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SUPERIOR-GREENSTONE DISTRICT SCHOOL BOARD
Invites Applications For The Position Of
Indigenous Special Education Facilitator
Summary
As a key member of the Multidisciplinary team, the Indigenous Special Education Facilitator will work collaboratively with Indigenous communities, Indigenous community representatives, educators and principals through a culturally responsive lens to positively contribute to the achievement, well-being and equity of students with special education needs and who identify as Indigenous throughout the Superior-Greenstone District School Board region in compliance with regulations, acts and policies of Superior-Greenstone District School Board. The Indigenous Special Education Facilitator will identify as First Nation, Métis or Inuit and will work through a local Indigenous cultural lens striving to meet the spiritual, physical, emotional, and intellectual needs of students with special education needs who identify as Indigenous. It is preferred that the successful candidate identifies as First Nations, Metis and/or Inuit.
Start date and location will be determined based on the successful applicant.
Education/Experience
- Experience in Indigenous traditional healing practices, Indigenous traditional support services, or Indigenous
community-based healing models.
- University Degree or College Diploma
related to Indigenous Studies, Indigenous
Education and/or other related fields is beneficial but not required
- Experience in land-based approaches to Indigenous student learning,
land and healing practices, and
alternative learning practices outside of the classroom environment
- Minimum of 5 years’ experience working with youth that have special education needs.
- Experience working in Indigenous communities and/or Indigenous organizations with an understanding
of Indigenous political structures, funding/granting opportunities, education
programs/supports, and existing student supports.
- Experience in working through a culturally responsive approach to meet
the spiritual, physical, emotional and intellectual needs of Indigenous
students and peoples.
- Proficiency in computer skills such as Microsoft applications, e-mail,
cloud-based applications and other platforms
RESPONSIBILITIES: (This is not an exhaustive list)
Work as part of the Indigenous Education and Multi-Disciplinary teams to support
school-based and student success teams to provide culturally responsive
programming for students who identify as Indigenous with special education
needs.
Work with local First Nations
communities and Indigenous organizations to identify
appropriate culturally responsive supports for students who identify as
Indigenous with special education need.
Attend all IEAC (Indigenous Education Advisory
Committee) meetings and FNAC (First Nations Advisory Committee) meetings as
needed to support students who identify as Indigenous with special education needs.
Collaborate with school-based teams, including
classroom teachers, to design culturally responsive environments and special
education programming to support students who identify as Indigenous.
Coach and collaborate with school board staff and local Indigenous community representatives
in the development of Individual Education Plan (IEP) goals and behaviour
success plans for students who identify as Indigenous.
Build and share strategies, resources and
practices through a job embedded approach and capacity building opportunities
with educators and principals on a
regular basis regarding culturally responsive programming for students who
identify as Indigenous with special education needs.
Assist in planning and supporting the
Multi-Disciplinary team in creating professional development opportunities to
elementary and secondary school teams, Teachers and Educational Assistants
throughout the district as it relates to supporting students who identify as
Indigenous with special education needs.
Liaise with other professionals, such as Elders, Knowledge Keepers and other key community members.
Develop a board wide special
education strategy in collaboration with Indigenous communities and other community partners
to determine the most appropriate Indigenous traditional support strategies for Indigenous students with special education leads.
Collect data at the school
and system levels
including, but not limited to, effectiveness of special
education programs and interventions, student outcomes in relation to goals,
etc. in relation to culturally responsive approaches for students with special
needs who identify as Indigenous.
Use and access Student
Information System as well as the Special Programs
module as needed to support school teams.
Performs other
related duties as assigned .
Additional Competencies
Can facilitate and lead
learning in Indigenous cultural
contexts.
Knowledge of
Anishinaabemowin is considered an asset.
Strong diplomatic skills,
tact, and a sensitivity to communicating in Indigenous cross- cultural environments.
Be self-motivated and the ability
to work independently.
Open to learning, sharing ideas and accepting feedback.
Strong planning
and organizational skills with the ability to multitask and manage
timelines.
Effectively communicate and collaborate with all stakeholders.
Display excellent interpersonal skills while building
positive relationships.
Quality of work meets a high
standard of accuracy
and attention to detail.
Take the initiative and make decisions
based on judgement, facts and alternatives.
Foster collaborative
relationships and provide excellent customer
service to internal and external stakeholders.
w Working Conditiions
Most working hours are in a normal
indoor working environment; occasionally required to work outside normal hours of work.
Occasionally exposed to difficult or demanding clientele
Regular travel required
to the various schools within
the described region.
Regular travel to Indigenous communities on isolated roads and in inclement weather conditions
Applications MUST include a complete summary of education and work experience. Applicants must also submit the names of three (3) professional references, one of which must be a current or most recent immediate supervisor, along with telephone numbers and email addresses, and a written authorization from the applicant permitting the Board to contact these references. Information from such persons will be gathered in accordance with the Municipal Freedom of Information and Protection of Privacy Act.
For Further Information Or Clarification, Please Contact
Annick Brewster, Special Education System Principal
Only applications submitted through Apply to Education will be considered.
Superior-Greenstone District School Board is committed to equity in employment. We provide reasonable accommodation at any point throughout the recruitment process in accordance with the Ontario Human Rights Code and Accessibility for Ontarians with the Disabilities Act. Please contact Human Resources at [email protected] so that appropriate arrangements may be made.
We thank all applicants; however, only those selected for an interview will be contacted.
Following the interview process all applications will be destroyed.
