Łuwechōn Kots’ede’i Kime
#1 Glacier Ave, Iskut, B.C., V0J 1K0
Phone: (250) 234-3561
Łuwechōn Kots’ede’i Kime (K-12 school)
Grade 8/9 Teacher
Are you a passionate, dedicated teacher looking to be
a part of a unique team at a community-based school? If so, this opportunity in
Iskut, BC, is for you.
Łuwechōn Kots’ede’i Kime serves the Tāłtān Nation in
Northern BC. In a stunningly beautiful outdoor setting with lakes, mountains,
and streams. We are a trauma-informed school empowering strong, proud, and
resilient children to rise above the effects of colonization, residential
schools, cultural genocide, and racism. We are committed to reflecting and
supporting the revitalization of Tāłtān culture and language and have a
culturally focused educational calendar full of amazing opportunities for
on-the-land and water learning. With 4-10 students per classroom, currently
from kindergarten to Grade 11, class sizes allow for high-quality instruction.
Each classroom also has a designated Educational Assistant, with another
assistant designated to students with exceptionalities.
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
the BC Grade 8/9 curriculum across core subject areas including English
Language Arts, Mathematics, Science, Social Studies, Physical and Health
Education, Arts Education, and Career Life Education.
Core Competencies — Communication, Critical and Creative Thinking, and Personal
and Social Responsibility — and Big Ideas across all subject areas.
inquiry-based, project-based, and experiential learning experiences that
develop academic rigour alongside real-world relevance.
students in building the study habits, organizational skills, and
self-regulation needed for success in senior secondary and beyond.
Land-Based and
Culturally Responsive Teaching
Tāłtān knowledge systems, local place names, seasonal cycles, and community
protocols into instruction across subject areas.
with knowledge keepers and Elders to enrich lessons with authentic cultural
contexts, oral histories, and practices.
Indigenous perspectives in all subject areas in alignment with BC’s First
Peoples Principles of Learning, with particular attention to Tāłtān history,
rights, governance, and land stewardship.
Science and Social Studies content to Tāłtān ecological knowledge,
environmental stewardship, and contemporary issues affecting the Nation.
students in developing a strong sense of Tāłtān cultural identity as a
foundation for academic confidence and wellbeing.
Trauma-Informed
and Healing-Centred Practice
and respond to the impacts of intergenerational trauma, adverse childhood
experiences (ACEs), and systemic harm on students’ learning, behaviour, and
wellbeing.
a safe and dignity-affirming classroom environment in which students can
regulate, connect, and engage.
restorative, relationship-based approaches to behaviour and conflict — not
punitive or exclusionary discipline.
attuned to the heightened complexity of early adolescence, including issues of
identity, belonging, peer pressure, and the transition toward greater
independence.
with families, support workers, and school staff when a student needs
additional care or wraparound supports.
Relationship-Centred
Practice
- Build strong, trusting relationships with each student,
family, and community member.
- Communicate openly and collaboratively with families,
honouring their central role in each student’s learning journey.
- Create a classroom culture of mutual respect, high
expectations, and genuine belief in every student’s potential.
Assessment and
Planning
a variety of assessment approaches — including observation, portfolio evidence,
student self-assessment, peer assessment, and formal evaluation — to understand
and communicate each student’s growth.
clear, strengths-based, descriptive feedback that supports students in
understanding and directing their own learning.
individualized and flexible learning plans that reflect diverse ways of
knowing, being, and demonstrating understanding.
