Indigenous Education Instructional Coaches (K-12)

Indigenous Education Instructional Coaches- Indigenous Education (K-12) 2.0 FTE Positions available starting November 2024 ( 3-year Term) Hastings and Prince Edward District School Board (HPEDSB) serves approximately 15,400 students each day at 39 in-person schools (32 elementary, two K-12; four 7-12, one secondary). Supporting student achievement is the goal of approximately 1,750 teaching and support staff who, in addition to the contributions of caring volunteers and community partners, share their passion for teaching and learning.The district covers a geographic area of 7,220 square kilometres bordered by Maynooth to the north, Deseronto to the east, Prince Edward County to the south and Quinte West to the west.The region connects the outdoors with small cities, quaint villages and rolling rural landscapes. Here you will discover decades of tradition, mixed with new and emerging technology, creativity and innovation. Surround yourself with 1,200 km of shoreline in vibrant cities and towns accessible by highway and rail (1.5 hours to Toronto, 2 hours to Ottawa). Explore wilderness trails and sandy beaches, experience world-class fishing, enjoy exquisite culinary experiences and dozens of wineries. Perfect your golf swing at 23 golf courses, or take in Canadian arts and heritage attractions. Create your own story and picture yourself here!ASSIGNMENT: The Indigenous Education Instructional Coaches will also support all aspects of the Board Strategic Plan with a focus on supporting students and staff in Indigenous Education; specifically to “Improve Student Success and Achievement” and “Foster a Culture of Excellence and High Expectations”. REQUIREMENTS: In Good Standing with the Ontario College of Teachers Lived experience as an Indigenous person Experience that is deeply rooted in indigenous communities is strongly suggested.The Indigenous Education Instructional Coaches will have demonstrated knowledge, experience and competency in: Indigenous traditional teachings of culture, perspectives, values, historic and contemporary realities and Indigenous knowledge Supporting and integrating inclusion of Indigenous perspective and decolonization across the curriculum. Collaborating within a team environment to implement the work of the Board and Ministry initiatives as related to Indigenous Education; Providing support to educators and in-school leaders, on matters relating to Indigenous Education, perspectives, diversity, historical and contemporary realities and curriculum areas; Developing and implementing innovative supports and programming of First Nation, Metis and Inuit materials that align and support curriculum expectations as outline by the Ministry of Education; Developing and maintaining close working relationships and collaborate with Indigenous families, Elders, Traditional Knowledge Keepers, communities and partners; Demonstrating awareness and ability to influence and support educators using Indigenous pedagogical approaches and other strong pedagogical strategies like Universal Design for Learning; Infusing resources into the curriculum (K-12) that reflect the diversity of First Nations, Metis and Inuit communities across Turtle Island; Advocating and promoting of initiatives that support success, academic achievement and well-being for Indigenous students; Demonstrated strength with evidence-based instruction and assessment for, as and of learning that informs instruction; Creating and presenting cross curricular connections skills and competencies; Planning and delivering effective, culturally relevant and appropriate professional learning with respect to Indigenous perspectives, history and cultural knowledge to teachers and administrators in small and large group settings; Integration of technology to support and enhance learning and experience for all students; Demonstrating strong interpersonal and system thinking skills, proven ability to initiate, innovate, and prioritize in a multi-task environment, and capacity to work independently and collaboratively as part of a team; Working closely with Curriculum Services, Student Service and other board and school teams across all grades and subjects; Assuming and managing board and ministry initiatives including data management and analysis, project planning and budget management and resource allocation; Assuming and effectively address related initiatives and additional Innovation and Inclusion priorities as assigned. Hastings and Prince Edward District School Board is committed to a qualified workforce that is representative of the diversity of the people of Ontario and across the communities we serve. We welcome applications from candidates with diverse backgrounds and lived experiences as a member of a marginalized group, including but not limited to: First Nations, Métis and Inuit peoples, and all other Indigenous peoples, members of groups that commonly experience discrimination due to race, ancestry, colour, religion and/or spiritual beliefs, or place of origin, persons with visible and/or invisible (physical and/or mental) disabilities, persons of marginalized sexual orientations, gender identities, and gender expressions.Hastings and Prince Edward District School Board is committed to providing barrier-free and accessible employment practices in compliance with the Accessibility for Ontarians with Disabilities Act (AODA). Should you require accommodation through any stage of the recruitment process please make them known when contacted and we will work with you to meet your needs.