Temp FT (1.0) Math/Science Indigenous Transition Coach/Support Teacher (2026-27)

Position Description

A temporary full-time (1.0) Math/Science Indigenous Transition Coach/Support Teacher is required by School District No. 60 (Peace River North) effective September 1, 2026 to June 30, 2027. The assignment will be at North Peace Secondary School. Job Description

Focus on Indigenous studentul academic, wellness and transition throughout their high school experience Identity development through the Learning Journey strategies Who are they and what do they want to do beyond school - Learning Journeys How to start their career path towards adulthood Math and Science support for career and post secondary education planning Work collaboratively with the school, parents (and community) to develop strategies that ensure all students (gr. 10) clearly understand the courses and subsequent grades they must attain to attend the college or training program of their choice Connect/bridge students with community resources/supports that students can continue to access once they graduate from high school Increase sense of belonging at school by implementing the following Proactive strategically scheduling Indigenous vulnerable students to meet their needs, may include the following strategies Discuss with Counselors preferential student ing scheduling (fewer teachers, teacher/class matching, peer-pairing, etc.) Acknowledging student's successes and growth Regularly monitor student attendance Monitor academic progress (RTI and NPSS Mitigation Plan) Provide academic support to vulnerable Indigenous students Delegate students to the Indigenous Support Team for academic and SEL support Connect with NPSS teachers and parents/guardians in response to the "Red/Yellow" students in the RTI Organize, schedule, create agenda for bi-monthly Indigenous team meetings Student home visits with Indigenous team member Liaison with wraparound supports (school, home, community agencies, urban Indigenous organizations and First Nations Community) Comprehensive planning for reentry to school for those students who have been withdrawn Ability to work independently and collaboratively with Indigenous Support Team Members All student services are to be documented in INSIGHT Qualifications And Experience

Valid BC Ministry of Education Teacher Certificate (or eligible for) Qualifications and demonstrated ability to teach the identified subjects Experience with universal design and differentiation to meet the diverse needs of students Excellent interpersonal, communications, collaboration and organization skills Experience/training/knowledge of Social Emotional Learning. Demonstrated ability to create a positive classroom community contributing to a safe, caring, and healthy school where every student feels a sense of belonging Strong belief in the philosophy of inclusion and the potential of all students to learn Understanding of the BC Curriculum and ability to plan both short-term and long-term in consideration of class composition Willingness to work in a collaborative model with staff on the foundation of enhancing student learning Demonstrated use of classroom management practices that are pro-active and maintain student dignity Demonstrated use of assessment practices that promote student learning and maintain student dignity Bachelor degree in Math & Science and graduate level course(s) in inclusive education Three years related experience working with Indigenous communities and schools around the academic and social emotional well being of Indigenous students Valid BC drivers license. Local travel may require the use of a personal vehicle Demonstrated ability to communicate effectively in person and in writing with Indigenous youth, their families, Indigenous communities, educational personnel, Indigenous service providers and community partners Experience with adapting and modifying curriculum to meet the needs of students Demonstrated ability to support Indigenous education and effective transitions to high school and into early adulthood for Indigenous students Experience/knowledge of Universal Design for Learning (UDL) practices in the classroom Experience/training/knowledge of Positive Behavior Support (PBS) Assessment practices supportive of the learning process Ability to work with students having social and emotional needs Strong background in Indigenous Peoples\' prehistory, culture, and contemporary life/issues through considerable personal life experience and coursework in Indigenous Education and/or First Nations Studies Extensive knowledge of the educational teaching approaches, including; outdoor/place-based learning, UDL, Elder teachings and Indigenous ways of knowing Proven ability to work successfully within a collaborative design (working with school staff, school-based principals, Indigenous Education Coordinator(s) and other district and ministerial staff Oral and written fluency in an Indigenous language would be an asset Interested Applicants Are Required To Supply

Three (3) references Verification of qualifications (BC Teacher Certificate) Compensation

$2000 relocation allowance for teacher from BC, AB and Yukon and up to $4000 for teachers from other areas $3,035 recruitment allowance (paid over 10 months of the school year, based on the FTE) Salary as per collective agreement. Current salary grid is $65,397 - $111,952 Benefits as per collective agreement with option to enroll in medical, dental, extended health, and group life insurance. Benefits are employer paid based on FTE For More Information Please Contact

P at Jansen, District Principal, Indigenous Education Centre 250-785-8324 or pjansen@prn.bc.ca Todd Koponyas, Principal, NPSS, 250-785-4429 or tkoponyas@prn.bc.ca Note

All applications with relevant documentation must be made through Make A Future for consideration for the position About School District 60

School District 60 is noted for innovative educational practices and excellent cooperative relationships between all educational partners. Our district is made up of dedicated, energetic professionals for whom the achievement and well-being of their students is a first priority. Together we challenge, encourage and support all learners to be responsible for developing their abilities with respect for self, others and the environment.

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