Secondary Teacher - Native Learning Centre ; Science, Math, Physical Education

Secondary Teacher - Native Learning Centre Downtown (Science, Math, Physical Education)

The Toronto District School Board (TDSB) adheres to equitable hiring, employment and promotional practices.

Preference will be given to candidates who have lived experience as a First Nations, Métis, Inuit person.

The TDSB is committed to the implementation of the Truth and Reconciliation Commission of Canada:
Calls to Action, and the United Nations Declaration on the Rights of Indigenous Peoples, as a guiding principle and a strategic direction.

The candidate must also have a demonstrated ability to advance human rights and take actions that address racism in all its forms, while promoting Equity and demonstrating Anti-Oppressive pedagogy.

This position is subject to restructuring, reorganization and/or possible renewal.

Term: 2-year term (10-month position)

Term Dates:
September 1, 2026 to August 31, 2028

FTE: 1.0

Assignment Type:
Term

Number of Positions: 1

The Toronto District School Board invites applications from qualified teachers for the position of Secondary Teacher – Native Learning Centre Downtown.

The goal of the Native Learning Centre (NLC) is to generate an education delivery model that will improve educational outcomes for First Nations, Métis and Inuit students. The NLC program provides rich and engaging lessons while meeting individual student needs and interests in a non-competitive environment. The program’s foundation and success are based on traditional practices while offering “wrap around” services that foster students’ positive Indigenous identities, academic success and overall well-being.

The primary objective of this position is to deliver support to Indigenous students by addressing the Truth and Reconciliation of Canada:
Calls to Action, The United Nations Declaration on the Rights of Indigenous Peoples, and the recommendations of Decolonizing Our Schools:
Indigenous Education in the Toronto District School Board.

The successful candidate will report to the Centrally Assigned Principal/Centrally Assigned Vice-Principal of the Urban Indigenous Education Centre, will be supervised locally by the school Principal, and will be supported by the Urban Indigenous Education Centre.

• Provide leadership in fostering equity and inclusion in the development and implementation of programs and services;
• Provide culturally relevant instruction based on students’ learning styles, strengths and needs;
• Integrate Indigenous knowledge into classroom learning;
• Assist the school community in addressing issues pertaining to the Indigenous community;
• Apply effective Indigenous Education teaching and learning strategies and practices;
• Perform initial and on-going assessments to support and monitor the success of Indigenous students;
• Mentor and work collaboratively with education partners to effectively adapt and support the classroom program and instruction for First Nations, Métis and Inuit students;
• Support and coordinate on-going implementation of program initiatives and development of best practices in Indigenous Education;
• Co-planning, co-teaching and cross-curricular collaboration with colleagues and central staff;
• Collaborate with the Indigenous Food Sovereignty program;
• Assist in the coordination of access for students to support and interventions; and
• Perform other duties as assigned with consideration to the unique needs of the school.

• Ontario College of Teachers' Certificate of Qualification, in good standing;
• Intermediate and/or Senior teaching qualifications in Math and/or Science and/or Physical Education with preference given to candidates with qualifications in more than one subject area;
• First Nations, Métis, and Inuit Studies Additional Qualification would be an asset;
• Knowledge of Indigenous language(s) and culture(s) is considered an asset;
• Preference will be given to candidates who have lived experience as a First Nations, Métis, Inuit person and will have a strong understanding of Indigenous ways of knowing and being; working within First Nations, Métis, and Inuit communities;
• Knowledge of current education issues and barriers as well as…