Instructor, Indigenous Language Fluency; ILF - Nuu-chah-nulth

Position Summary

Delivered in partnership with the Nuu-chah-nulth Tribal Council and North Island College, ILF 121:
Nuu-chah-nulth Immersion 1 is part of the Pathways to Nuu-chah-nulth Teacher Training Program. This community-led pathway supports Indigenous learners preparing to become teachers grounded in Nuu-chah-nulth values, language, culture, land, identity, wellness, and community.

ILF 121 provides introductory intensive Nuu-chah-nulth language instruction in an Indigenous language immersion setting. The course draws on local Indigenous knowledge and ways of knowing and being, with culturally relevant learning connected to identity, place, including land and sea, wellness, roles, and responsibilities. Students build oral and aural language skills through experiential, place-based, and culturally infused activities.

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.

• 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

• 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.

• 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 teachings into curriculum design and course delivery.
• Encourage learners to explore and articulate their personal visions and belief systems in ways that reflect both individual identity and community values.
• Support students in building foundational competencies and essential skills for further education or career pathways. Examples of this may include but are not limited to: communication skills, critical thinking, problem solving, critical thinking and problem solving.
• Offer experiential, collaborative, and reflective learning to build student confidence and engagement.
• Collaborate meaningfully with Elders, Knowledge…