Learning Coach (Sec) – First Nations, Métis & Inuit Studies

COMPETITION NO.: 25-0027TET

POSTED:  April 15, 2025

DEADLINE:  12:00 Noon, April 24, 2025

Learning Coach (Secondary) - First Nations, Métis and Inuit Studies - Indigenous Education - Urban Indigenous Education Centre

2 Positions

(2-year term – 10-month position)

The Toronto District School Board adheres to equitable hiring, employment and promotion practices.

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

The Toronto District School Board (TDSB) invites applications from qualified Teachers for the position of Learning Coach (Secondary) – First Nations, Métis and Inuit Studies in Indigenous Education.

These 10-month positions will be filled commencing September 1, 2025, and are scheduled to end June 30, 2027, subject to any restructuring or reorganization.  These positions are subject to possible renewal.

The Learning Coach (Secondary) – First Nations, Métis and Inuit Studies will provide support for the delivery and implementation of student achievement, learning and well-being in alignment with Indigenous Education focused School Improvement Planning, and particularly in First Nations, Métis and Inuit Studies courses.

The successful candidates will report to the Centrally Assigned Principal, Urban Indigenous Education Centre.

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. 

Summary of Duties: 

• Provide leadership in fostering equity and inclusion in the development and implementation of programs and services;
• Provide leadership in the implementation of Truth and Reconciliation Commission: Calls to Action (TRC) and the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP); 
• Engage in intensive, job-embedded professional learning with teachers to build collective teacher efficacy with content and pedagogy in First Nations, Métis and Inuit Studies courses, informed by identified priorities, using evidence-based instructional strategies and practices that improve student achievement (e.g., Indigenous pedagogies, Universal Design for Learning, differentiated instruction, assessment/evaluation practices, and the use of technology-based pedagogy)
• Collaborate to identify student and staff priorities in schools as they relate to First Nations, Métis and Inuit Studies curriculum implementation and First Nations, Métis and Inuit student achievement and well-being;
• Facilitate the process of collecting and interpreting data (e.g., enrollment, achievement, etc.) at the school level and in Families of Schools to enable staff to make informed decisions about First Nations, Métis and Inuit Studies programming with teachers for students;
• Facilitate system-wide professional learning for teachers of First Nations, Métis and Inuit Studies courses;
• Collaborate with colleagues to create student-focused projects aimed at celebrating student learning from engagement with First Nations, Métis and Inuit Studies courses;
• Liaise and collaborate with UIEC, TDSB and Ministry staff to implement First Nations, Métis and Inuit Studies curriculum and other Indigenous Education focused Ministry policies, curricula, and initiatives;
• Model collaborative inquiry processes and provide personalized, precise and intentional support by co-constructing learning experiences with students and teachers;
• Identify and coach the use of effective culturally safe and responsive Indigenous Education practices as teachers create conditions to enhance students’ achievement in First Nations, Métis and Inuit Studies courses;
• Commit to ongoing personal professional learning and capacity building with an understanding of current, evidence-based practices;
• Work with the Elders Council, System Superintendent and Board Lead for Indigenous Education to inform system initiatives and foci; and
• Other duties as assigned. 

Qualifications and Skills:

• Ontario College of Teachers' Certificate of Qualification, in good standing;
• Teachers applying for a Secondary Learning Coach position must have successfully taught courses in First Nations, Métis and Inuit Studies curriculum (NAC1O, NAC2O, NBE3, etc.);
• Qualifications in First Nations, Métis and Inuit Studies;
• Proven ability in promoting equitable practices which value inclusion and diversity;
• Demonstrated commitment to maintaining a learning/working environment which actively promotes and supports human rights; 
• Preference will be given to candidates who have lived experience as a First Nations, Métis, Inuit person and who have a strong understanding of Indigenous ways of knowing, working within First Nations, Métis and Inuit communities;
• A minimum of five years of successful teaching experience;
• Proven ability in promoting Indigenous pedagogies and content, as well as Indigenous rights and self-determination;
• Familiarity with Native Language(s) and oral traditions would be an asset;
• Substantial working knowledge of program-related Ministry curriculum and policies and their implementation (First Nations, Métis and Inuit Policy Framework; Native Languages; First Nations, Métis and Inuit Studies’ Growing Success; and Guide to Effective Literacy Instruction, etc.);
• In-depth understanding of how students develop mathematics, numeracy and literacy skills, with a specific focus on working with First Nations Métis and Inuit students;
• Demonstrated ability to engage school staff in Indigenous Education focused teaching and learning practices that are both innovative, culturally safe, and culturally relevant to the needs of students, caregivers/families and the community;
• Demonstrated ability to facilitate collaborative learning teams that use data to improve First Nations, Métis and Inuit student well-being, sense of belonging and achievement;
• Prior experience implementing assessment and instructional strategies to enhance First Nations, Métis and Inuit student learning and building teacher capacity in Indigenous Education through job-embedded professional learning;
• Proven ability to increase teacher capacity in Indigenous focused inquiry-based learning;
• Proven ability to effectively model and co-teach Indigenous Education-focused lessons with students and work effectively and flexibly in a wide variety of grades and contexts;
• Experience disaggregating and triangulating provincial, district and school data on First Nations, Métis and Inuit student self-identification, well-being and achievement, and using the information to further student well-being, sense of belonging and achievement;
• Demonstrated currency in the use of information communication technologies to support inquiry and improve First Nations, Métis and Inuit students’ digital fluency;
• Demonstrated understanding and working knowledge of Indigenous sovereignty and self-determination;
• Strong interpersonal skills including the ability to engage, influence, and motivate others;
• Demonstrated ability to engage in critical problem solving, to influence and support instructional change in connection to Indigenous Education in schools, and to serve as a productive member of a team;
• Demonstrated experience in working with Indigenous communities; and
• Ability to communicate effectively with colleagues, parents/caregivers and administrators.

Information for Candidates:

1. The successful candidate’s salary will be in accordance with the teacher’s salary grid.
2. Successful Secondary Teachers will also be in receipt of the Assistant Curriculum Leader allowance, currently $2,847 annually.
3. The successful candidate will also be entitled to a Tier 1 supplementary expense allowance, currently $1,750 annually.
4. If a Position of Responsibility Allowance is currently held, that Allowance does not transfer to this position.
5. Subject to the staffing rules governing leave rescinds, any teacher who holds a Position of Responsibility and who is hired into an acting assignment or into a centrally assigned position will be returned to their Position of Responsibility upon return from their acting assignment or their centrally assigned position, unless either assignment occurs in the final year of the termed Position of Responsibility appointment.
6. Candidates who are selected for an interview will be notified as soon as possible after the closing date.
7. At the end of the term, the successful candidate will either apply for a central position or return to their home school, subject to staffing/surplus/placement procedures.

Application Process:

Please ensure the following documents are submitted as one single document:

• Up-to-date resume/curriculum vitae;
• Covering letter indicating an interest in the position (Employee number if applicable, Ontario College of Teachers number and current work location clearly marked on the covering letter); and
• Copy of your up-to-date Ontario College of Teachers Qualification Certificate (which can be found at www.oct.ca).

Please note:

1. Applications should be submitted by e-mail to the e-mail address below in MS Word or PDF (PDF preferred) format due to printing capabilities.
2. Format for naming your File:  Last Name, First Name, Employee Number (if applicable)
3. Please quote the competition number in the subject line of your e-mail.
4. One e-mail per competition number please. 

Applications should be submitted, quoting job posting competition number, to be received no later than 12:00 Noon, April 24, 2025.

We strive to meet the accommodation needs of persons with disabilities.  Applicants are encouraged to make their needs for accommodation known in advance during the application process. 

Applications will not be acknowledged in writing.  Only applicants selected for an interview will be contacted.