPA). Access to this form is restricted to specific individuals in Human Resources. The Research and Analytics Department will use aggregate data from all the forms (not individual data) for internal reporting. Their access and use of the data is governed by MFIPPA and ethical research practices. Applicant Self-Identification Forms will be maintained in the Human Resources job competition file and securely destroyed 1 year after the job posting for candidates not selected for an interview and 6 years after the job posting for candidates interviewed, in accordance with general records retention principles. If you prefer not to answer any of the questions, you can select “prefer not to answer”. This in no way affects your application or the applicant selection process. If you have questions or concerns about this form please contact humanresources@hwdsb.on.ca.
