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.

Skills in professional collaboration, coaching, facilitating, communicating, and modeling to apply to a model of Syncretism.

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 Commissions 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:

Working under the supervision of the System Principal, Restorative Educational LeaderSHIP and in friendship with the Indigenous Education Lead, and the Indigenous Education Department, the successful candidate will: 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

Participate in collaborative inquiry to deepen one's own professional learning and assessing that learning by applying it to the Cultural Safety Continuum as reflective practitioners

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 HWDSBs 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

Build awareness around and practically apply tools and resources from the Indigenous Education Sharepoint by working in Syncretism with classroom educators

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 DepartmentMethod 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 committed to creating a qualified workforce that is reflective of the diverse population we serve. We value employees with an equity-mindset and also international experience. HWDSB is committed to providing accommodation throughout the recruitment and selection process, based on any human rights protected ground. If you require accommodation, please notify us in advance and we will work with you to meet your needs.

About the Board

The Hamilton-Wentworth District School Board (HWDSB) is committed to learning, equity, engagement and innovation.

We are guided by our vision, Growing Together, the mission that every student experiences a sense of belonging and engages in dynamic learning to reach their potential and build their own future, and our values of Compassion, Dignity, Trust, and Joy to guide our daily work and ensure that we honour the unique identities and needs of all.

Proudly serving a community of approximately 50,000 students in the City of Hamilton and surrounding area, HWDSB operates across 84 elementary schools, 13 secondary schools and 1 Adult Learning Centre, in addition to providing support and service to approximately 8,800 staff members.

Staff Wellness

At HWDSB, staff wellness is a priority. We are committed to co-creating and fostering an environment where staff feel safe, valued, and supported. We are continuously striving to support the needs of our diverse community and actively work to foster and maintain a culture of human rights.

Our holistic Staff Wellness program has been designed to support employees well-being in all dimensions of health. As one part of this comprehensive program, all staff as well as their dependents have access to free and confidential supports through our Employee and Family Assistance Provider (EFAP), in addition to many other program components.

Employment Equity Statement

Hamilton-Wentworth District School Board (HWDSB) is committed to building inclusive learning and working environments where students see themselves reflected in the curriculum, staff population, physical surroundings and the broader community.

HWDSBs mission is to empower students to learn and grow to their full potential in a diverse world. Guided by this mission, HWDSB strives to build a workforce that embodies the values of human rights, equity, diversity and inclusion, while reflecting and welcoming the diverse and distinct identities, experiences and needs of our students and our communities.

HWDSB seeks qualified candidates who share our commitment to equity and inclusion, and who will contribute to the vision of creating inclusive and equitable outcomes. HWDSB especially invites and welcomes applications from: Indigenous Peoples (e.g., First Nations, Mtis and Inuit peoples).

Members of groups that commonly experience discrimination due to race, ancestry, colour, religion and/or spiritual beliefs, or place of origin (e.g., Black and racialized communities, immigrant communities, etc.).

Persons with visible and/or invisible (physical and/or mental) disabilities.

Persons who identify as women.

Persons of marginalized sexual orientations, gender identities, and gender expressions. (i.e., Two-spirit and LGBTQIA+). As part of HWDSBs commitment to employment equity and removing barriers to groups that have faced and continue to face barriers in employment, we invite all applicants to complete a voluntary questionnaire that collects identity-based information. The voluntary questionnaire is on the Apply to Education application page for this position.

Land Acknowledgement

HWDSB is located on ancestral Anishinaabe and Haudenosaunee Confederacy land as determined by the Dish with One Spoon treaty. The Dish with One Spoon wampum belt represents the treaty relationship between the Haudenosaunee Confederacy and Anishinaabe with respect to sharing the land and resources thereon. The intent of this agreement is for all nations sharing this territory to do so responsibly, respectfully and sustainably in perpetuity. We respect the longstanding relationships with the local Indigenous communities, the Mississaugas of the Credit First Nation and the Six Nations of the Grand River.

Applicant Self-Identification Form

The information collected on this form is used to monitor HWDSBs progress toward our equity goals including our commitment to diversity in HWDSB recruitment and hiring practices.

We are committed to the security and confidentiality of information under our control, and to the protection of privacy with respect to personal and confidential information that is collected, used, disclosed and retained in the system (Policy 1.6 - Privacy). Information on this form is collected pursuant to Ontarios Education Equity Action Plan (Ministry of Education) and in accordance with the Municipal Freedom of Information and Protection of Privacy Act (MFIPPA). Access to this form is restricted to specific individuals in Human Resources. The Research and Analytics Department will use aggregate data from all the forms (not individual data) for internal reporting. Their access and use of the data is governed by MFIPPA and ethical research practices. Applicant Self-Identification Forms will be maintained in the Human Resources job competition file and securely destroyed 1 year after the job posting for candidates not selected for an interview and 6 years after the job posting for candidates interviewed, in accordance with general records retention principles.

If you prefer not to answer any of the questions, you can select prefer not to answer. This in no way affects your application or the applicant selection process. If you have questions or concerns about this form please contact humanresources@hwdsb.on.ca.