Provide academic, social-emotional, cultural, and transition support to Indigenous students in Grades 10–12.
Deliver targeted academic support through in-class assistance, small-group instruction, and scheduled support blocks.
Collaborate with classroom teachers to implement UDL, differentiation, and adaptations/modifications.
Monitor academic progress aligned with RTI and the NPSS Mitigation Plan, responding to identified “Red/Yellow” students.
Facilitate Learning Journey processes focused on identity, goal setting, and future planning.
Integrate Indigenous perspectives, Elder teachings, and Indigenous ways of knowing into planning conversations.
Assist students with graduation requirements, credit pathways, and course selection aligned with post-secondary goals.
Collaborate with counsellors, teachers, and families to ensure accurate and coherent planning.
Regularly monitor student attendance and engagement, identify barriers, and implement proactive strategies.
Support strategic scheduling for vulnerable Indigenous students (teacher/class matching, reduced transitions, peer pairing).
Promote belonging by recognizing student growth and fostering consistent, positive school connections.
Collaborate with Indigenous Youth Care Workers, Indigenous Support/Transition Teachers, counsellors, and classroom teachers.
Organize and contribute to bi-monthly Indigenous team meetings (agenda development and coordination).
Participate in School-Based Team processes as appropriate.
Delegate students to the Indigenous Support Team for academic or social-emotional support.
Communicate with families regarding student progress, graduation planning, and transition needs.
Liaise with community agencies, urban Indigenous organizations, and First Nations communities to support student well-being.
Participate in home visits and community visits as appropriate.
Connect students with community resources that can continue beyond graduation.
Support re-entry planning for students returning after withdrawal or extended absence.
Collaborate with the Indigenous Education team to develop structured, supportive re-entry plans.
Document student services and interactions in INSIGHT in accordance with district expectations and FOIPPA requirements.
Maintain accurate, timely records to support data-informed decision making
Requirements summary
Valid BC Ministry of Education Teaching Certificate (or eligibility).
Preference for qualified applicants of Indigenous ancestry.
Bachelor’s degree with a secondary focus; graduate-level coursework in inclusive education preferred.
Minimum three years of experience working with Indigenous communities and schools supporting academic and social-emotional well-being.
Demonstrated knowledge of UDL, differentiation, SEL, and Positive Behaviour Support.
Strong understanding of the BC Curriculum and ability to plan for diverse learners through a trauma-informed lens.
Proven ability to work collaboratively within a multidisciplinary team.
Excellent interpersonal, communication, and organizational skills.
Experience adapting and modifying curriculum to meet student needs.
Ability to support students with social-emotional needs using proactive, dignity-maintaining practices.
Strong background in Indigenous Peoples’ pre-history, culture, and contemporary issues through lived experience and/or coursework in Indigenous Education or First Nations Studies.
Knowledge of outdoor/place-based learning, Elder teachings, and Indigenous ways of knowing.
Oral or written fluency in an Indigenous language is considered an asset.
Provide three references and verification of qualifications (BC Teacher Certificate)
Bachelor’s degree with a secondary focusGraduate-level coursework in inclusive education preferredOrganizational skillsPositive Behaviour SupportDifferentiationUniversal Design for Learning (UDL)
Job description
<p><strong> </strong>North Peace Secondary School (NPSS) is a vibrant, dynamic and diverse school community consisting of two campuses that supports 1200 students.
With a school-wide focus on accountability, integrity and respect, all members of the school community are encouraged to experience and contribute to a school culture of physical and emotional safety, respect, tolerance, acceptance and inclusion.
The staff focus is on motivating and supporting all learners to engage in their learning and to achieve to the best of their ability.
See www.npss.prn.bc.ca for more information.</p> <p><u> <b> Position Summary</b></u></p><p> The Indigenous Support Teacher is responsible for providing academic, social‑emotional, cultural, and transition support to Indigenous students in Grades 10–12.
The role emphasizes course completion, development towards post‑secondary readiness or career-based education, and a coordinated wraparound support.
Through collaboration with school staff, families, and community partners, the teacher ensures that Indigenous learners experience a sense of belonging, success, and strong transitions into adulthood.</p><p> <b><u> Key Responsibilities</u></b></p><p> <br></br></p><p><strong>Academic Support</strong></p><ul><li>Deliver targeted academic support through in‑class assistance, small‑group instruction, and scheduled support blocks.</li> <li>Support students in understanding key concepts, completing assignments, and preparing for assessments.</li> <li>Collaborate with classroom teachers to implement Universal Design for Learning (UDL), differentiation, and adaptations/modifications.</li> <li>Reinforce connections between BC Curriculum and future career or post‑secondary pathways.</li> <li>Monitor academic progress in alignment with RTI and the NPSS Mitigation Plan, responding to identified “Red/Yellow” students.</li> </ul><p><strong>Learning Journeys & Identity Development</strong></p><ul><li>Facilitate Learning Journey processes focused on identity, goal setting, and future planning.</li> <li>Support students in exploring personal strengths, cultural identity, and long‑term aspirations.</li> <li>Integrate Indigenous perspectives, Elder teachings, and Indigenous ways of knowing into planning conversations.</li> </ul><p><strong>Transition & Pathway Planning</strong></p><ul><li>Assist students in understanding graduation requirements, credit pathways, and course selection aligned with post‑secondary goals.</li> <li>Collaborate with counsellors, teachers, and families to ensure accurate and coherent planning.</li> <li>Provide guidance on required courses and grade thresholds for post‑secondary programs.</li> </ul><p><strong>Attendance, Engagement & Belonging</strong></p><ul><li>Regularly monitor student attendance and engagement, identify barriers, and implement proactive strategies.</li> <li>Support strategic scheduling for vulnerable Indigenous students, including teacher/class matching, reduced transitions, and peer pairing.</li> <li>Promote a sense of belonging by recognizing student growth and fostering consistent, positive school connections.</li> </ul><p><strong>Collaboration & Team Coordination</strong></p><ul><li>Work collaboratively with Indigenous Youth Care Workers, Indigenous Support/Transition Teachers, counsellors, and classroom teachers.</li> <li>Organize and contribute to bi‑monthly Indigenous team meetings, including agenda development and coordination.</li> <li>Participate in School‑Based Team processes as appropriate.</li> <li>Delegate students to the Indigenous Support Team for academic or social‑emotional support.</li> </ul><p><strong>Family, Community & Wraparound Support</strong></p><ul><li>Communicate with families regarding student progress, graduation planning, and transition needs.</li> <li>Liaise with community agencies, urban Indigenous organizations, and First Nations communities to support student well‑being.</li> <li>Participate in home visits and community visits as appropriate and aligned with role expectations.</li> <li>Connect students with community resources that can continue beyond graduation.</li> </ul><p><strong>Re‑Entry & Transition Back to School</strong></p><ul><li>Support planning for students returning after withdrawal or extended absence.</li> <li>Collaborate with the Indigenous Education team to develop structured, supportive re‑entry plans.</li> </ul><p><strong>Documentation & Accountability</strong></p><ul><li>Document all student services and interactions in INSIGHT in accordance with district expectations and FOIPPA requirements.</li> <li>Maintain accurate, timely records to support data‑informed decision making.</li> </ul><p><br></br></p><p><strong>Qualifications & Experience</strong></p><ul><li>Valid BC Ministry of Education Teaching Certificate (or eligibility).</li><li>Preference will be given to qualified applicants of Indigenous ancestry</li> <li>Bachelor’s degree with a secondary focus; graduate‑level coursework in inclusive education preferred.</li> <li>Minimum three years of experience working with Indigenous communities and schools supporting academic and social‑emotional well‑being.</li> <li>Demonstrated knowledge of UDL, differentiation, SEL, and Positive Behaviour Support.</li> <li>Strong understanding of the BC Curriculum and ability to plan for diverse learners through a trauma-informed lens.</li> <li>Proven ability to work collaboratively within a multidisciplinary team.</li> <li>Excellent interpersonal, communication, and organizational skills.</li> <li>Experience adapting and modifying curriculum to meet student needs.</li> <li>Ability to support students with social‑emotional needs using proactive, dignity‑maintaining practices.</li> <li>Strong background in Indigenous Peoples’ pre‑history, culture, and contemporary issues through lived experience and/or coursework in Indigenous Education or First Nations Studies.</li> <li>Knowledge of outdoor/place‑based learning, Elder teachings, and Indigenous ways of knowing.</li> <li>Oral or written fluency in an Indigenous language is considered an asset.</li> </ul><p> </p> <p> <strong>Interested applicants are required to supply</strong></p> <ul> <li>Three (3) references</li> <li>Verification of qualifications (BC Teacher Certificate) </li> </ul> <p> </p> <p> <strong>Compensation</strong></p> <ul> <li>$2000 relocation allowance for teachers from BC, AB and Yukon and up to $4000 for teachers from other areas</li> <li>$3,500 recruitment allowance (paid over 10 months of the school year, based on the FTE)</li> <li>Salary as per collective agreement.
Benefits
Benefits as per collective agreement
Option to enroll in medical insurance
Option to enroll in dental insurance
Option to enroll in extended health insurance
Option to enroll in group life insurance
Benefits are employer paid based on FTE
Data-informed decision making
Interpersonal and communication skills
Multidisciplinary team collaboration
RTI (Response to Intervention)
Social-emotional learning (SEL)
Curriculum adaptations/modifications
Trauma-informed planning
Student attendance and engagement monitoring
Family and community communication
Documentation in INSIGHT
FOIPPA-compliant record keeping
Learning Journey facilitation
Transition and pathway planning
Indigenous ways of knowing integration
Outdoor/place-based learning
Elder teachings integration
Current salary grid is $72,720 - $118,770 </li> <li>Benefits as per collective agreement with option to enroll in medical, dental, extended health, and group life insurance.
Benefits are employer paid based on FTE</li> </ul> <p> </p> <p><strong><strong>For more information please contact:</strong></strong></p> <p><strong><strong>Todd Koponyas, Principal, North Peace Secondary School 250.785.4429 <strong>or tkoponyas@prn.bc.ca</strong></strong></strong></p> <p> </p> <p><strong>Please note: <br></br> </strong>All applications with relevant documentation must be made through<br></br> <strong>Make A Future</strong> for consideration for the position</p> <p> </p> <p><strong>About School District 60</strong></p> <p>School District 60 is noted for innovative educational practices and excellent cooperative relationships between all educational partners.
Our district is made up of dedicated, energetic professionals for whom the achievement and well-being of their students is a first priority.
Together we challenge, encourage and support all learners to be responsible for developing their abilities with respect for self, others and the environment.</p> <p>School District 60 is progressive and growing.
There are 23 schools with School District No .60 (Peace River North).
The district’s schools provide education services to approximately 6000 ethnically and demographically diverse students.</p> <p>School District 60 is located on the eastern side of the Rocky Mountains in the northern tip of the Canadian Prairies in beautiful Fort St.
John, BC.
Fort St John is 478 km northeast of Prince George and 1,237 km north of Vancouver, situated near the border with neighbouring Alberta, 214 km west of Grande Prairie, Alberta.
The region’s economy is prosperous and expanding.
Fort St John is a city for all seasons and year-round playground for those who like pristine wilderness, an active lifestyle, cosmopolitan city life and the enthusiasm of an energetic community.</p> <p> </p> <p><strong>Why School District 60</strong></p> <ul> <li>Professional development opportunities</li> <li>Supportive culture of teacher collaboration</li> <li>Curriculum and teacher supports</li> <li>French Immersion, music, & outdoor education programs</li> <li>Advanced technology facilities and resources</li> <li>Progressive and growing district</li> <li>Innovative educational practices</li> </ul> <p> </p> <p> </p> <p> </p> <p><strong>School District No.
60 (Fort St John)</strong></p> <p><strong>10112 105 Avenue, Fort St John, BC V1J 4S4</strong></p> <p><strong><a></a></strong></p> <p><strong><a></a></strong></p>
Market context
BC Indigenous support teaching role
In British Columbia, Indigenous support teaching roles are often competitive because schools look for candidates who can combine certified teaching credentials with culturally responsive practice and community relationships. This posting favors applicants with Indigenous ancestry and experience working with Indigenous communities, and the requirements and benefits are AI-summarized from the original job description to save you research time. If you are considering applying, confirm your BC teaching certificate status and gather examples of inclusive education work before submitting.
More openings at School District #60 (Peace River North)
