Term Graduation Coach; Indigenous), External

Overview

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$67,068.00/yr - $95,372.00/yr

Our staff members are the backbone of our system. Becoming a part of the TDSB team means joining a talented community of educators and support staff dedicated to enriching the lives of all diverse students and helping them to achieve success.

The Toronto District School Board is one of the largest and most culturally diverse school boards in Canada, with approximately 246,000 students in 584 schools and approximately 40,000 employees. We offer a dynamic, challenging work environment and opportunities for career growth. The TDSB adheres to equitable hiring and employment practices and strives to meet accommodation needs of persons with disabilities. Applicants are encouraged to make their needs for accommodation known in advance during the application process.

Graduation Coach (Indigenous)

1 - Term, Full-time
Urban Indigenous Education Centre
This Term Position will begin as soon as possible and end no later than July 2, 2026
Category D: $67,068.00 to $95,372.00 per annum
(OSSTF – PSSP, Unit

A) Work Year: 194 days + 3 days

Reporting to the System Superintendent, Indigenous Education, the Indigenous Graduation Coach will provide supports to First Nations, Métis, Inuit learners, with the goal of increasing the number of Indigenous students obtaining an Ontario Secondary School Diploma and successfully transitioning into post-secondary education, training, or labour market opportunities. A key component of this program is that the Indigenous Graduation Coach has connections and relationships within Indigenous communities.

The Grad Coach will report to the System Superintendent of Indigenous Education and will be working collaboratively with the Student Success team at the Urban Indigenous Education Centre (UIEC).

• Act as a mentor, advisor and advocate to students with teachers, other school staff and families;
• Act as an advocate and a role model for students in pathways planning related to graduation and post-secondary destinations;
• Facilitate access and referrals to academic supports and community resources to provide an integrated support system for student achievement and well-being;
• Monitor and track students’ progress utilizing current data collection and communication tools;
• Work directly with the UIEC staff to assemble support structures inside and outside the Board;
• Meet with students on a regular basis to monitor attendance, engagement, assignments, courses, completion, grades, credit accumulation;
• Track for graduation, intervene and facilitate student’s successful journey towards their chosen pathways;
• Assemble a “Circle of Caring adults” who will provide customized and personalized supports to students;
• Communicate and share pertinent information about students with the Circle of Caring adults so they can be made aware of challenges and barriers faced day to day and can support students accordingly;
• Build capacity by utilizing access to the Professional Learning E-Community site;
• Integrate and link new programs and supports to existing programs in order to address student needs;
• Create a welcoming environment in the school for Indigenous students;
• Engage students by affirming the identities and cultures of Indigenous through Culturally Responsive and Relevant Pedagogy;
• Connect students with their cultural identity, organize and facilitate student leadership development;
• Maintain confidential information on each individual student, utilizing the secondary school’s educational software resource to track and monitor academic achievement and well-being;
• Facilitate student engagement in order to create trusting relationships between Indigenous students and their secondary school community;
• Establish a safety plan during breaks in regular programming (i.e., long weekends, extended breaks, etc.) for at-risk students;
• Engage with parents, guardians, families and communities to build trusting relationships and facilitate communication and…