Indigenous Language Culture Teacher

Position

Part-time, .2 FTE Indigenous Language and Culture Teacher position available for the  school year.

John Marshall High, Mayo High, Century High, ALC High (each .2 FTE available)

Click link to view calendar with work days.

Prorated based upon hire date. Based on level of education and full years of licensed teaching experience. Click link below to review the  REA Contract containing salary schedule.

Current Minnesota PELSB license in appropriate area required.

The Indigenous Language and Culture teacher will deliver a culturally responsive curriculum that fosters an appreciation for Indigenous languages, traditions, and histories. This role will work to integrate Indigenous cultural practices, history, and values into the classroom, and may include teaching the Dakota language. The teacher will work closely with students, families, and the community to ensure the respectful and accurate representation of Indigenous cultures.

The successful candidate will inspire students to connect with and deepen their understanding of Indigenous heritage, while promoting intercultural understanding within the school community.

• Curriculum Development
  :
  Implement a culturally relevant curriculum focused on Dakota languages that incorporates the Minnesota Native American Essential Understandings.
• Language Instruction
  :
  Provide high-quality instruction that incorporates Indigenous pedagogies and Dakota language, including visual literacy, reading, writing, speaking, and listening skills.
• Cultural Education
  :
  Integrate traditional knowledge, cultural practices, and Indigenous perspectives into lessons, encouraging students to appreciate and understand Indigenous histories and ways of knowing.
• Student Engagement
  :
  Create a classroom environment that fosters curiosity, respect, and an inclusive space for students to explore cultural identity and heritage.
• Community Involvement
  :
  Collaborate with local Indigenous leaders, elders, and community members to ensure the program reflects authentic practices and perspectives.
• Support and Advocacy
  :
  Advocate for the importance of Indigenous language preservation and cultural revitalization within the school and the broader community.
• Assessment and Reporting
  :
  Use a variety of assessment methods to evaluate students’ progress in language acquisition and cultural understanding, and provide regular feedback to students, families, and administrators.
• Professional Development
  :
  Stay current on best practices in Indigenous education and language preservation by participating in relevant professional development opportunities.
• Restorative Practices
  :
  Apply restorative principles to build positive relationships, mediate conflicts, and encourage a respectful, community-centered classroom environment.

• Required Education
  :
  Bachelor’s degree in Education, Indigenous Studies, Linguistics, or a related field. Community members with life experience or who speak the Dakota language preferred.
• Teaching License
  :
  Valid Minnesota teaching license or eligibility for a teaching license in the state of Minnesota. Indigenous language teaching certification (if applicable) is a strong asset. Minnesota American Indian Language, History, and Culture license, Dakota Language license, or Dakota History and Culture license preferred.
• Cultural Knowledge
  :
  Understanding of Indigenous cultures, history, and traditions, particularly those relevant to local Minnesota tribes.
• Skills
  :
  Excellent communication, organizational, and classroom management skills. Ability to create a culturally inclusive and supportive learning environment.

• Experience in curriculum development focused on Indigenous education.
• Familiarity with restorative practices and their application in school settings.
• Participation in community-based language revitalization or cultural preservation programs.
• Strong ties to Indigenous communities and demonstrated ability to collaborate with elders and community members.
• Prior teaching experience in a K-12 setting, preferably with Indigenous youth or in a culturally diverse environment.
• Experience in taking…