School District No. 52 (Prince Rupert) is located within traditional Ts’msyen Territory on the beautiful north coast of B.C. and services the small communities of Hartley Bay and Port Edward in addition to the City of Prince Rupert. Currently we have one secondary school, one middle school, five elementary schools, one store-front site and one “on reserve” school (Hartley Bay, K-12). Our student population is approximately 1,800 students, 64% of which are Indigenous. School District No. 52 is an exhilarating place to work where new ideas and opportunities are embraced. We are excited to work with a professional who values and is committed to public education and who will provide leadership in alignment with the district’s strategic plan.
School District 52 has the following opportunity:
Continuing, full time (1.0 f.t.e.) effective September 1, 2024. Initial assignment to Kindergarten French Immersion.
Necessary Qualifications Include:
- Recent successful teaching experience and/or training at the primary level;
- Teaching specialization in French Immersion education;
- Demonstrated fluency in both English and French in both the receptive and expressive modes, oral and written;
- Willingness to be demonstrably supportive of immersion education;
- Recent and successful experience delivering educational programs in a French Immersion program;
- Willingness to participate in district-wide primary programs: POPS (Parents of Primary Students).
Note: Candidates may be asked to complete an oral or written French language screening to determine levels of language proficiency.
Generic Qualifications (All Vacancies)
The following qualifications are generic and necessary to all teaching positions in School District #52 (Prince Rupert). Applicants must have:
- a certificate of qualification issued under the Teachers Act;
- a Bachelor of Education or equivalent;
- a thorough knowledge and understanding of local Aboriginal culture, history and communities;
- willingness to integrate appropriate Aboriginal content and resources into educational programs;
- excellent interpersonal skills;
- demonstrated strong classroom management skills;
- willingness to integrate appropriate technologies into educational programs;
- the demonstrated ability to work co-operatively with teaching and non-teaching staff and parents/guardians;
- be willing to work collaboratively on a team that is committed to the principles of a learner-focused education system;
- willingness to work collaboratively toward improving student achievement by actively supporting the strategies and structures in the School Improvement Plans, the District (Aboriginal Education) Partnership Agreement, and the District Framework for Enhancing Student Learning (formerly known as the Achievement Plan)
