Duties & Responsibilities include, but not limited
to:
that a positive, inclusive, and caring rapport with students is foundational to
learning.
and delivers engaging, differentiated lessons across Grade 8/9 subject areas,
meeting the diverse learning needs of all students.
as part of a team to modify curricular benchmarks to meet the learning goals of
students with diverse needs.
and incorporates classroom management practices that are inclusive,
restorative, and responsive to the social-emotional needs of adolescent
learners.
culturally relevant subject matter, values, and vocabulary into curriculum
delivery in consultation with the community.
students in developing the academic skills, self-regulation, and life skills
needed for successful transition into senior secondary.
a self-starter who is keen to learn about and participate in local community
life.
to work collaboratively with students, staff, parents, and the community.
about the role and use of technology in supporting learning at the junior
secondary level.
Knowledge, skills and abilities:
to develop strong, trusting rapport with teenage learners.
content knowledge across BC Grade 8/9 subject areas.
to plan and implement engaging, differentiated lessons suited to the junior
secondary years.
understanding of adolescent development, identity formation, and the
social-emotional needs of students aged 13–15.
to work collaboratively with fellow teachers, education assistants, and support
staff.
interpersonal and communication skills.
critical and creative thinking skills.
and independence.
learning mindset.
evidence-based decisions about student learning and progress.
to support students holistically through the particular challenges of early
adolescence in a small, community-based setting.
BC Curriculum
Integration with Cultural Learning and First Peoples Principles of Learning
Land-Based and
Culturally Responsive Teaching
Trauma-Informed
and Healing-Centred Practice
Relationship-Centred
Practice
Assessment and
Planning
Requirements:
BC Teaching Certificate with certification in good standing through the BC
Teacher Regulation Branch (TRB) — mandatory prior to start date.
Record Check including vulnerable sector screening (required before start
date).
training or practice in trauma-informed and/or healing-centred pedagogy.
working in an Indigenous school is preferred.
demonstrated commitment to reconciliation and to working respectfully within
Tāłtān community values and protocols.
consideration will be given to First Nations, Métis, and Inuit applicants.
Łuwechōn
Kots’ede’i Kime offers:
based on the Kitimat/Stikine SD#87 salary grid, with recognition of experience
in Canadian accredited schools.
furnished housing available at very low cost.
allowance of $1,000 to relocate to Iskut.
teaching contract for new hires, with possibility of renewal.
outdoor activities — lakes, mountains, fishing, hiking, and more.
to learn and engage with Tāłtān culture and people.
deeply supportive Tāłtān community school environment rooted in shared purpose.
professional development in Indigenous pedagogy and trauma-informed practice.
relationships with families and a tight-knit school community in a stunning
natural setting.
Ready to join our community?
This position is open until filled — we encourage you to
apply early. Submit a resume and cover letter, with a brief statement
describing your approach to culturally responsive, trauma-informed teaching in
the primary years. We warmly welcome applications that speak honestly to your
journey, your relationship to Indigenous education, and what draws you to Łuwechōn
Kots’ede’i Kime.
If you are interested in working, learning, and growing at
Łuwechōn Kots’ede’i Kime, please send your resume, cover letter and 3
references to:
Education Manager: [email protected]
Principal:
Hiring Coordinator: [email protected]
