Instructor, Indigenous Leadership Certificate (ABG 103: Vision, Values, Philosophies and Ethics)

Position Summary

North Island College is seeking a qualified instructor to teach ABG 103: Vision, Values, Philosophies and Ethics as part of the Pathways to Nuu-chah-nulth Teacher Training Program, a community-led partnership with the Nuu-chah-nulth Tribal Council, and North Island College.

The Pathways program supports Indigenous learners, with priority for Nuu-chah-nulth members living in the region, who are preparing to become teachers grounded in Nuu-chah-nulth values, land, language, culture, and community. Students in the program are completing university-level courses toward future admission into Year 3 of the Bachelor of Education program.

In this course, students will explore and examine leadership’s role in the development of organizational vision, philosophies, values and ethics statements within the larger context of nation building and strengthening existing organizational structures. Classes will be in person Mondays and Wednesdays, 6:00PM to 9:00PM, from January 5 to February 17, 2027.

The teaching faculty of North Island College are responsible for implementing the College’s vision, goals, and objectives as they relate to teaching and learning. To carry out their teaching assignments, faculty use organizational skills, inter-personal skills, and their knowledge of subject matter, pedagogy, and curricular design. In addition, they have a responsibility to serve as role models for students and colleagues.

The responsibilities and typical duties listed below constitute a generic job description for teaching faculty whose responsibility may be for the delivery of scheduled classes, the support of self-paced, on-line, and distance courses, and/or instruction and supervision in laboratories, practicums, shops, etc. Position Competencies - Creates a Positive Climate and Culture;
- Effective Communication Skills;
- Effectively Develops Goals & Objectives;
- Focuses Effectively on Key Results and Priorities;
- Demonstrates a Focus on Continuous Improvement;
- Interpersonal Effectiveness. Duties & Responsibilities 1.0 INSTRUCTIONAL
- To plan and prepare learning materials for instructional environments;
- To use a variety of approaches and materials, as appropriate, in order to address different learning needs;
- To teach in assigned subject areas and to include in courses, and in course outlines, all required subject matter or skill activity;
- To direct student learning in a positive, supportive, and caring environment;
- To be available to students regularly during scheduled office hours and classroom hours, to discuss their progress and other issues that influence their learning. (30 hours/wk.) (See Policy #3-03: Faculty Absence from Class – Cancellation of Classes);
- To clearly communicate in writing learning outcomes for programs and courses, and the way in which learners will be evaluated against those outcomes;
- To design and conduct evaluations or appraisals of students and to keep students informed of their progress;
- To submit grades in a timely manner, in accordance with Policy 4-15, Reporting Final Grades;
- To maintain records of student enrollment and achievement and other records required by the College and affiliated agencies. At the end of employment with the College, to submit marks and student records to the department Chair.

2.0 TYPICAL PROFESSIONAL DUTIES OF INSTRUCTIONAL FACULTY
- To be aware of, and to work within, College educational policies;
- To be aware of the Education and Strategic plans and to contribute to their development and assist in the achievement of its goals and objectives;
- To advise the Department Chair, within a reasonable time frame, of items that need to be ordered so that inventories of books, supplies, and equipment are adequate for the courses taught;
- To advise the Department Chair regarding enrollment management (recruitment and retention) strategies for their areas of responsibility;
- To advise the Department Chair responsible, and the appropriate Administrator and/or Campus Health and Safety Committee, of any health and safety concerns and to assist, where possible, in rectifying the problem;
-To demonstrate knowledge of computer applications appropriate to the teaching environment;
- To maintain continuous professional development of competencies and qualifications as required in the appropriate discipline;
- To participate actively as a contributing member of the College community on College committees and other College-wide activities, where appropriate;
- To participate in department meetings and other department activities during normal working hours, when possible;
- To undertake other related responsibilities and duties which may be assigned by the College when course load permits.

3.0 COMMITMENT TO INDIGENOUS-LED, IN-COMMUNITY PROGRAMMING
-Build and sustain respectful, trust-based relationships with Indigenous students, communities, leaders, and organizations.
-Actively engage with communities to ensure programming reflects local priorities, values, and knowledge systems.
-Demonstrate cultural responsiveness, adaptability, and humility in navigating challenges and opportunities.
-Create culturally safe, healing-focused classrooms that support holistic student well-being—emotional, physical, spiritual, cognitive, and social.
-Guide learners in developing reflective portfolios that include personal values, educational and career goals, wellness strategies, and achievement plans.
-Integrate Indigenous knowledge systems, land-based learning, and intercultural teachings into curriculum design and course delivery.
-Encourage learners to explore and articulate their personal visions and belief systems in ways that reflect both individual identity and community values.
-Support students in building foundational competencies and essential skills for further education or career pathways. Examples of this may include but are not limited to: communication skills, critical thinking, problem solving, critical thinking and problem solving.
-Offer experiential, collaborative, and reflective learning to build student confidence and engagement.
-Collaborate meaningfully with Elders, Knowledge Keepers, and community members to ensure respectful, authentic learning experiences.
-Adapt teaching approaches to meet the diverse cultural, educational, and personal backgrounds of adult learners.
-Provide formative, strengths-based feedback aligned with holistic learning outcomes.
-Engage in ongoing professional development in Indigenous education, cultural safety, trauma-informed practices, and adult learning methodologies. Required Education & Experience - Master’s degree in a related field
- Three years demonstrated experience working with Indigenous communities and organizations.
- Demonstrated experience working respectfully in or with Indigenous communities, including an understanding of protocols, relationship-based practice, cultural safety, and trauma-informed approaches.
- Ability to connect academic course content to Indigenous lived experience, community priorities, and land, culture, language, and ways of knowing
- Preference will be given to qualified instructors with Indigenous Ancestry. Required Knowledge Skills & Abilities Ability to demonstrate effective team behaviors, support cooperative and effective working relationships and contribute to shared team goals;
- Excellent interpersonal, oral and written communication skills;
- Demonstrated excellent instructional abilities, using creative and motivating approaches to stimulate learning;
- Excellent organizational and time management skills with the ability to plan and prioritize, and efficiently meet deadlines;
- Basic level of proficiency with MS Office software applications, the internet and web-based applications.
- Knowledge of Nuu-chah-nulth communities, histories, governance, language, protocols, and teachings.- Experience delivering education in-community or in partnership with First Nations, Tribal Councils, Indigenous organizations, or Indigenous education programs.
- Experience incorporating Indigenous pedagogies, land-based learning, Elder teachings, storytelling, reflection, and community-based learning into course delivery.