Position Summary
Applications are invited from qualified individuals to instruct in the
Early Childhood Care & Education (ECCE) Diploma program, offered in partnership with the Homalco First Nations.
The sessional instructional assignment, up to 30%, involves teaching one or more of the following theory courses to a cohort of International ECCE students using a face-to-face delivery method at the Campbell River campus.
Within your Cover Letter, please identify which courses you are interested in instructing. Please refer to the Weekly Work Schedule for course start/end dates, days, and times.
ECC 204: Developmental Journeys Part II – AdvancedECC 224: The Learning Child – Infants and Toddlers Part IIIECC 268: Supervising Early Childhood Centers The successful candidate will implement creative strategies in the preparation and delivery of theory course activities; use initiative in providing documentation and follow-up with regard to student concerns and problem resolution; and bring facilitation skills to management of conflict. The schedule for this assignment will be flexible to meet the needs of the program.
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.
IMPORTANT NOTES:
Please read the Immunization Requirements for Health and Human Services Faculty, located on left menu list under
Criminal Records Check – Immunizations.
In accordance with the Criminal Records and Review Act, it is mandatory that faculty hired under the Faculty of Health and Human Services department have a clear Criminal Record. In accordance with the Criminal Records and Review Act, it is mandatory that faculty hired under the Health and Human Services department have a clear Criminal Record. Faculty members must provide a Clear Criminal Record Check (CRC) to the Human Resources Department prior to the commencement of employment. Please scan your CRC for attachment. If your CRC is not available at the time of application, please attach a copy of your CRC Consent form. For more information and necessary forms, click on the
Criminal Records Check – Immunizations link located on the left menu list.
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 and practicums. 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 4-14, Grade System;
- 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 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.
3.0 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. Required Education & Experience
- Bachelor’s degree in ECE or Bachelor’s degree in related field and ECE certificate or diploma required.
- Master’s degree in Early Childhood Care & Education (ECE) or a related field preferred.
- Minimum three years of experience in Early Childhood Care & Education settings and/or teaching in an Early Childhood Care & Education program with practicum supervision experience.
- Current awareness of community-based Early Childhood Care & Education issues and experience working collaboratively to address these issues.
- Experience with Indigenous pedagogies and culture.
- Current related teaching experience at the post-secondary level; and/or experience teaching adults.
- Experience with curriculum development including curriculum design for the use of teaching/learning technologies.
- Current ECEBC membership in good standing.
Required Knowledge Skills & Abilities - Demonstrate a commitment to current Early Childhood Care and Education philosophies and practices.
- Experience using a variety of creative and motivating approaches to stimulate learning within a distributed teaching-learning environment and classroom is an asset.
- Ability to demonstrate effective team behaviours, support cooperative and effective working relationships, and contribute to shared team goals.
- Excellent organizational and time management skills with the ability to plan, prioritize and efficiently meet deadlines.
- Excellent interpersonal, verbal, and written communication skills.
- Experience with and willingness to learn, online learning management systems, i.e. D2L Brightspace, Teams.- Proficiency in the use of computer applications, the internet, and with MS Office software applications including Word, Excel, PowerPoint, Outlook, Teams.- Valid BC driver’s license and access to a reliable vehicle is required.
