Indigenous Supports Advisor

Location: St. Catharines

District School Board of Niagara
Invites applications for the following position:

Indigenous Supports Advisor ( K- 8 ) - Language Focus
Land Acknowledgement
The land on which we gather is the traditional territory of the Haudenosaunee and Anishinaabe peoples, many of whom continue to live and work here today. This territory is covered by the Upper Canada Treaties and is within the land protected by the Dish with One Spoon Wampum agreement. Today this gathering place is home to many First Nations, Métis, and Inuit peoples acknowledging this reminds us that our great standard of living is directly related to the resources and friendship of Indigenous people.

Working at the District School Board of Niagara (DSBN) means being part of a supportive, innovative community that works towards doing what is best for students, and helping every individual achieve success. We proudly serve over 42,000 students across almost 100 elementary and secondary schools in Niagara, located between Lake Erie in the South and Lake Ontario to the North.

As part of our commitment to Truth and Reconciliation through education, the District School Board of Niagara is dedicated to improving educational outcomes for Indigenous students within our system. Understanding that to do this effectively we must hire individuals who are also committed to this ideal, carry knowledge and lived experience that will impact, strengthen, and lead them in their work with Indigenous students and families, within our schools.

Reporting to the Student Achievement Leader of Indigenous Student Well-Being (K-12) and Superintendent, the Indigenous Supports Advisor – Language Focus (ISA-L) will ensure the emotional well-being of Indigenous students and their families within our Board by supporting the teaching and promotion of Kanien'kéha (Mohawk language) or Anishinaabemowin (Ojibway language) and culture in elementary schools, helping to strengthen Indigenous students' sense of identity, belonging, and connection.

This includes working collaboratively with school staff, students, and families to support student engagement, attendance, and success, while helping students develop the social-emotional and self-regulation skills needed to build positive relationships and fully participate in school life. The ISA-L will also support the Indigenous Good Dish Summer program, including program development and promotion in schools.

EDUCATION,

EXPERIENCE AND QUALIFICATIONS:

Post-secondary diploma or degree in Early Childhood Education, Early Childhood Studies, Child and Youth Work, Social Service Work, Child Development, or a related field, preferably with a focus on or demonstrated knowledge of Indigenous communities; or an equivalent combination of education and experience.

Oral and written proficiency in Kanien'kéha (Mohawk language) or Anishinaabemowin (Ojibway language) is required.

Knowledge of Indigenous culture, Indigenous ways of knowing, and culturally responsive approaches to supporting children and families is required.

Experience supporting student engagement, attendance, well-being, and success in school settings.

Knowledge of child development, social-emotional learning, and self-regulation strategies for elementary-aged students.

Demonstrated effective communication and interpersonal skills.

Ability to work collaboratively as part of a multidisciplinary team.

Ability to facilitate individual and small-group supports for students.

Ability to plan and deliver engaging language and cultural learning experiences for elementary students.

Preference will be given to First Nations, Inuit and Métis peoples with lived experience.

KEY RESPONSIBILITIES:

Plan and facilitate Kanien'kéha (Mohawk language) Anishinaabemowin (Ojibway language) for elementary students.

Support Indigenous students in strengthening their cultural identity, sense of belonging, and connection to school through language, culture, and relationship based approaches.

Work directly with self-identified Indigenous students to strengthen engagement, attendance, participation, and success in school by supporting the development of social-emotional, communication, self-regulation, and personal management…