Description
The Tlicho Community Services Agency is looking for a positive and committed educators capable and willing to lead the implementation of four key priorities/initiatives in the Tlicho schools and classrooms: student achievement (literacy and math); health, wellness & student support; culture-based education; and the development of critical thinkers.
The purpose of this position is to create an engaged student-centered classroom where students learn and thrive. Classroom teachers, under the direction of their principal, are expected to bring forward the Indigenous perspectives of their communities in all their teachings, using the appropriate curricula and direction from the region.
Requirements for the position:
Bachelor's Degree in Education.
Eligibility for NWT Teacher Certification (all candidates will be required to hold a NWT teaching license);
Satisfactory Vulnerable Sector Check (submitted at time of job offer).
Preferred 1-3 years teaching experience in Elementary School.
New to the North training (all candidates will be required to compete the N2N program as a condition of hire); and
Experience in Northern Indigenous Communities is preferred.
Interested applicants are asked to submit a cover letter, resume and names of at least three (3) references, including your current supervisor. Positions will be posted on Education Canada and Apply to Education, but applications must be made directly to John Gouthro (Principal) at john_gouthro@edutlicho.net
Tlicho Community Services Agency Elementary
Term teacher position for the upcoming 2023-2024 school year.
A Grade 4-5 classroom teacher is required for the Elizabeth Mackenzie Elementary School. .
Salary is $91,570 to $147,835
In all positions the successful candidate will be required to adhere to the Education Act, NWT curriculum, and all relevant territorial Directives including Inclusive Schooling, Student Assessment Evaluation and Reporting, policies including the Indigenous Language and Education Policy, along with regional policies and frameworks.
The appropriate candidate will be prepared to actively promote self-regulation, culture-based education, and an inquiry-based learning model in the classroom.
All classrooms are inclusive and comprise of students who span varying ability levels so ideal applicants will be experienced in offering individualized student support plans and differentiated instructional strategies accordingly, particularly in differentiating for reading levels.
The TCSA has a high focus on literacy that aligns directly to the regional strategic plan in education, so the successful applicant must be prepared to include literacy strategies in their instruction across all subject areas.
The most appropriate candidate will be an exemplary educator with cross-cultural experience and a strong commitment to community, students, and a cross-cultural team environment.
Flexibility, organizational skills, interpersonal skills, and a willingness to improve through coaching are required.
Preference will be given to proficient educators with demonstrated initiative, planning, organization, communication, writing, and high interpersonal skills. They will be known for a very high standard of professionalism and will be a strong team player committed to working well with and earning the respect of their colleagues and supervisors.
The TCSA embraces a philosophy of continuing professional learning and growth specifically tied to high levels of student learning. Active and positive leadership of Professional Learning Communities are a required approach to ongoing professional growth, instructional practices, assessment, and reporting in our region. TCSA schools use the PLC model to drive continuous improvement through collective capacity to use student achievement data to drive instructional and administrative decision making.
Responsibilities include:
Establishing, implementing, and assessing the delivery of education with a primary focus on literacy, numeracy, Inclusive Schooling, and Tlicho Language and Culture.
Participating in School Based Support Teams,
Participating in Culture Based Programming including on the land camps and activities.
Leading the development and implementation of Student Support Plan and Individual Educational Programs.
Developing lesson plans aligned with regional common long-range plans that are responsive to student needs.
Participating actively in school teams that promote safety, Language and Culture, supporting student engagement and inclusion, and working collaboratively with other service providers.
Maintaining strong communication with families to promote a positive school community relationship.
Completing administrative responsibilities typical of teachers (e.g.: report cards, attendance, class profiles, cumulative files, portfolios, etc.).
Supporting the development of self-regulating behaviors in students through a trauma informed practice; and
Implementing the regional literacy and numeracy framework within all grades and subject areas.
