Indigenous Programs Facilitator

First Nations Jobs Online; Kingston; On-site; CAD 60,000 - 80,000; Full time

Job summary

First Nations Jobs Online is seeking an Indigenous Programs Facilitator at Queen’s University to support Indigenous teacher candidates in the Indigenous Teacher Education Program (ITEP). The role involves providing cultural-based support, organizing relevant events, and enhancing collaboration between various programs.

The successful candidate will possess a university degree, a minimum of 5 years’ experience in Indigenous communities, and demonstrate a deep understanding of Indigenous cultures and protocols.

Qualifications

• Minimum of 5 years’ experience working in an Indigenous community providing support services.
• Knowledge of traditional Indigenous cultures, ceremonial practices, and protocols.
• Familiarity with an Indigenous language would be considered an asset.

Responsibilities

• Provide cultural-based support and assistance for students, staff, and faculty.
• Organize social and cultural events, including those for National Day for Truth and Reconciliation.
• Collaborate with instructors and academic staff to ensure culturally responsive delivery.

Skills

Excellent written and oral communication skills

Demonstrated skills in mentoring and support

Excellent organizational skills

Ability to work collaboratively

Education

University degree or post-secondary diploma

Job description

The Indigenous Teacher Education Program (ITEP) and the Master of Education in World Indigenous Studies in Education (WISE) program at Queen’s University’s Faculty of Education reflect the Faculty’s deep commitment to Indigenous teacher education, reconciliation, and community connection. These programs provide pathways for Indigenous teacher candidates and graduate students to pursue professional certification and advanced study while being supported through culturally grounded learning, mentorship, and holistic student services.

Reporting to the Associate Dean, Teacher Education, the Indigenous Programs Facilitator plays a central role in supporting Indigenous teacher candidates in the ITEP Campus-based and Community-based program, coordinating program delivery, and fostering collaboration between Campus-based and Community-based partners. The incumbent enriches Faculty and University programs with their lived experience, knowledge, and ability to affirm Indigenous ethics, teachings, and worldviews. This role helps to link culture, community, and academia, teaching students, staff, and faculty how to engage respectfully with Indigenous communities and Elders and ensuring that cultural values and protocols are meaningfully reflected in program design and delivery.

Working collaboratively with students, staff, faculty, and community partners, the Indigenous Programs Facilitator advances the goals of reconciliation and Indigenization within the Faculty of Education. The position emphasizes student support, cultural engagement, and community relationship building, while contributing to Queen’s University’s broader commitments to equity, inclusion, and Indigenous education.

This position requires occasional travel, including to remote Indigenous communities.

KEY RESPONSIBILITIES

Student Support

• Provide cultural-based support, advice, and assistance for students, staff, and faculty.
• Assist in organizing social and cultural events that bring staff, students, and faculty together, including events related to the National Day for Truth and Reconciliation (NDTR).
• Run Kairos blanket exercises and cultural safety training.
• Offer smudging to those requesting it, and on a weekly basis run an open smudge activity for anyone in the building to attend.
• Create, supervise, and deliver culturally oriented workshops and courses to students, faculty, and staff.
• Assist in providing workshops to improve cultural capacity and Indigenous knowledge sharing for students, faculty, and staff.
• Build awareness and promote understanding of Indigenous cultural issues and perspectives within the Faculty and University community, aligning with and contributing to Queen’s University-wide Indigenous initiatives and commitments.
• Conduct outreach to students to provide guidance, encouragement, counselling support, and connection to campus and community-based resources.
• Serve as a central communication hub between Campus-based and Community-based ITEP programs to ensure coordinated student support and consistent information sharing.
• Provide on-site support to students in the ITEP and WISE programs, including mentorship, advocacy, and guidance to promote academic success and well-being.
• Organize ceremonies and cultural events, providing additional support for cultural activities and ensuring respectful practices and cultural protocols are upheld.
• Attend all webinars associated with ITEP Campus-based and Community-based recruitment.
• Work with Marketing and Communications to ensure the Faculty of Education and ITEP social media is current.
• Assist advisory groups, as requested.
• Undertake other projects, as assigned, based on expertise and knowledge base.

Program Facilitation (Campus-based, Community-based ITEP and WISE)

• Provide leadership and guidance for the Campus-based, Community-Based ITEP and WISE programs to foster an inclusive, supportive, and culturally grounded learning environment.
• In consultation with the Associate Dean, Teacher Education, and the Director, contribute to the development and implementation of strategies that strengthen Indigenous teacher education and enhance the student experience.
• Collaborate with instructors and academic staff to ensure culturally responsive and student-centered program delivery.
• Support students in navigating academic requirements, course progression, and practicum preparation within the Campus-based, Community-based, WISE programs.
• Provide academic and program guidance to help students and instructors meet Ministry of Training, Colleges and Universities (MTCU) and Ontario College of Teachers (OCT) requirements and implement proactive supports to reduce program deferrals and interruptions.
• Build and maintain strong relationships with instructors, student services, and practicum teams to provide holistic support to Indigenous teacher candidates.
• Identify and recommend program improvements based on student feedback, emerging needs, and Indigenous pedagogical approaches.
• Contribute to the development and sharing of resources that integrate Indigenous ways of knowing and learning into program curriculum and delivery.
• Participate in Faculty committees and initiatives that advance Indigenous education and student success.
• Represent the ITEP and WISE programs at events, gatherings, and celebrations that recognize Indigenous students’ achievements and contributions.
• Support initiatives and partnerships that advance reconciliation, inclusion, and the success of Indigenous teacher candidates at Queen’s University.

REQUIRED QUALIFICATIONS

• University degree or post‑secondary diploma required, with a minimum of 5 years’ experience working in an Indigenous community providing support services, or equivalent experience.
• Recognition by Indigenous community as having knowledge and understanding of the traditional culture of community as well as spiritual and social traditions.
• Knowledge of traditional Indigenous cultures, ceremonial practices, protocols and songs.
• Cognizant and respectful of the diversity of Indigenous cultures, languages and traditions in the region and beyond.
• Knowledge of Indigenous traditional healing that may include the use of traditional plants used for healing.
• Familiarity with an Indigenous language would be considered an asset.
• Consideration may be given to an equivalent combination of education and experience.

SPECIAL SKILLS

• Excellent written and oral communication skills.
• Demonstrated skills in mentoring and support.
• Well‑developed skills in the preparation of informative and engaging presentations/training and teaching sessions.
• The ability to prioritize workload and deal with multiple demands.
• High degree of flexibility and ability to multi‑task in a busy environment.
• Excellent organizational skills and the ability to work independently.
• Excellent leadership and teaching skills.
• Excellent attention to detail.
• Excellent time‑management, interpersonal and organizational skills as well as the capability to take initiative, solve problems and suggest solutions.
• Ability to exercise sound judgment regarding the need for supervision and guidance.
• Ability to work collaboratively with professionals in a team‑oriented environment.
• Understanding of continuum of mental health and relationship to holistic health and academic success of students.

DECISION MAKING

• Decisions regarding correspondence and recommendations to appropriate university bodies with respect to individual students/clients.
• Ability to distinguish between circumstances in which decisions can be made independently and those where consultation is needed.
• Ability to determine the best recommendations to make when approached for advice or resources.
• Decisions regarding how to go about getting the information necessary to make informed recommendations; exercise judgment on the quality and reliability of information referenced.
• Decisions regarding the coordination of information, material, facilities, and logistics for programming.
• Prioritize work and time to decide the most important tasks among several, with competing deadlines. Recognize urgent requests and prioritize information that needs to be dealt with immediately. Ensure that work is completed in a timely fashion and that deadlines are met.
• Exercise judgment in identifying when to resolve matters independently or when high‑stakes matters should be referred to the Associate Dean, Teacher Education, ensuring that comprehensive background information is collected and shared.