Teacher - Aboriginal Studies (Cree)

Guided by MESC’s vision, mission, Maskwacîs Education Law, Maskwacîs Cree Declaration on Education and Natural Law, the Teacher is responsible for planning and implementing nehiyaw okiskinwahamâwasowin (past teachings) and contemporary teachings, thereby providing a balanced education for awâsisak ekwa oskayek.

The approved curriculum, grounded in traditional Maskwacîs Nehiyawak teachings are designed to engage all students in positive, enriched, and experiential learning opportunities.

The Teacher is responsible to the Principal and will have these responsibilities : 1. Understand, Demonstrate, and Foster the Value of Wâhkôhtowin (Relationships) - The teacher builds positive and productive relationships with students, nîkihikomâwak / ohpikinahawasiwahk (parents / caregivers), colleagues, and others in the school and local community to support student learning.

Teachers shall demonstrate respect, fairness and integrity for okâwîmâw askîy (mother earth), kehtehayak (elders), awâsisak (children), oskâyak (youth), and future generations.

Teachers shall demonstrate empathy and a genuine caring for others. Teachers shall actively learn about the historical, social, economic and political implications of Maskwacîs (ie.

treaties, residential schools, colonization) to ensure compassion and understanding is demonstrated. Teachers shall provide culturally appropriate and meaningful opportunities for students and for nîkihikomâwak / ohpikinahawasiwahk (parents / caregivers), as partners in education, to support student learning.

Teachers shall invite nîkihikomâwak / ohpikinahawasiwahk (parents / caregivers), kehtehayak (elders), cultural advisors and local community members into the school and classroom.

Teachers shall collaborate with community service professionals, including mental health, social services, justice, health and law enforcement.

Teachers shall honor cultural diversity and promote intercultural understanding. 2. Engage in Career Long Learning - The teacher engages in career-long professional learning and ongoing critical reflection to improve teaching and learning.

Teachers shall model and encourage the use of nehiyawewin in the school community. Teachers shall foster and learn about the teachings of wâhkôhtowin, îyinîw mâmitonehicikan, nehiyaw pimâtisiwin, and nehiyawewin.

Teachers shall collaborate with colleagues to build personal and collective professional capacities and expertise (ie. collaborative response structures and processes).

Teachers shall actively seek out feedback to enhance teaching practice. Teachers shall actively participate and engage in school and MESC wide professional learning opportunities (ie.

coaching, peer observation, mentorship programs, district led professional development). Teachers shall build capacity to support student success in inclusive, welcoming, caring, respectful and safe learning environments.

Teachers shall seek, critically review, and apply educational research to improve practice. Teachers shall enhance understanding of the community of Maskwacîs including the current and historical perspective.

Teachers shall continuously reflect, refine and improve the craft of teaching. 3. Demonstrate a Professional Body of Knowledge - The teacher applies a current and comprehensive repertoire of effective planning, instruction, and assessment practices to meet the learning needs of every student.

Teachers will have a specialized knowledge of the subject matters they teach. Curriculum, Planning and Designing Learning Activities The teacher shall prepare daily lesson plans, unit plans, and long range plans.

In these plans there will be reference to : The Maskwacîsak perspective encompasses the language, the culture, history and current context.

Learner Outcomes as outlined in the approved curriculum and the Maskwacîs Curriculum Development Guide. Varied, engaging, and relevant materials and resources.

Development of literacy and numeracy skills. Varied, engaging, and relevant learning activities that are linked to learner outcomes.

Digital technology integration. Differentiated curriculum and assessment methods. Instruction and Engagement - Îyinîw mâmitonehicikan and nehiyaw pimâtisiwin will inform all instructional methods and strategies and will be used to deliver a strong maskwacîwiyiniwak program.

Teachers shall use varied instructional methods and strategies that encourage deep understanding and transfer of learning.

Teachers shall promote students to make connections to self as nehiyaw in their community of Maskwacîs, and the world around them.

Teachers shall communicate high expectations for all students. Teachers shall foster curiosity through inquiry and experiential learning.

Teachers shall make connections to nehiyaw pimatîsiwin. Teachers shall consider student strengths, interests, and background knowledge.

Teachers shall ensure learning is accessible to all students by providing instruction and resources that are relevant, engaging, and matches their learning profile.

Teachers shall establish universal classroom structures, routines, procedures and expectations that support the success of all students.

Teachers shall present information in a variety of ways (ie. small group instruction, direct instruction, experiential learning, individual study, individual instruction, student collaboration).

Teachers shall ensure that students have the opportunity to demonstrate their understanding of curricular outcomes in a variety of ways.

Teachers shall acknowledge and respond to student readiness. Teachers shall understand and respond respectfully to the community demographics and social context.

Teachers shall teach about treaties in their classrooms and will utilize the resources recommended by MESC. Student Assessment and Evaluation Practices - The teacher is responsible for ensuring student assessment and evaluation practices consider the Maskwacîsak perspective to include the context, history and relevant experiences.

Teachers shall ensure assessment materials are not biased or prejudiced toward Indigenous people, history, or context. Teachers shall gather ongoing data and evidence to support student learning and determine effective instructional strategies.

Teachers shall use data and evidence to inform student curricula or instructional learning goals. Teachers shall generate evidence of student learning to inform teaching practice through a balance of formative and summative assessment experiences.

Teachers shall provide a variety of assessment methods through which students can demonstrate their achievement of the learning outcomes.

Teachers shall provide accurate, constructive, and timely feedback on student learning for both the student and nîkihikomâwak / ohpikinahawasiwahk (parents / caregivers).

Teachers shall use professional judgement based on evidence and data when determining and reporting the level of student learning.

4. Establishing Inclusive Learning Environments - The teacher establishes, promotes, and sustains inclusive learning environments where diversity is embraced and every student is welcomed, cared for, respected and safe.

Teachers shall foster equality and respect in the school community as outlined in the Alberta Human Rights Act and the Canadian Charter of Rights and Freedoms.

Teachers shall ensure pehtamowin (hearing), îtapiwin (vision), waskawîwin (mobility), pîkiskwewin (speech) are all incorporated into the instruction to ensure student needs are met.

Teachers shall use appropriate universal, targeted, and specialized strategies and supports to address students’ strengths, learning challenges and areas for growth.

Teachers shall communicate a philosophy of education affirming that every student can learn and be successful. Teachers shall be aware of and facilitate responses to the emotional and mental health needs of students through an Indigenous trauma-informed lens.

Teachers shall recognize and respond to specific learning needs of individual or small groups of students and, when needed, collaborate with service providers and other specialists to design and provide targeted and specialized support to enable achievement of the learning outcomes.

Teachers shall employ classroom management strategies that promote positive, engaging, predictable, and consistent learning environments.

Teachers shall incorporate students’ personal and cultural strengths into teaching and learning. Teachers shall provide opportunities for student leadership.

5. Adhering to Legal Frameworks and Policies - The teacher demonstrates an understanding and adherence to the legal frameworks and policies that provide the foundation for the Maskwacîs Education Schools Commission.

Teachers shall engage in practices consistent with policies and procedures established by MESC. Teachers shall recognize that the professional practice of a teacher is bound by standards of conduct expected of a caring, knowledgeable and reasonable adult entrusted with the custody, care or education of students.

Teachers shall maintain an awareness of, and respond in accordance with, requirements authorized under the Maskwacîs Education Law, Maskwacîs Cree Declaration on Education, and other relevant legislation.

Teachers shall learn about the historical, social, economic, and political implications of : Treaties and agreements between the Indigenous communities and the Government of Canada , particularly with those treaties and agreements in Maskwacîs;

Residential schools and their legacy, particularly with those impacted in Maskwacîs. Colonization and what it means to decolonize education.

Qualifications Bachelor of Education degree from a University in Alberta or its equivalent. Valid Alberta Teaching Certificate.

Working Conditions Interacts with students, teachers, administration, family members, visitors, government agencies and personnel under all circumstances.

Intermittent physical activity including walking, standing, sitting, lifting, and supporting children. Manual dexterity required to use a desktop computer and peripherals.

Expected to work outside of regular work hours as required. Knowledge and Skills Knowledge and understanding of nehiyawewin culture, language and traditions.

Culturally and politically sensitive. Well-developed interpersonal, teamwork and public relations skills. Effective verbal and written communication skills with individuals at all levels of the organization.

Ability to work independently and as a team member. Good organizational, time management and prioritizing skills. Ability to work effectively with school personnel, parents, students and community members.

Aware of and able to appropriately interpret all applicable laws and regulations for education, policies and practices. Maintain confidentiality and integrity showing respect to staff, parents and members of the public.

Ability to adapt to and learn new software. High level of critical and logical thinking, analysis and reasoning to identify underlying principles, reasons or facts.

Ability to work well under pressure and meet established deadlines. Ability to interpret and implement the organization’s policies and procedures.

Attention to detail in all areas of work. Clean criminal record check, including vulnerable sector clearance.