Seabird Island Band Looking for Grade 5 Teacher – Term ends June 30, 2023 at Agassiz, BC Full Time

Position Summary:
The start date of this position is August 29, 2022 and will end June 30, 2023. This position involves the provision of instruction to students of Seabird Island Community School/High School and includes instruction, preparation, assessment, classroom management, professional development and school meetings, community and parental relations and adherence to all Seabird Island Community School and BC Ministry of Education policies and procedures.

First Peoples Principles of Learning

Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.

Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).

Learning involves recognizing the consequences of one’s actions.

Learning involves generational roles and responsibilities.

Learning recognizes the role of indigenous knowledge.

Learning is embedded in memory, history, and story.

Learning involves patience and time.

Learning requires exploration of one’s identity.

Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations.

The Grade 5 Teacher is expected to value Indigenous ways of knowing and be willing to be guided by the recognition of ways of learning inherent within First Nations’ worldviews. The 9 First Peoples Principles of Learning must form an integral part of planning and delivering lessons. The lessons must be learner centred, inquiry based, prioritize experiential learning, emphasize an awareness of self and others equally, value collaborative learning and support a variety of learning styles. Prepared lessons and activities should help students develop their unique self-knowledge as well as knowledge and understanding of recurring themes in the world view of many First Nations including connections to land and environment, spirit and spirituality, sustainability and continuity, story and identity as well as the significance of oral tradition. The Grade 5 Teacher believes that all students can learn and understands that she/he is leading students through a very critical transition in their academic and social lives. The students are on the cusp of high school and expectations around being more focused, organized, independent and responsible are consistently increasing. The Teacher is a guide during this turbulent time and helps students learn to manage themselves so that they do not become overwhelmed. Emphasizing personalized learning and providing flexibility in terms of the variety of ways in which students can show what they know is expected. It is also expected that the Grade 5 Teacher will move students forward in their understanding of social and personal responsibilities.

In terms of year plans, which are due to the principal every year at the end of September, an overarching guiding question that permeates it should be, am I teaching students to think? If so, where is the evidence of that in my planning? We are no longer looking simply at the quantity of content that is being covered, instead the destination is having students arrive at evidence of their own authentic, sophisticated thinking. Content is a vehicle that can get them there. Looking at the revised B.C. curriculum it is important to keep in mind that the goal is to create learning that prepares students for the 21st century and this means a great deal of focus on helping our students become critical, creative and collaborative thinkers. A key word used to explain this goal for our students is adaptability. Tom Schimmer is constantly asking us as teachers to maximize our students’ possibilities for adaptability. Some important questions to consider are as follows:

• Are the First Nations Principles of Learning explicit in my planning?
• Are curricular and core competencies explicitly stated and connected to assessment?
• Are cross curricular connections clearly outlined?
• How will I know that the students have grasped the core competencies and what will I do if they don’t?

Qualifications/Requirements:
Full Vaccination against COVID-19 is a precondition of new employment. A successful candidate offered employment at Seabird Island Band will need to provide proof of full vaccination prior to commencing employment. Exemptions are permitted under applicable SIB COVID vaccine policy.

Bachelors in Education

Must be a BC Certified Teacher.

Possess knowledge and understanding in concepts of First Nations ways of knowing/learning and current events pertaining to the instruction of grade 6 students.

2-3 years’ experience in a similar role is preferred.

Standard First Aid and CPR certification is considered an asset.

Possess strong leadership, public-speaking, and classroom management skills in order to successfully instruct students in the manner in which they should do particular activities.

Proficient computer skills including Microsoft Office Applications (Word, Excel, Internet, and Email).

Excellent verbal and written communication skills.

Ability to adhere to Oath of Confidentiality and Seabird Island Band Policies and Procedure.

Knowledge, respect and understanding of Stó:lō culture, traditions and language is considered an asset.

Experience working with First Nations community and children is considered an asset.

Valid BC Driver’s License.

Satisfactory Criminal Record Check.

Primary Responsibilities:
Instruction and delivery of the new curriculum in keeping with the BC Ministry of Education. Delivering the Minimum Instructional Hours as outlined in the contract.

Pursue a variety of methodologies in teaching and instructing students.

Ensure that instruction meets the learning and development needs of a variety of students. Therefore individualizing and adapting materials and processes to enhance student understanding at their required level.

Develop lesson plans and curriculum preparation, including year plan preparation.

Review, analyze, evaluate and report on student academic, social and emotional growth. Assessment of school work, projects and exam oversight. Evaluate each student’s performance, knowledge and skills and meet all reporting and assessment deadlines.

Taking and reporting attendance of students daily.

Consistently meet scheduled deadlines.

Undertake effective classroom management strategies.

Participate actively in teacher evaluations and acting on areas for improvement or professional development. Maintain professional competence through in-service education activities provided by the district and/or in self-selected professional growth activities.

Participate in initiatives to ensure individual students have participated in mandatory school work catch-up sessions.

Participate in PLC’s when space/opportunity permits.

Prepare report cards and progress reports.

Refer attendance and behavior concerns to administration. Meetings with administration as required to address any emerging issues.

Mandatory attendance at staff meetings.

Be present at school events.

Counsels, confers with and communicates with parents, school and district regarding student progress.

Abiding by all policies of Seabird Island Community School, the BC Ministry of Education, Independent Schools Branch and Seabird Island Band.

Ensuring compliance with the Seabird Island Community School Teacher Code of Conduct.

Other duties or responsibilities as assigned by the Vice Principal, Principal, Education Director or the Executive Director.

Core Competencies:

• Student and family Focus
• Valuing Cultural Diversity
• Initiative
• Team Work
• Work Ethic and Values