Instructor, English; ENG

Position: Instructor, English (ENG 116)

Position Summary

North Island College is seeking a qualified applicant to fill the following sessional instructional assignment in the 2026 Winter term:

- ENG 116 Essay Writing & Indigenous Perspectives
, Online Synchronous, Thursday, 6:00 pm – 9:00 pm
Governed by the Nuu-chah-nulth values, including respect, order and protocols, elder’s teaching, sustainability, children as the future, responsibility, accountability, preparation, family, community and celebration, Nuu-chah-nulth Tribal Council will partner with North Island College to create a Nuu-chah-nulth Pathways to Education program. The Pathways to Education program will combine in-class instruction with land-based cultural and personal learning to prepare Nuu-chah-nulth students for third-year entrance into the Bachelor of Education program at Vancouver Island University.

Through the Pathways Programs, instructors will draw on Nuu-chah-nulth ways of knowing and being to inform academic learning. The classes are structured to focus on student strengths and the language to nourish their spirit and work at their level. It is a journey together as we explore land-based and culturally infused learning –to meet the needs of our students and help them succeed in a career in Education.

The teaching faculty of North Island College is responsible for implementing the College’s vision, goals, and objectives related to teaching and learning. To carry out their teaching assignments, faculty use organizational skills, interpersonal skills, and knowledge of the subject matter, pedagogy, and curricular design. In addition, they are responsible for serving 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 delivering scheduled classes, the support of self-paced, online, 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 4-14, Grade System;

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…