K - 8 Reconciliation and Indigenous Educational

Elementary Permanent Job Posting

**Special Assignment Teacher**: K - 8 Reconciliation and Indigenous Educational Wellness Facilitator - 4 Positions Available

**Date of Appointment**: ASAP

**RESPONSIBLE TO**: System Principal - Restorative Educational LeaderSHIP

**Qualifications**:
Ministry Requirements as outlined in The Education Act and Regulations

First Nation, Metis and Inuit Studies pt 1, 2, Specialist (preferred)

Primary, Junior, and Intermediate qualifications (preferred)

Key Competencies

Demonstrated experience in improving student achievement in a positive and engaging classroom and school climate.

Skills in professional collaboration, coaching, facilitating, communicating, and modeling

Demonstrate a culturally responsive and relevant mindset, disposition and demonstrate related skills

Understanding of the complexities of historic obstacles experienced by Indigenous learners and the history of education in Indigenous communities

Knowledge of Indian Day Schools, Truth and Reconciliation Commission Calls to Action, the Ontario College of Teachers’ Restorative Journey
- specifically Reflection and Inquiry Calls to Action, as well as resources and supports of these timely and important initiatives and their impact on local Indigenous communities

Understanding of and respect for Indigenous ways of knowing, being, doing, regarding Crown/Indigenous history, Indigenous culture, lived experiences and historic obstacles

A high degree of Indigenous cultural sensitivity and awareness, and the ability to work with a diverse population

Sound knowledge of local Indigenous host nations - Six Nations of the Grand River and Mississaugas of the Credit First Nation

Knowledge of Metis peoples, history and culture

Knowledge of Inuit peoples, history and culture

Knowledge of Two Spirit and LGBTQIA+ history and obstacles with emphasis on (Indigenous) Two Spirit identity in Indigenous communities and supports specific for classroom and school communities to ensure safety

Understanding of Intergenerational trauma and its connection to Indian residential schools and Indian day schools and what was delivered under the guise of education to First Nations communities and the need for and, ability to create and independently deliver innovative programming that reflects steps toward restorative actions and Indigenous educational wellness

Expectations

Working under the supervision of the System Principal, Restorative Educational LeaderSHIP and in friendship with the Indigenous Education Lead, the Indigenous Education Department, and Programs/Equity Departments within HWDSB and, guided by the ethical standards of the teaching profession: Care, Integrity, Respect and Trust as well as the Standards of Practice, as outlined by the Ontario College of Teachers (OCT), responsibilities will include:
Use collaborative inquiry to deepen understanding of instruction and assessment focusing on enhancement of students' critical thinking, foundational skills and achievement

To participate in collaborative inquiry to deepen one's own professional learning

Demonstrate Culturally Relevant and Responsive Pedagogy through High Expectations, Critical Consciousness and Cultural Competence

To participate in supervision duties

To enhance teacher capacity in the areas of instruction (e.g. blended learning, high yield strategies and assessment)

Demonstrated experience in improving student achievement in a positive and engaging classroom and school climate.

Skills in professional collaboration, coaching, facilitating, communicating, and modeling

Demonstrate a culturally responsive and relevant mindset, disposition and demonstrate related skills

Understanding of the complexities of historic obstacles experienced by Indigenous learners and the history of education in Indigenous communities

Knowledge of Indian Day Schools, Truth and Reconciliation Commission Calls to Action, the Ontario College of Teachers’ Restorative Journey
- specifically Reflection and Inquiry Calls to Action, as well as resources and supports of these timely and important initiatives and their impact on local Indigenous communities

Understanding of and respect for Indigenous ways of knowing, being, doing, regarding Crown/Indigenous history, Indigenous culture, lived experiences and historic obstacles

A high degree of Indigenous cultural sensitivity and awareness, and the ability to work with a diverse population

Sound knowledge of local Indigenous host nations - Six Nations of the Grand River and Mississaugas of the Credit First Nation

Knowledge of Metis peoples, history and culture

Knowledge of Inuit peoples, history and culture

Knowledge of Two Spirit and LGBTQIA+ history and obstacles with emphasis on (Indigenous) Two Spirit identity in Indigenous communities and supports specific for classroom and school communities to ensure safety

Understanding of Intergenerational trauma and its connection to Indian residential schools and Indian day school