FTE Indigenous Graduation Coach- INT-EXT

St. Joseph's School

Posting Number: 2627-25

Applicant Group:
Non-Union

Start Date/Duration:
As soon as possible until June 30, 2029 (3 year term position)

• See attached position description.

• In accordance with the current Non-Union Terms and conditions agreement, dependent upon qualifications and experience, with a salary range of $83,593 to $91,266 annually.
• We also offer a comprehensive and generous benefit package, including personal leave, vacation and enrollment into the OMERS Pension Plan.

TNCDSB Schools of Hope provide all students a safe, respectful and inclusive Catholic education. Together, with home, church and community, we will prepare students to become active, caring, lifelong learners.

Kathy Bryck, Board Chair Jackie Robinson, CEO/CEdO

Position Description Page 1 Indigenous Graduation Coach

THE NORTHWEST CATHOLIC DISTRICT SCHOOL BOARD

INDIGENOUS GRADUATION COACH

Title:

Indigenous Graduation Coach

Reports to:

School Principal, Indigenous Education Lead and Superintendent of Education

Location:

As assigned Position Identification:
Administration

The Indigenous Graduation Coach is a trusted adult who supports Indigenous students, families, school staff and community partners in creating conditions for student success. The Indigenous Graduation Coach works proactively to identify and remove barriers to learning, engagement, attendance, well being and achievement, while fostering strong relationships among home, school, parish and community. As a key member of the Student Success and Indigenous Education teams, the Indigenous Graduation Coach advocates for Indigenous students and supports culturally responsive practices that honor the identities, experiences, strengths and aspirations of First Nations, Metis and Inuit learners.

The ultimate goal of the position is to support Indigenous students in achieving academic success, strengthening their sense of belonging and successfully transitioning through the elementary years and into secondary school.

1. Student Support and Advocacy:

a. Build meaningful, trusting relationships with Indigenous students and their families.

b. Provide individualized support and mentorship for Indigenous learners.

c. Identify barriers affecting student success and collaborate with school teams to develop appropriate supports and interventions.

d. Support student attendance, engagement, well-being and achievement.

e. Assist students and families in navigating school and community resources.

f. Advocate for students while maintaining a strength based, trauma informed and culturally responsive approach.

2. Family and Community Engagement:

a. Strengthen relationships between Indigenous families, communities and the school.

b. Facilitate connections to appropriate community services and supports.

c. Collaborate with Elders, Knowledge Keepers, Indigenous organizations and community partners.

d. Promote family engagement in school activities, events and student learning.

3. School and System Support:

a. Work collaboratively with administration, classroom teachers, the Special Education team, Student Success teams and community agencies.

b. Support staff in enhancing cultural understanding and implementing culturally responsive practices.

c. Assist in the implementation of Indigenous Education initiatives and Board priorities.

d. Support learning opportunities that foster understanding of First Nations, Metis and Inuit histories, cultures, perspectives and contributions.

e. Assist schools in advancing Truth and Reconciliation commitments through authentic learning experiences and community partnerships.

4. Transition Planning:

a. Support students during key transitions, including: i. Entry into school.

b. ii. Transitions between grades and divisions.

c. iii. Transition from Grade 8 to secondary school.

d. Collaborate with students, families and school staff to develop transition plans that promote ongoing success.

5. Program Monitoring and Reporting:

a. Maintain confidential records and documentation as required.

b. Participate in case management and planning meetings.

c. Contribute to the collection of data and evidence related to student engagement, attendance, achievement and well-being.

d. Prepare reports and updates as requested by Administration and the Indigenous Education Lead.

Other duties as assigned by Indigenous Education Lead or Superintendent of Education, consistent with the…