Instructor, Carpentry Level 4; In Community
Listed on 2026-01-03
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Education / Teaching
Faculty, Adult Education
Location: Indiana
Instructor, Carpentry Level 4 (In Community) Please see Special Instructions for more details.
Please scan copies of your transcripts into one document for attachment. If your transcripts are not available at the time of application, please attach a letter or certificate of confirmation from the educational institution.
Posting Number
Posting Number
Posting Number F1394
Position Information
Position Title
Position Title Instructor, Carpentry Level 4 (In Community)
Division
Department
Department Trades and Technical Programs
Supervisor Title Dean or designate, Faculty of Trades & Technical Programs
Location
Location Out of Region
Posting Type
Posting Type Internal/External Posting
Position Status
Position Status Sessional
If Others, please specify
New Position or Replacement?
New Position or Replacement? New
Position End Date (if temporary)
Position End Date (if temporary) 01/09/2026
Desired Start Date
Desired Start Date 10/20/2025
Weekly work schedule (please indicate the start and end times for each day of work)
Mon-Fri
%
% 100
Pay Grade
Pay Grade The annual salary range is $70,437- $112,872 (at 100% appointment) and is based on qualifications, experience, and the placement criteria of Article 14 of the NICFA Collective agreement.
Position SummaryNorth Island College is seeking a qualified instructor for our Carpentry Apprenticeship Level 4 program to be delivered in Tofino. Responsibilities include instructing students in all elements of the BC Apprenticeship program, program development and lesson planning, and tool and equipment maintenance.
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.
Please note position is dependent on funding and enrolment.
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.
- 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…
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