Instructor, Indigenous Language Fluency ILF

Position: Instructor, Indigenous Language Fluency ILF 111

Position Summary

Delivered in partnership with Wei Wai Kum First Nation, We Wai Kai First Nation, and North Island College, the Indigenous Language Fluency Certificate integrates Indigenous histories, perspectives, and worldviews.
ILF 111:
Pathways to Reconciliation and Social Action explores Indigenous approaches to learning in support of reconciliation and positive social change. Grounded in Indigenous knowledge and ways of knowing and being, the course examines the impacts and ongoing legacies of colonization, Indigenous resilience and renewal, and the role of reconciliation, language revitalization, wellness, and equity in strengthening communities and supporting Indigenous self-determination.

The teaching faculty of North Island College are responsible for implementing the College’s vision, goals, and objectives as they relate to teaching and learning. To carry out their teaching assignments, faculty use organizational skills, inter-personal skills, and their knowledge of subject matter, pedagogy, and curricular design. In addition, they have a responsibility to serve as role models for students and colleagues.

The responsibilities and typical duties listed below constitute a generic job description for teaching faculty whose responsibility may be for the delivery of scheduled classes, the support of self-paced, on-line, and distance courses, and/or instruction and supervision in laboratories, practicums, shops, etc. Position Competencies - Creates a Positive Climate and Culture;
- Effective Communication Skills;
- Effectively Develops Goals & Objectives;
- Focuses Effectively on Key Results and Priorities;
- Demonstrates a Focus on Continuous Improvement;
- Interpersonal Effectiveness.

Duties & Responsibilities 1.0 INSTRUCTIONAL

To plan and prepare learning materials for instructional environments;

To use a variety of approaches and materials, as appropriate, in order to address different learning needs;

To teach in assigned subject areas and to include in courses, and in course outlines, all required subject matter or skill activity;

To direct student learning in a positive, supportive, and caring environment;

To be available to students regularly during scheduled office hours and classroom hours, to discuss their progress and other issues that influence their learning. (30 hours/wk.) (See Policy #3-03: Faculty Absence from Class – Cancellation of Classes);

To clearly communicate in writing learning outcomes for programs and courses, and the way in which learners will be evaluated against those outcomes;

To design and conduct evaluations or appraisals of students and to keep students informed of their progress;

To submit grades in a timely manner, in accordance with Policy 4-15, Reporting Final Grades;

To maintain records of student enrollment and achievement and other records required by the College and affiliated agencies. At the end of employment with the College, to submit marks and student records to the department Chair.

2.0 COMMITMENT TO INDIGENOUS-LED, IN-COMMUNITY PROGRAMMING

Build and sustain respectful, trust-based relationships with Indigenous students, communities, leaders, and organizations.

Actively engage with communities to ensure programming reflects local priorities, values, and knowledge systems.

Demonstrate cultural responsiveness, adaptability, and humility in navigating challenges and opportunities.

Create culturally safe, healing-focused classrooms that support holistic student well-being—emotional, physical, spiritual, cognitive, and social.

Guide learners in developing reflective portfolios that include personal values, educational and career goals, wellness strategies, and achievement plans.

Integrate Indigenous knowledge systems, land-based learning, and intercultural…