Description:
The TDSB is committed to the implementation of the Truth and Reconciliation Commission of Canada: Calls to Action, and the United Nations Declaration on the Rights of Indigenous Peoples, as a guiding principle and a strategic direction.
The candidate must also have a demonstrated ability to advance human rights and take actions that address racism in all its forms, while promoting Equity and demonstrating Anti-Oppressive pedagogy.
Summary of Duties:
- A primary focus of implementing and supporting Special Education processes at three secondary Indigenous focus schools, while working in collaboration with the UIEC staff to support elementary contexts when needed;
- Provide leadership in fostering equity and inclusion in the development and implementation of programs and services;
- Mentor and work collaboratively with classroom teachers to effectively adapt and support the classroom program and instruction for First Nations,Métis and Inuit students;
- Support the development of best practices in Indigenous Education through coaching individuals and groups of teachers (e.g., grad and division teams);
- Model effective Indigenous Education teaching and learning strategies by leading demonstration lessons and through co-teaching;
- Support the implementation of the Ministry of Education provincial Indigenous Education-Focused Collaborative Inquiry and by applying Indigenous, qualitative and quantitative research methodologies;
- Perform initial and on-going assessments to support and monitor the success of Indigenous students;
- Provide culturally relevant instruction based on students’ learning styles,strengths and needs;
- Offer and create alternative options for Indigenous student success and career development (e.g., school to work, credit accumulation opportunities, co-op,etc.);
- Assist the school community in addressing issues pertaining to Indigenous communities;
- Participate as part of the school team to support individual First Nations, Métis and Inuit student achievement;
- Attend Urban Indigenous Education Centre meetings and professional development opportunities;
- Maintain effective communication with centrally assigned staff – Indigenous Education, and others as required;
- Support the process of collecting and interpreting student success data at the school level to enable staff to make informed decisions about programming for Indigenous students; and
- Perform other duties as assigned with consideration to the recommendations in Decolonizing Our Schools: Aboriginal Education in the Toronto District School Board.
Qualifications and Skills:
- Ontario College of Teachers' Certificate of Qualification, in good standing;
- Qualifications in Special Education required;
- Preference will be given to candidates who have lived experience as a First Nations, Métis or Inuit person and who have a strong understanding of Indigenous ways of knowing, working within First Nations, Métis and Inuit communities;
- Experience or qualifications in English,Reading, Mathematics or Guidance would be an asset;
- Experience in working with Indigenous Education learners;
- Two years of successful teaching experience would be an asset;
- In-depth knowledge and experience working within Indigenous Education and communities would be an asset;
- Demonstrated ability to apply Indigenous methodologies is a required knowledge;
- Use of research skills and quantitative and qualitative data would be an asset;
- In-depth knowledge and understanding of the Ontario First Nations, Métis and Inuit Education Policy Framework and current issues pertaining to Indigenous Education;
- Demonstrated ability as an innovative and stimulating educator;
- Proven ability in promoting equitable practices which value inclusion and diversity;
- Demonstrated commitment to maintain a learning/working environment which actively promotes and supports human rights;
- Demonstrated organizational, team building,problem-solving, planning, mentoring and staff development skills;
- Proven ability to access Indigenous community organizations and services;
- Outstanding oral and written communication skills, including report writing and presentation skills; and
- Demonstrated ability and facility in using Information and Communication Technology.