School District 8 (Kootenay Lake) is nestled in the Southeast corner of British Columbia.  We are a vibrant area, covering 6 "families of schools" in the centres of Creston, Crawford Bay, Kaslo/Meadow Creek, Nelson, Salmo, and the Slocan Valley.  Our area is beautiful, vibrant, a fantastic place to raise children, has a world-renowned Arts and Entertainment community, and easily accesses a variety of amazing outdoor pursuits.

Our FOCUS.LEARN.EXCEL philosophy and our Board of Education's Learning Goals of: Literacy, Numeracy, Indigenization and Inclusion guide our practice with our students.  We focus on excellence for all learners in a nurturing environment.

The District Indigenization Coordinator is a member of District Staff in a Position of Special Responsibility working under the direction of the District Principal, Aboriginal Education.  The District Indigenization Coordinator works collaboratively with district and school staff in building capacity to support Aboriginal student success K-12. 

This position requires an enthusiastic, culturally competent, experienced and dedicated educator. This assignment is a district position with responsibilities throughout the district.

This is a specialized position in SD8, disseminating best practices for increasing pathways to graduation for Aboriginal learners, building both successes and equitable supports.  This position supports a district and provincial commitment aligned with the United Nations Declaration on the Rights of Indigenous Peoples, the calls to action of the Truth and Reconciliation Commission of Canada, and the Draft Principles that Guide the Province of British Columbia’s Relationship with Indigenous People.
A Position of Special Responsibility allowance will be assigned to this position in accordance with the current KLTF/SD8 Collective Agreement.

Duties and Responsibilities of a District Coordinator Teacher:
Facilitate the goals and strategies of the Framework for Enhancing Student Learning (FESL) and the District Strategic Plan.
Analyze, lead and present on provincial, school and district data to inform priorities for work plan, reporting out on progress aligned with FESL.
Work with staff to incorporate First Peoples Principles of Learning.
From an equity leadership lens, work with staff to incorporate inclusive and accessible learning practices.
Support teachers to implement best practices for learning, including inclusion, indigenization, and universal design.
Support professional learning for teachers, including in communities of practice.
Facilitate collaborative learning opportunities.
Support schools with professional learning opportunities.
Facilitate family engagement nights to build parent partnerships in learning. 
Work with district leaders and school teams on analyzing data and supporting school teams when needed.
Provide after school sessions for district learning.
Suggest supportive research-based resources and materials for students and teachers.
Upon request, serve as a resource to schools implementing assessments (eg - FSA).
Demonstrate awareness of cross-cultural factors affecting student learning. 
Provide support to schools in using formative and summative assessment to move learning forward. 
Lead strategically with a focus on improvement and innovation to transform through responsive pedagogies.

Specific Duties and Responsibilities of the District Indigenization Coordinator:
Work collaboratively with the District Aboriginal Department, District leaders and ABED staff in schools to support ABED supplemental supports and district wide awareness.
Develop strategies, assessments, and awareness of the ABED Focus Areas, Local Education Agreements (LEA’s).
Develop strategies to address equity for Aboriginal students, in response to the ABED Equity Scan data and ongoing data including the ABED HAWD.
Report annually on data results, collaborating on the ABED annual report and all other reports & memos to the Board of Education.
Participate in the Aboriginal Committee of Education, including collaboratively setting agendas and leading communications, minutes, logistics of meetings.
Develop strategies to address anti-Indigenous racism and SOGI,Two-Spirit awareness.
Develop strategies to amplify Aboriginal student, family, and community voice.
Provide culturally relevant supports, planning, and strategies for ABED students, as requested by the District Based Team.
Communicate regularly with District team and ABED staff in schools.
Maintain liaison with teachers, counselors, administrators, ABED students and their families, and community agencies as an advocate for ABED students.
Support classroom teachers and ABED staff to grow success of ABED students.
Provide traditional Aboriginal guidance to Aboriginal students, families, staff.
Assist in the development and implementation of specific Aboriginal academic supports.
Support ABED staff in developing and implementing school Action Plans, annually.
Promote equity of access to services, facilities, and resources for ABED students.
Monitor specific ABED budgets as related to role/initiatives/events etc.
Support annual 1701 processes to ensure accuracy at each school site and the district.
Lead current and future ABED district initiatives aimed at improving achievement for ABED learners.
Maintain current knowledge of Indigenous pedagogy and instructional resources, making this information available to teachers and schools.
Provide and coordinate professional learning opportunities to staff.
Maintain a list of knowledge keepers and Elders available to support ABED.
Support the growth of meaningful nation relationships for ABED.
Support the growth of meaningful community partnerships which support ABED student needs, transitions, opportunities.
Write grants to support ABED district initiatives.
Perform other related duties as assigned by the District Principal or designate.
Support the maintenance of ABED website, ABED resource library, social media, and communications to families, schools, students and district.

1. Professional teaching certificate as recognized by the BC Ministry of Education and/or Master’s degree in Leadership, Counselling or a related discipline.
3. Exemplary teaching record and/or experience in counselling and/or social work from an Indigenous lens.
4. Extensive knowledge of Aboriginal ways of knowing and being.
5. Ability to work in a team and independently.
6. Exemplary leadership, interpersonal, project management, organizational and consultation skills.
7. Possession of a current valid BC Driver’s License.

Specific Additional Qualifications:
Specialized advanced relevant university-level graduate coursework/traditional teachings that demonstrates the following:
Indigenous methodology in literacy, numeracy, Indigenous ways of knowing and being
Traditional language
Indigenous cultural healing 
Indigenous studies which may include counselling, governance, literature, history, politics, leadership, art etc.

Cultural humility
Highly collaborative
Critical and Analytical
Inquiry mindset
Independent and initiative driven
High-Level Integrity
Problem Solving Skill

In addition, the following experiences are preferred:
Indigenous ways of knowing and being as a lived experience
Living and learning in and from Indigenous community-based teachings
Indigenous humility/cultural learning 
Connection to Indigenous Elder teachings

Minimum work schedule is from 8:00 am - 4:00 p.m.  Due to district travel, presentations, meetings, and work commitments, schedule adjustments will arise outside of the work hours and be determined by the District Principal, Aboriginal Education. Travel throughout the district is required.

Notes: reports directly to the District Principal of Aboriginal Education


For more information, please contact Gail Higginbottom, District Principal, at

School District 8 supports equity hiring for Indigenous applicants.

*While we appreciate all applications, we will contact only those who have been shortlisted.
*If you are experiencing any technical issues with your application process to contact Make A Future's customer service line as HR cannot upload or assist with these types of issues.  We also cannot accept documents via email such as cover letters/resumes/transcripts/teaching reports via email as they do need to be part of the employee's Make a Future profile.