Position Summary
Delivered in partnership between Ahousaht First Nation and North Island College, this program is grounded in Nuu-chah-nulth values, including respect, protocol, accountability, and community.
The Indigenous Language Fluency Certificate integrates language, culture, and community-based learning, with guidance from Elders and knowledge keepers. Instruction is delivered using a strengths-based, student-centred approach that supports learners at varying levels of language proficiency.
ILF 123 Nuu-chah-nulth Immersion 3
Intensive Nuu-chah-nulth language instruction will draw on local Indigenous knowledge and ways of knowing and being in an Indigenous language immersion setting that builds on ILF 122. The units will draw on a wide variety of culturally relevant activities conducted through the lens of the language to explore the essential relationship between Nuu-chah-nulth and identity, place (including land and sea), wellness, and roles and responsibilities. Students will build oral and aural skills through experiential activities that are the foundation for place-based, culturally infused learning. This course will provide students with an introduction to learner strategies and comprehensible language acquisition methods that are advantageous for Indigenous language acquisition and prepare students for a more intensive, immersive, place-based second term.Instructors are expected to foster inclusive and culturally responsive learning environments that support student success and contribute to language revitalization efforts within community.
ILF I24 – Nuu-chah-nulth Immersion 4
Intensive Nuu-chah-nulth language instruction will draw on local Indigenous knowledge and ways of knowing and being in an Indigenous language immersion setting at the intermediate level that builds on ILF 123. The units will draw on a wide variety of culturally relevant activities conducted through the lens of language to explore the essential relationship between Nuu-chah-nulth and identity, place (including land and sea), wellness, and roles and responsibilities. Students will build oral and aural skills through experiential activities that are the foundation for place-based, culturally infused learning. This course will provide students with language learning strategies and comprehensible language acquisition methods advantageous for Indigenous language acquisition that will be applied during the intensive, immersive, place-based second term.
This course will be delivered in digitally scheduled.
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 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 Lived experience with language learning, teaching or revitalization within community is highly valued- BC Teaching Certificate or Provincial Instructors Diploma is desirable;- Bachelor’s Degree with emphasis on second language acquisition such as Dr. Greymorning Method, Total Physical Response and comprehensible input methods desirable;- Master’s Degree in Indigenous Education/Indigenous Language is desirable.- Demonstrated experience working with Indigenous communities, including in-community, land-based or culturally grounded learning environments;- Deep understanding of Indigenous language revitalization practices, including knowledge that language is rooted in land, culture and relationships Required Knowledge Skills & Abilities Proficiency in the specified language and ability to work with fluent speakers to facilitate learning.
- Background and knowledge in the use of student assessment tools and placement testing;
- Combination of excellent leadership and teaching skills with a strong commitment to academic excellence and student success;
- Excellent interpersonal, oral and written communications skills, particularly in an inter-cultural learning environment;
- Proven instructional abilities, using creative and motivating approaches to stimulate learning;
- Orientation towards student learning;
- Excellent organizational and time management skills with the ability to plan and prioritize, and efficiently meet deadlines;
- Comfort with basic technology and online learning platforms to support course delivery;
- Preference will be given to qualified instructors with Indigenous ancestry.
- Understanding of Indigenous language revitalization approaches, including land-based, experiential, and relational learning;
- Ability to create a safe, respectful, and inclusive learning environment grounded in Indigenous values and protocols;
- Ability to meet students where they are at and support varying levels of language proficiency;
