Indigenous Graduation Coach

The Durham Catholic District School Board is located just east of Toronto and is renowned for providing comprehensive Catholic education to over 25,000 students in 38 elementary schools, 7 secondary schools, and 7 continuing and alternative education centers throughout Durham Region.

**POSITION**: Indigenous Graduation Coach

**LOCATION**: Catholic Education Centre, Indigenous Education. 650 Rossland Road West, Oshawa ON, L1J 7C4

**HOURS OF WORK**: Monday to Friday, 8:15 a.m. to 4:30 p.m.

**SALARY**: Management/Administrative A2 ($74,666 - $86,433)

**START DATE**: To be determined

The Durham Catholic District School Board is committed to supporting the academic excellence and well-being of Indigenous students. The Graduation Coach for Indigenous students will provide supports to Indigenous students and their families with the goal of helping each student achieve their goals toward a successful transition to secondary school; achieve credit, graduate, and successfully transition into their chosen post-secondary pathway. Under the direction of school and board administration, the Graduation Coach will support the cultural engagement, well-being and academic achievement of Indigenous students using the Four Directions model.

DUTIES AND RESPONSIBILITIES

In collaboration with the Senior Manager of Indigenous Education and/or the Assistant Superintendent of Indigenous Education:
Create a caring and nurturing school and community environment by addressing the academic, social, emotional, and cultural needs of Indigenous students by developing and maintaining trusting relationships;
Work closely with Indigenous students and their families to identify and support social, emotional, intellectual, cultural, and physical well-being while serving as a mentor and advisor;
Coordinate local community cultural support services and will liaise between school, home, and community social service agencies with the view to connecting individual students who are identified as being at risk of not graduating with mentors;
Work with both elementary and secondary school communities to improve Indigenous students’ feelings and perceptions of the educational experience;
Collaborate with school administrators, staff, families, and community resources to identify current barriers and develop meaningful solutions to support student engagement and success;
Monitor attendance and assignment completion with a focus on key expectations leading to a successful graduation outcome;
Prepare and provide reports to school administration which track the progress of individual students as they progress towards graduation;
Provide leadership in fostering equity and inclusiveness in the development and implementation of Indigenous Education programs and services;
Support and attend additional Indigenous Education or other program department system initiatives, which may occur outside regular working hours; and

Perform other duties as assigned with consideration to the unique needs of DCDSB stakeholders and beyond to meet system needs;
Support existing Indigenous Youth-led initiatives including but not limited to Indigenous Student Circles, Graduation Celebration and Indigenous Student Learning Days.

PREFERRED QUALIFICATIONS

Post-secondary degree or diploma in Humanities, Social Science, Social Services, Psychology, or other similar degree/diploma with two years of experience in a related field; or equivalent combination of education and experience as determined by the Board;
Demonstrated understanding and working knowledge of Decolonizing the curriculum;
Ability to provide program support for integrating Indigenous history, culture and Ways of Knowing into various curriculum areas, with an understanding of how students develop cultural competence related to Indigenous education;
Demonstrated ability to engage school staff in teaching and learning practices that are both innovative and culturally relevant to the needs of Indigenous students and the parent community;
Understanding of learning strategies, program modifications and teaching methodologies which support students with special needs to make connections and understand Indigenous culture and practices;
Preference will be given to applicants who self-identify as Indigenous or have lived experience.