Interim Indigenous Graduation Coach Special Assignment Teacher

Greater Essex County District School Board; Windsor; On-site; CAD 30,000 - 60,000; Full time

Job summary

A district school board in Windsor is seeking an Interim Indigenous Graduation Coach to support First Nations, Métis, and Inuit students. This role focuses on mentoring, creating an inclusive environment, and collaborating with educators and families. Applicants should have teaching qualifications and a commitment to Indigenous student success. Applications are encouraged from individuals of Indigenous descent.

Qualifications

• Understanding of programs/services for academic and non-academic pathways.
• Flexibility to attend community events outside school hours.
• Experience with First Nations, Métis, and Inuit students is an asset.

Responsibilities

• Identify and remove barriers for Indigenous students.
• Establish trusting relationships with students and families.
• Support transformation of school culture regarding Indigenous student engagement.

Skills

Advocacy for student voice

Strong communication skills

Organizational skills

Ability to maintain documentation

Empathy

Education

Membership in good standing with the Ontario College of Teachers

Trauma or Restorative Practices training

Job description

Overview

Join to apply for the Interim Indigenous Graduation Coach Special Assignment Teacher role at the Greater Essex County District School Board. This dedicated position is intended for an Indigenous individual. Applicants are encouraged to self-identify.

Duties Commencing

September 2025. Renewal of the position is contingent upon funding.

Salary

As per the collective agreement.

Nature & Scope of the Position

The Indigenous Graduation Coach provides mentoring and guidance to FNMI students to support their ongoing success and achievement. The role includes intensive supports for Indigenous learners and their families with the goal of graduates pursuing their chosen pathway. The Coach is a professional member of the school and an advocate within the student success team, collaborating with administrators, educators, families and community partners. An understanding of systemic barriers faced by Indigenous students is essential.

Responsibilities

• Identify and remove barriers to enable Indigenous students to engage in school, supporting their learning, well-being and achievement.
• Establish and maintain trusting relationships with Indigenous students, families and communities to enhance confidence in the student’s education.
• Support school culture transformation and strengthen staff knowledge to remove barriers to engagement, well-being and learning for Indigenous students.
• Contribute to a fair, inclusive, anti-racist environment and support diverse constituencies and populations.
• Identify strategies, milestones and indicators to help Indigenous students achieve credits, graduate and transition to post-secondary pathways.

Knowledge and Attributes

• Understanding of programs / services related to academic and non-academic pathways.
• Flexibility to attend community events outside school hours.
• Strong advocacy to support student voice and engagement.
• Support for the Board Strategic Priorities, Equity Plan and Indigenous Education initiatives.
• Respect for FNMI culture and youth engagement principles.
• Empathy, confidentiality awareness and strong communication skills with diverse audiences.
• ORGANIZATIONAL skills and ability to maintain documentation.
• Initiative, accountability, integrity and flexibility.

Duties Include

• Help students plan high school courses and ease transitions (e.g., Grade 8 to 9, Grade 12 to post-secondary pathways).
• Career exploration, planning and goal setting; post-secondary planning, including applications, scholarships, resumes and interviews.
• Support graduation requirements, OSSLT and community service hours; provide OSSLT interventions if needed.
• Provide guidance on pathways and initiatives (e.g., SHSM, School Within a College, Credit Recovery, PASS, OYAP).
• Organize secondary school prep sessions, Open House Tours, transition programs and orientation events.
• Support time management, organization, studying strategies, and exam preparation.
• Foster student leadership through volunteering and engagement; liaise with Open Minds Tutor program.
• Advocate for students and involve parents; collect and analyze data to monitor progress.
• Collaborate with the Indigenous Education team to plan and implement supports.
• Provide strong customer service when interacting with students, families and community partners.

Qualifications

• Must be a member in good standing with the Ontario College of Teachers.
• Valid driver’s license and willingness / ability to travel between schools.
• Guidance or Student Success experience.
• Trauma, Restorative Practices and / or ASIST training.
• Experience with FNMI students or Indigenous communities is an asset.

Please note : Teachers with less than 5 years contract secondary experience may apply but will not be considered if there are applicants with 5 years of contract teaching experience. If there are no 5-year applicants, teachers with less than 5 years will be considered. If there are no such applicants, external candidates will be considered.

Application Package

• An Application Letter;
• Curriculum Vitae;
• Most recent appraisal; and
• A Copy of the Ontario College of Teachers Certificate of Qualifications.

Qualified candidates should apply in writing via www.applytoeducation.com by 4:00 p.m., Tuesday September 9, 2025. Use job posting number 3977454. External candidates may also apply via [e-mail]. No other submission formats will be accepted.

Note: In support of the Board’s Indigenous Protocol, applications from First Nations, Métis and Inuit descent are encouraged.

Dr. Clara Howitt, Superintendent of Education

Greater Essex County District School Board

451 Park Street West, Box 210

Windsor, ON N9A 6K1

Posting Number : 2025-134 / 3977454

The GECDSB actively encourages applications from groups with historical and / or current barriers to equity, including First Nations, Métis and Inuit peoples, other Indigenous peoples, groups facing discrimination, persons with disabilities, women, and gender / sexual minorities. We value equity, diversity and inclusion and strive for full participation for all in our communities. The Board provides accommodations under the AODA and Ontario Human Rights Code; please request accommodations when contacted for interview or assessment.

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