K - 12 Consultant of Reconciliation & Indigenous

Elementary and/or Secondary Permanent Job Posting

Consultant of Reconciliation & Indigenous Educational Wellness

1 Full-time Positions

**DATE OF APPOINTMENT**:
This position is a one-year term appointment, mutually renewable annually up to five years

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

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

**EXPECTATIONS**:
Successful teaching experience in the area of the special assignment

Successful teaching experience in varied classroom assignments

The ability to collaborate and be a contributing member of a team

The ability to work successfully with students in or at risk

Excellent oral, written, presentation and facilitation skills

Excellent interpersonal skills.

The ability to be detail oriented and organized.

The ability to collect and analyze data

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 First Nations communities.

A genuine ability to develop, implement, maintain, and evaluate programming that contributes to reconciliation and a restorative educational wellness journey.

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.

A working knowledge of ‘Exploring Accessibility Inclusion and Belonging,’ OCT document

Knowledge of Indigenous languages and cultures within the HWDSB umbrella.

Knowledge of the Indian Act and of the process of registration as an ‘Indian’ within the act.

Knowledge of Metis history and culture.

Knowledge of Inuit culture and local history.

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.

Knowledge and understanding of Ministry and Board policies, current issues, research and new developments related to Indigenous Studies, culture, curriculum standards and all aspects of Student Success.

Personal Leadership Resources as defined by the Ontario Leadership Framework.

Successful integration of digital tools, software, and platforms into their teaching practice.

The ability to influence the teaching practice of others.

Consultant of Reconciliation & Indigenous Educational Wellness

Role Description

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:
Participate with the Indigenous Education Lead and Indigenous Education Department in honouring the ongoing development of in-house vetting system, that works to ensure authenticity, accuracy, and accountability to Indigenous communities within the HWDSB community, to ensure all ethical standards are honoured to protect the integrity of the learners, their families, the HWDSB community and Indigenous culture and history.

Understand the need for a vetting system and the complexities and concerns that come from the process of 1. individuals falsely self-identifying as Indigenous and, 2. Using and/or appropriating harmful, outdated, stereotypical or romanticized curriculum, and/or items or activities understood to be sacred, and will be able to address these concerns in a discreet, respectful, professional manner, in collaboration with the Indigenous Education Lead and the Indigenous Education Department.

Support schools directly in providing equitable access to programs, opportunity, and outcome for Indigenous students.

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

Plan collaboratively and d