Instructor, Indigenous Language Fluency

Posting Number

**Posting Number**
- F1372
- Position Information

**Division**
- Access & Regions

**Department**
- Indigenous Education

**Supervisor Title**
- Executive Director, Indigenous Education

**Location**
- Campbell River(CR)

**Posting Type**
- Internal/External Posting

**Position Status**
- Sessional

**If Others, please specify**

**New Position or Replacement?**
- New

**Position End Date (if temporary)**
- 06/26/2026

**Desired Start Date**
- 09/01/2025

**Weekly work schedule (please indicate the start and end times for each day of work)**
- Two scheduled classes: September 2, 2025 8:30 am to 11:30 am and June 8, 2026 12:00 pm to 3:00 PM plus monitoring of students internship hours.

**%**
- 10

**Pay Grade**
- The annual salary range is $70,437- $112,872 (at 100% appointment) and is based on qualifications, experience, and the placement criteria of Article 14 of the NICFA Collective agreement.

**Position Summary**
- Governed by the Indigenous values, including respect, order and protocols, elder’s teaching, sustainability, children as the future, responsibility, accountability, preparation, family, community and celebration, Wei Wai Kum First Nation will partner with North Island College to deliver the Indigenous Language Fluency in Kwak’wala. The Indigenous Language Fluency will combine in-class instruction with land-based cultural and personal learning.
- Through the Indigenous Language Fluency Program, instructors will draw on Indigenous ways of knowing and being to inform academic learning. The classes are structured to focus on student strengths and the language to nourish their spirit and work at their level. It is a journey together as we explore land-based and culturally infused learning -to meet the needs of our students.

**ILF** 109 - Internship - Kwak’wala**

The responsibilities and typical duties listed below constitute a generic job description for teaching faculty whose responsibility may be for the delivery of scheduled classes, the support of self-paced, on-line, and distance courses, and/or instruction and supervision in laboratories, practicums, shops, etc.

**Position Competencies**
- Creates a Positive Climate and Culture;
- Effective Communication Skills;
- Effectively Develops Goals & Objectives;
- Focuses Effectively on Key Results and Priorities;
- Demonstrates a Focus on Continuous Improvement;
- Interpersonal Effectiveness.

**Duties & Responsibilities**
- 1.0 INSTRUCTIONAL
- To plan and prepare learning materials for instructional environments;
- To use a variety of approaches and materials, as appropriate, in order to address different learning needs;
- To direct student learning in a positive, supportive, and caring environment;
- To be available to students regularly during scheduled office hours and classroom hours, to discuss their progress and other issues that influence their learning. (30 hours/wk.) (See Policy #3-03: Faculty Absence from Class - Cancellation of Classes);
- To clearly communicate in writing learning outcomes for programs and courses, and the way in which learners will be evaluated against those outcomes;
- To design and conduct evaluations or appraisals of students and to keep students informed of their progress;
- To submit grades in a timely manner, in accordance with Policy 4-15, Reporting Final Grades;
- To maintain records of student enrollment and achievement and other records required by the College and affiliated agencies. At the end of employment with the College, to submit marks and student records to the department Chair.

2.0 COMMITMENT TO INDIGENOUS-LED, IN-COMMUNITY PROGRAMMING
- Build and sustain respectful, trust-based relationships with Indigenous students, communities, leaders, and organizations.
- Actively engage with communities to ensure programming reflects local priorities, values, and knowledge systems.
- Demonstrate cultural responsiveness, adaptability, and humility in navigating challenges and opportunities.
- Create culturally safe, healing-focused classrooms that support holistic student well-being—emotional, physical, spiritual, cognitive, and social.
- Guide learners in developing reflective portfolios that include personal values, educational and career goals, wellness strategies, and achievement plans.
- Integrate Indigenous knowledge systems, land-based learning, and intercultural teachings into curriculum design and course delivery.
- Encourage learners to explore and articulate their personal visions and belief systems in ways that reflect both individual identity and community values.
- Support students in building foundational competencies and essential skills for further education or career pathways. Examples of this may include but are not limited to: communication skills, critical thinking, problem solving, critical thinking and problem solving.
- Offer experiential, collaborative, and reflective learning to build student confidence and engagement.
- Collaborate meaningfully with Elders, Knowl