Indigenous Success Teacher

School District No. 40 New Westminster; New Westminster; On-site; CAD 80,000 - 105,000; Full time

Job summary

School District No. 40 New Westminster seeks an Indigenous Success Teacher (Middle/Elementary) to support Indigenous students with direct instructional and intervention services.

Working with the District Indigenous Education team, you will plan and deliver culturally responsive supports, assessments, and collaborative problem-solving with school teams. You will engage families and communities, contribute to literacy and numeracy outcomes, and align practices with the First Peoples Principles of

Qualifications

• Completion of a recognized teacher education program and BC Teaching Certificate.
• Experience with Indigenous students and families in Elementary & Middle settings is preferred.
• Knowledge of Indigenous histories, cultures, and contemporary issues.
• Strong collaboration and documentation skills.
• Experience using assessment data to guide instructional planning.

Responsibilities

• Provide direct instructional and non-instructional support to Indigenous students based on needs.
• Support literacy and numeracy through classroom, small-group, and targeted interventions.
• Assist attendance, engagement, and transitions with strengths-based approaches.
• Co-develop culturally responsive learning experiences aligned with Indigenous ways of knowing.
• Collaborate daily with site-based administrators and district staff.
• Participate in School-Based Team meetings and district consultation processes.
• Monitor and design interventions at Tier 1–3 levels.
• Model and support culturally responsive, evidence-based instructional practices.

Skills

Relationship building

Collaboration

Communication

Organization

Documentation

Assessment data usage

Intervention planning

Indigenous education knowledge

Education

Teacher Education Program

BC Teaching Certificate

Level B Assessment qualification

Diploma or Masters in Special Education

Job description

Indigenous Success Teacher (Middle/Elementary)

District-Based Position | 1.00 FTE | Continuing

School District No. 40 (New Westminster)

Indigenous Success Teacher (Middle/Elementary)

District-Based Position | 1.00 FTE | Continuing

School District No. 40 proudly acknowledges that we live, learn, and work on the unceded and traditional territory of the Qayqayt First Nation, as well as all Coast Salish peoples. Guided by our commitments to reconciliation, equity, and student success, SD40 invites qualified teachers to apply for the position of Indigenous Success Teacher.

Position Summary

Reporting to the District Principal of Indigenous Education and Equity, the Indigenous Success Teacher works as part of the District Indigenous Education team to support the academic, cultural, social, and emotional well‑being of Indigenous students (First Nations, Métis, and Inuit).

The role combines direct student support, instructional consultation and planning, and collaborative problem‑solving with school teams to improve engagement, foundational skill development, attendance; targeted classroom, small‑group, and pull‑out supports; completes and supports literacy and numeracy assessments and academic outcomes for Indigenous learners. The successful candidate will work closely with the student and their family, Indigenous Education Team, District staff, school administrators, classroom teachers, and the school‑based team to design and support responsive instruction and intervention.

Key Responsibilities

Student Support and Instruction

• Provide direct instructional and non‑instructional support to Indigenous students based on student and school needs.
• Provide direct instructional support to Indigenous students in literacy and numeracy through classroom, small‑group, and targeted intervention models.
• Support student attendance, engagement and re‑engagement, credit and graduation completion, and transitions through relationship‑based and strengths‑focused approaches.
• Co‑develop and support culturally responsive learning experiences aligned with Indigenous ways of knowing, being, and learning and the First Peoples Principles of Learning.
• Work directly with site‑based administrators, School‑Based Teams, and District staff on a daily basis.
• Ongoing collaboration with the District Inclusive Education Department and staff to support Indigenous student social and academic skill development.

Instructional Leadership and Collaboration

• Collaborate with classroom teachers, school‑based teams, Indigenous Education staff,

and administrators to support student success.

• Participate in School‑Based Team meetings, case planning, and district consultation processes.
• Support the design, implementation, and monitoring of academic and social interventions at Tier 1, Tier 2, and Tier 3 levels.
• Model, co‑plan, co‑teach, and support culturally responsive, evidence‑based instructional practices.

Assessment, Data, and Program Planning

• Support the use of assessment data, screening tools, and progress monitoring to identify learning needs and measure impact.
• Assist schools and district teams in analyzing student learning data to inform instructional and re‑engagement planning.
• Contribute to personalized student academic planning and resource development.
• Supporting audit requirements.

Family and Community Engagement

• Build and maintain respectful, trust‑based relationships with students,

families, and caregivers.

• Act as a liaison between schools, families, community agencies, and Indigenous organizations.
• Support and participate in Indigenous cultural, community, and district events, gatherings, and ceremonies.
• Oversee and work directly with the Indigenous Outreach Worker to support student re‑engagement plans.

Professional Learning and District Initiatives

• Support professional learning for educators related to academic, Indigenous Education, and culturally responsive pedagogy.
• Contribute to district priorities related to equity, inclusion, reconciliation, and Indigenous student success.
• Maintain accurate documentation, student records, and reports as required by the district.
• Perform related duties as assigned.

Qualifications And Attributes

• Completion of a recognized teacher education program.
• Valid BC Teaching Certificate.
• Significant experience working with Indigenous students and families, preferably in Elementary & Middle settings.
• Demonstrated knowledge of Indigenous histories, cultures, worldviews, and contemporary issues, including the impacts of colonization and intergenerational trauma.
• Strong relationship‑building, collaboration, communication, organization, and documentation skills.
• Experience using assessment data to guide instructional planning and monitor progress.
• Proven ability to collaborate effectively with school and district teams.
• Ability to work flexibly and collaboratively in a district‑based role.
• Strong communication, organization, and reflective practice skills.
• Commitment to ongoing professional learning in Indigenous Education, equity, and inclusive practices.

Preferred Qualifications And Attributes

• Diploma (UBC or equivalent 30 credit program) or Masters Degree in Special

Education, Preferably Comprising Of Coursework In The Following Areas

students with special needs, strategies for adapting and modification of curriculum, learning disabilities, giftedness, assistive technology or augmentative communication, ASD, Functional Behaviour Assessment, Positive Behaviour Support, and differentiation.

• Level B Assessment qualification (EPSE 421 or equivalent).
• Preference may be given to candidates who identify as Indigenous.

Compensation

• Salary and benefits in accordance with the SD40 Teachers’ Collective Agreement, commensurate with qualifications and experience.
• District‑based role requiring travel between schools.

Equity Statement

School District No. 40 (New Westminster) has been given approval from the Human Rights Tribunal for a Special Program under s.42(3) of the Human Rights Code. Under this special program, New Westminster Schools seeks to preferentially hire Indigenous persons to a variety of teaching positions. Therefore, each applicant may wish to provide, on a voluntary basis, whether they self‑identify as a First Nations, Metis, or Inuit person.