Seabird Island Band Looking for High School Science Teacher 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 High School Science 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 High School Science 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 High School Science 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?

Position Summary:
This position involves the provision of instruction to students of Seabird Island Community School and includes instruction, preparation, assessment, class 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. Individual contracts will govern the specific teaching assignment and number of hours. The Salary is inclusive of all teaching duties as detailed below. Must be committed to personal health and is a role model for our students in promoting healthy activities and good nutrition.

The main purpose of the Science Teacher is to help nurture children’s curiosity about the world around us. In turn providing a methodology to turn curiosity into knowledge and transform that knowledge into creative problem solving, innovation and invention.

Qualifications/Requirements:
Full Vaccination against COVID-19 is a precondition of new employment. A successful candidate offered employment at SIB will need to provide proof of full vaccination prior to commencing employment. Exemptions permitted as outlined in SIB covid vaccination policy

Bachelor Degree in Education with a specialization in Science.

Must be a B.C. Certified Teacher.

Experience instructing science at the high school level.

Knowledge of and demonstrated ability in addressing a wide range of academic, social, emotional and behavioral needs of children in high school.

Excellent classroom management, behavioral management and organizational skills.

Training and experience in successfully using a variety of resources to teach science.

Maintains and promotes working relationships with community professionals.

Participates in the ongoing planning, development and extension of services.

Collaborates with teachers to develop more effective strategies to work with special needs students.

Willingness to contribute to a positive school culture by volunteering in extracurricular activities.

High professional and ethical standards.

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, Class 5.

Satisfactory Criminal Record Check.

Primary Responsibilities:
Instruction and delivery of curriculum in keeping with the BC Ministry of Education Integrated Resource Packages, outlines and prescribed learning outcomes or as outlined by school administration.

Delivering the minimum instructional hours for each subject taught as required by BC Ministry of Education standards.

Delivering high school science courses including Chemistry, Biology and Physics.

Meeting all reporting and assessment deadlines.

Preparation for School wide assessments: i.e. CAT 4.

Lesson preparation.

Year Plan preparation.

Taking and reporting attendance of students

Development of Individual Education Plans with special education teacher

Carrying out instruction of Individual Education Plans with required adaptations and modifications.

Assessment and exam oversight.

Maintain discipline in accordance with the school procedures, and to encourage good practice with regard to punctuality, behaviour and standards of work.

Updating professional knowledge and expertise as appropriate to keep up to date with developments in teaching practice and methodology, in general, and in the curriculum area of Science.

Assess, record and report on the attendance, progress, development and attainment of students and to keep such records as are required.

Complete the relevant documentation to assist in the tracking of students.

Communicate as appropriate, with the parents of students and with persons or bodies outside the school concerned with the welfare of individual students, after consultation with the appropriate staff.

Apply the Behaviour policy so that effective learning can take place.

Other duties or responsibilities as assigned by your supervisor, Director, or the CAO

Core Competencies:
Client Focus

Initiative

Team Work

Valuing Cultural Diversity

Work Ethic and Values