K - 8 Reconciliation and Indigenous Educational

**Special Assignment Teacher**: Reconciliation and Indigenous Educational Wellness Facilitator - Elementary (1 position)

(Position carries special assignment teacher allowance)

**DATE OF APPOINTMENT**: ASAP. This position is a one-year term appointment and may be mutually renewable on an annual basis as funding is available, to a maximum of 5 years.

**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.

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 (Indian Day School, Residential Schools)

Sound knowledge of the Indigenous Education Circle Strategic Action Plan (IECSAP)

Sound knowledge of the Truth and Reconciliation Commission’s Calls to Action

**Sound knowledge of Restorative Journey**: Indigenous Educational Wellness

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

Sound knowledge of local Indigenous host nations - Six Nations of the Grand River and Mississaugas of the Credit First Nation and the importance of the 3As (accuracy, authenticity and accountability to Indigenous communities) when planning and programming

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**:
Use collaborative inquiry to deepen understanding of curriculum, instructional strategies, assessment, and evaluation practices focusing on enhancement of students' critical thinking, foundational skills and achievement

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

Participate in supervision duties

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

Demonstrate collaborative inquiry using evidence, dialogue, assessment and reflection for improving student wellbeing and achievement

Show professional judgment and discretion in working with administration and colleagues

Support schools directly in providing equitable access to programs, opportunities, and outcomes for Indigenous students

Provide accurate and authentic knowledge and professional development in schools and classrooms, independently, and in conversation with the Indigenous Education Lead, and the Indigenous Education Department

Collaborate with teachers and learning teams to provide job embedded professional development as it connects to the Indigenous Education Circle Strategic Action Plan (IECSAP), school improvement plans, and the HWDSB’s Multi-Year Strategic Plan

Anchor the work back to key frameworks and models to ensure an appropriate and respectful approach with considerations for self in relation to and in relationship with Indigenous peoples and communities (Pillars of the Palisade: Restorative Indigenous Educational Wellness Framework and the Indigenous Cultural Safety Continuum).

Support the development of safe spaces for Two Spirit and LGBTQIA+ students with emphasis on (Indigenous) Two Spirit identity in Indigenous communities and supports specific for classroom and school communities to ensure safety

Build capacity of staff with respect to Indigenous traditions, cultures, histories and needs

Support schools in acquiring an understanding of Indigenous pedagogies

Support schools to develop strategies to monitor and evaluate student success (data collection to drive capacity building and action plans)

Complete other duties as assigned by the System Principal, in friendship with the Indigenous Education Lead and the Indigenous Education Department

**Method of interview**: In-person with interview panel consisting of HWDSB staff and community members. Location TBD.

**ACCOMMODATIONS**:
Hamilton-Wentworth District School Board is committed to equity in employment. We are committ