Elementary and/or Secondary Permanent Job Posting
All Elementary Permanent Teachers and Secondary Permanent Teachers are invited to apply for this opportunity
Consultant of Reconciliation & Indigenous Educational Wellness
1 Full-time Position
DATE OF APPOINTMENT:
This position is a one-year term appointment, mutually renewable annually up to five years
Ministry Requirements as outlined in The Education Act and Regulations.
System Principal, Restorative Educational LeaderSHIP
Success candidates will have demonstrated:
- Successful teaching experience in the area of the special assignment
- Successful teaching experience in varied classroom assignments
- The ability to collaborate and be a contributing member of a team
- The ability to work successfully with students in or at risk
- Excellent oral, written, presentation and facilitation skills
- Excellent interpersonal skills.
- The ability to be detail oriented and organized.
- The ability to collect and analyze data
- Understanding of the complexities of historic obstacles experienced by Indigenous learners and the history of education in Indigenous communities.
- Knowledge of Indian Day Schools, Truth and Reconciliation Commission Calls to Action, the Ontario College of Teachers’ Restorative Journey- specifically Reflection and Inquiry Calls to Action, as well as resources and supports of these timely and important initiatives and their impact on local First Nations communities.
- A genuine ability to develop, implement, maintain, and evaluate programming that contributes to reconciliation and a restorative educational wellness journey.
- Understanding of and respect for Indigenous ways of knowing, being, doing, regarding Crown/Indigenous history, Indigenous culture, lived experiences and historic obstacles.
- A high degree of Indigenous cultural sensitivity and awareness, and the ability to work with a diverse population.
- A working knowledge of ‘Exploring Accessibility Inclusion and Belonging,’ OCT document
- Knowledge of Indigenous languages and cultures within the HWDSB umbrella.
- Knowledge of the Indian Act and of the process of registration as an ‘Indian’ within the act.
- Knowledge of Metis history and culture.
- Knowledge of Inuit culture and local history.
- Knowledge of Two Spirit and LGBTQIA+ history and obstacles with emphasis on (Indigenous) Two Spirit identity in Indigenous communities and supports specific for classroom and school communities to ensure safety.
- Understanding of Intergenerational trauma and its connection to Indian residential schools and Indian day schools and what was delivered under the guise of education to First Nations communities and the need for and, ability to create and independently deliver innovative programming that reflects steps toward restorative actions and Indigenous educational wellness.
- Knowledge and understanding of Ministry and Board policies, current issues, research and new developments related to Indigenous Studies, culture, curriculum standards and all aspects of Student Success.
- Personal Leadership Resources as defined by the Ontario Leadership Framework.
- Successful integration of digital tools, software, and platforms into their teaching practice.
- The ability to influence the teaching practice of others.
Consultant of Reconciliation & Indigenous Educational Wellness
Working under the supervision of the System Principal, Restorative Educational LeaderSHIP and in friendship with the Indigenous Education Lead, the Indigenous Education Department, and Programs/Equity Departments within HWDSB and, guided by the ethical standards of the teaching profession: Care, Integrity, Respect and Trust as well as the Standards of Practice, as outlined by the Ontario College of Teachers (OCT), responsibilities will include:
- Participate with the Indigenous Education Lead and Indigenous Education Department in honouring the ongoing development of in-house vetting system, that works to ensure authenticity, accuracy, and accountability to Indigenous communities within the HWDSB community, to ensure all ethical standards are honoured to protect the integrity of the learners, their families, the HWDSB community and Indigenous culture and history.
- Understand the need for a vetting system and the complexities and concerns that come from the process of 1. individuals falsely self-identifying as Indigenous and, 2. Using and/or appropriating harmful, outdated, stereotypical or romanticized curriculum, and/or items or activities understood to be sacred, and will be able to address these concerns in a discreet, respectful, professional manner, in collaboration with the Indigenous Education Lead and the Indigenous Education Department.
- Support schools directly in providing equitable access to programs, opportunity, and outcome for Indigenous students.
- Provide accurate and authentic knowledge and professional development in system, schools and classrooms, independently, and in conversation with the Indigenous Education Lead, and the Indigenous Education Department.
- Plan collaboratively and deliver job-embedded professional development within an interdisciplinary team of consultants K-12, Social Work, the Indigenous Education Lead, and Indigenous Education Department within the HWDSB organizational system.
- Collaborate with teachers and learning teams to provide job embedded professional development as identified through action plans, school improvement plans, and the board’s Strategic Directions and Annual Operating Plan, and specifically the Indigenous Education Circle Strategic Action Plan (IECSAP).
- Support the development of safe spaces for Two Spirit and LGBTQIA+ students with emphasis on (Indigenous) Two Spirit identity in Indigenous communities and supports specific for classroom and school communities to ensure safety.
- Build capacity of staff with respect to Indigenous traditions, cultures, histories and needs.
- Support school and system staff (e.g., Program Division) in acquiring an understanding of Indigenous pedagogies.
- Collaborate with alternative education teachers to provide innovative program support and direction.
- Promote collaboration for student success between schools as part of students’ program pathway.
- Support pathways and career development activities across the board, including the School College Work Initiative (SCWI), OYAP, SHSM and Dual Credit Programming.
- Assist schools with the development of new programs in Indigenous Studies reflecting current changes and new and on-going understandings, in conversation with Indigenous Education Lead and Indigenous Education Department.
- Support schools to develop strategies to monitor and evaluate student success (data collection to drive capacity building and action plans).
- Write grant proposals, manage projects, reports, and associated budgets.
- Represent Hamilton-Wentworth District School Board at external meetings on: Indigenous Education, diversity, equity, inclusion, social justice as well as current impacts related to Indian Day School policies and experiences.
- Complete other duties as assigned by the System Principal, Learning Services in friendship with the Indigenous Education Lead and the Indigenous Education Department.
Method of interview - In person with interview panel with HWDSB staff including community members. Location TBD.
Hamilton-Wentworth District School Board is committed to equity in employment. We are committed to creating a qualified workforce that is reflective of the diverse population we serve. We value employees with an equity-mindset and also international experience. HWDSB is committed to providing accommodation throughout the recruitment and selection process, based on any human rights protected ground. If you require accommodation, please notify us in advance and we will work with you to meet your needs.
About the Board
The Hamilton-Wentworth District School Board (HWDSB) is committed to learning, equity, engagement and innovation.
We are guided by our vision, Growing Together, the mission that every student experiences a sense of belonging and engages in dynamic learning to reach their potential and build their own future, and our values of Compassion, Dignity, Trust, and Joy to guide our daily work and ensure that we honour the unique identities and needs of all.
Proudly serving a community of approximately 50,000 students in the City of Hamilton and surrounding area, HWDSB operates across 84 elementary schools, 13 secondary schools and 1 Adult Learning Centre, in addition to providing support and service to approximately 8,800 staff members.
At HWDSB, staff wellness is a priority. We are committed to co-creating and fostering an environment where staff feel safe, valued, and supported. We are continuously striving to support the needs of our diverse community and actively work to foster and maintain a culture of human rights.
Our holistic Staff Wellness program has been designed to support employee’s well-being in all dimensions of health. As one part of this comprehensive program, all staff as well as their dependents have access to free and confidential supports through our Employee and Family Assistance Provider (EFAP), in addition to many other program components.
Employment Equity Statement
Hamilton-Wentworth District School Board (HWDSB) is committed to building inclusive learning and working environments where students see themselves reflected in the curriculum, staff population, physical surroundings and the broader community.
HWDSB’s mission is to empower students to learn and grow to their full potential in a diverse world. Guided by this mission, HWDSB strives to build a workforce that embodies the values of human rights, equity, diversity and inclusion, while reflecting and welcoming the diverse and distinct identities, experiences and needs of our students and our communities.
HWDSB seeks qualified candidates who share our commitment to equity and inclusion, and who will contribute to the vision of creating inclusive and equitable outcomes. HWDSB especially invites and welcomes applications from:
- Indigenous Peoples (e.g., First Nations, Métis and Inuit peoples).
- Members of groups that commonly experience discrimination due to race, ancestry, colour, religion and/or spiritual beliefs, or place of origin (e.g., Black and racialized communities, immigrant communities, etc.).
- Persons with visible and/or invisible (physical and/or mental) disabilities.
- Persons who identify as women.
- Persons of marginalized sexual orientations, gender identities, and gender expressions. (i.e., Two-spirit and LGBTQIA+).
As part of HWDSB’s commitment to employment equity and removing barriers to groups that have faced and continue to face barriers in employment, we invite all applicants to complete a voluntary questionnaire that collects identity-based information. The voluntary questionnaire is on the Apply to Education application page for this position.
HWDSB is located on ancestral Anishinaabe and Haudenosaunee Confederacy land as determined by the Dish with One Spoon treaty. The Dish with One Spoon wampum belt represents the treaty relationship between the Haudenosaunee Confederacy and Anishinaabe with respect to sharing the land and resources thereon. The intent of this agreement is for all nations sharing this territory to do so responsibly, respectfully and sustainably in perpetuity. We respect the longstanding relationships with the local Indigenous communities, the Mississaugas of the Credit First Nation and the Six Nations of the Grand River.
Applicant Self-Identification Form
The information collected on this form is used to monitor HWDSB’s progress toward our equity goals including our commitment to diversity in HWDSB recruitment and hiring practices.
We are committed to the security and confidentiality of information under our control, and to the protection of privacy with respect to personal and confidential information that is collected, used, disclosed and retained in the system (Policy 1.6 - Privacy). Information on this form is collected pursuant to Ontario’s Education Equity Action Plan (Ministry of Education) and in accordance with the Municipal Freedom of Information and Protection of Privacy Act (MFIPPA). Access to this form is restricted to specific individuals in Human Resources. The Research and Analytics Department will use aggregate data from all the forms (not individual data) for internal reporting. Their access and use of the data is governed by MFIPPA and ethical research practices. Applicant Self-Identification Forms will be maintained in the Human Resources job competition file and securely destroyed 1 year after the job posting for candidates not selected for an interview and 6 years after the job posting for candidates interviewed, in accordance with general records retention principles.
If you prefer not to answer any of the questions, you can select “prefer not to answer”. This in no way affects your application or the applicant selection process. If you have questions or concerns about this form please contact firstname.lastname@example.org.