New Westminster Schools Career Opportunity
School District No. 40 (New Westminster)
Indigenous Success Teacher
District-Based Position | 1.00 FTE | Continuing
School District No. 40 proudly acknowledges that we live,
learn, and work on the unceded and traditional territory of the Qayqayt First
Nation, as well as all Coast Salish peoples. Guided by our commitments to
reconciliation, equity, and student success, SD40 invites qualified teachers to
apply for the position of Indigenous Success Teacher.
Position Summary
Reporting to the District Principal of Indigenous Education
and Equity, the Indigenous Success Teacher works as part of the District
Indigenous Education team to support the academic, cultural, social, and
emotional well‑being of Indigenous students (First Nations, Métis, and Inuit).
The role combines direct student support, instructional
consultation and planning, and collaborative problem‑solving with school teams
to improve engagement, foundational skill development, attendance, and academic
outcomes for Indigenous learners. The successful candidate will work closely
with the student and their family, Indigenous Education Team, District staff, school
administrators, classroom teachers, and the school-based team to design and
support responsive instruction and intervention.
Key Responsibilities
Student Support and Instruction
- Provide
direct instructional and non‑instructional support to Indigenous students based on student and school
needs.
- Support
student attendance, engagement and re-engagement, credit and graduation completion,
and transitions through relationship‑based and strengths‑focused
approaches.
- Co‑develop
and support culturally responsive learning experiences aligned with
Indigenous ways of knowing, being, and learning and the First Peoples
Principles of Learning.
- Work
directly with site-based administrators, School-Based Teams, and District
staff on a daily basis
- Ongoing
collaboration with the District Inclusive Education Department and staff
to support Indigenous student social and academic skill development
Instructional Leadership and Collaboration
- Collaborate
with classroom teachers, school-based teams, Indigenous Education staff,
and administrators to support student success.
- Participate
in School‑Based Team meetings, case planning, and district consultation
processes.
- Support
the design, implementation, and monitoring of academic and social
interventions at Tier 1, Tier 2, and Tier 3 levels.
- Model,
co-plan, co-teach, and support culturally responsive, evidence‑based
instructional practices.
Assessment, Data, and Program Planning
- Support
the use of assessment data, screening tools, and progress monitoring to
identify learning needs and measure impact.
- Assist
schools and district teams in analyzing student learning data to inform
instructional and re‑engagement planning.
- Contribute
to personalized student academic planning and resource development.
- Supporting
audit requirements.
Family and Community Engagement
- Build
and maintain respectful, trust‑based relationships with students,
families, and caregivers.
- Act
as a liaison between schools, families, community agencies, and Indigenous
organizations.
- Support
and participate in Indigenous cultural, community, and district events,
gatherings, and ceremonies.
- Oversee
and work directly with the Indigenous Outreach Worker to support student
re-engagement plans
Professional Learning and District Initiatives
- Support
professional learning for educators related to academic, Indigenous
Education, and culturally responsive pedagogy.
- Contribute
to district priorities related to equity, inclusion, reconciliation, and
Indigenous student success.
- Maintain
accurate documentation, student records, and reports as required by the
district.
- Perform
related duties as assigned.
Required Qualifications
- Completion
of a recognized teacher education program.
- Valid
BC Teaching Certificate.
- Significant
experience working with Indigenous students and families, preferably in middle
and secondary settings.
- Demonstrated
knowledge of Indigenous histories, cultures, worldviews, and contemporary
issues, including the impacts of colonization and intergenerational
trauma.
- Strong
relationship‑building, collaboration, communication, organization, and
documentation skills.
- Experience
using assessment data to guide instructional planning and monitor
progress.
- Proven
ability to collaborate effectively with school and district teams.
- Ability
to work flexibly and collaboratively in a district‑based role.
- Strong
communication, organization, and reflective practice skills.
- Commitment
to ongoing professional learning in Indigenous Education, equity, and
inclusive practices.
Preferred Qualifications
- Diploma
(UBC or equivalent 30 credit program) or Masters Degree in Special
Education, preferably comprising of coursework in the following areas:
students with special needs, strategies for adapting and modification of
curriculum, learning disabilities, giftedness, assistive technology or
augmentative communication, ASD, Functional Behaviour Assessment, Positive
Behaviour Support, and differentiation
- Level
B Assessment qualification (EPSE 421 or equivalent)
- Preference will be given to candidates who identify as Indigenous
Compensation
- Salary
and benefits in accordance with the SD40 Teachers’ Collective Agreement,
commensurate with qualifications and experience.
- District‑based
role requiring travel between schools.
Additional Posting Information:
School District No. 40 (New Westminster) is an equal opportunity employer. New Westminster Schools welcomes and encourages applications from women, visible minorities, indigenous persons, persons with disabilities, persons of any sexual orientation, any gender identity or gender expression. If you require an accommodation through our hiring process, please email [email protected].
School District No. 40 (New Westminster) has been given approval from the Human Rights Tribunal for a Special Program under s.42(3) of the Human Rights Code. Under this special program, New Westminster Schools seeks to preferentially hire Indigenous persons to a variety of teaching positions. Therefore, each applicant may wish to provide, on a voluntary basis, whether they self-identify as a First Nations, Metis, or Inuit person; please do so by emailing Gordana Ballarin, HR Manager, at [email protected]
