Grade 6/7 Teacher

Łuwechōn Kots’ede’i Kime

#1 Glacier Ave, Iskut, B.C., V0J 1K0

Phone: (250) 234-3561

Łuwechōn Kots’ede’i Kime (K-12 school)

Grade 6/7 Teacher

Are you a passionate, dedicated teacher looking to be a part of a unique team at a community-based school? If so, this opportunity in Iskut, BC, is for you.

Łuwechōn Kots’ede’i Kime serves the Tāłtān Nation in Northern BC. In a stunningly beautiful outdoor setting with lakes, mountains, and streams. We are a trauma-informed school empowering strong, proud, and resilient children to rise above the effects of colonization, residential schools, cultural genocide, and racism. We are committed to reflecting and supporting the revitalization of Tāłtān culture and language and have a culturally focused educational calendar full of amazing opportunities for on-the-land and water learning. With 4-10 students per classroom, currently from kindergarten to Grade 11, class sizes allow for high-quality instruction. Each classroom also has a designated Educational Assistant, with another assistant designated to students with exceptionalities.

Duties & Responsibilities include, but not limited to:

• Believes that a positive, inclusive and caring rapport with students is foundational to learning.

• Uses differentiated learning strategies to enable all students to reach their highest potential.

• Plans and delivers engaging, differentiated lessons across Grade 6/7 subject areas, meeting the diverse learning needs of all students.

• Working as part of a team, modifies curricular benchmarks to meet the learning goals of students with exceptionalities.

• Creates and incorporates classroom management practices that are inclusive, restorative, and responsive to the social-emotional needs of adolescent learners.

• Integrates culturally relevant subject matter, values and vocabulary into their curriculum delivery and classroom routines.• Is a self-starter who is keen to learn about and participate in the local community life.

• Willing to work collaboratively with students, staff, parents and the community.

• Knowledgeable about the role and use of technology in supporting learning.

Knowledge, skills and abilities:

• Ability to develop rapport with adolescent learners

• Solid knowledge of BC Grade 6/7 curriculum across core subject areas.

• Ability to plan and implement engaging, differentiated lessons suited to the intermediate years.

• Understanding of adolescent development, identity formation, and the social- emotional needs of students aged 11–13.

• Ability to work collaboratively with fellow teachers, education assistants, and support staff.

• Strong interpersonal and communication skills.

• Strong critical and creative thinking skills.

• Adaptability and independence.

• Inquiry learning mindset.

• Makes evidence-based decisions about student learning and progress.

• Ability to support students holistically, with an awareness of the unique challenges faced by adolescent learners in a small, community-based setting.

BC Curriculum Integration

• Deliver the BC Grade 6/7 curriculum across core subject areas including English Language Arts, Mathematics, Science, Social Studies, Physical and Health Education, Arts Education, and Career Education.

• Integrate Core Competencies — Communication, Critical and Creative Thinking, and Personal and Social responsibility — and Big Ideas across all subject areas.

• Design flexible, multi-age lesson structures using inquiry-based, project-based, and experiential learning approaches suited to intermediate learners.

• Support students in developing literacy and numeracy skills while building increasing independence and metacognitive awareness.

Land-Based and Culturally Responsive Teaching

• Weave Tāłtān knowledge systems, local place names, seasonal cycles, and community protocols into instruction across subject areas.

• Collaborate with knowledge keepers and Elders to enrich lessons with authentic cultural contexts and practices.

• Centre Indigenous perspectives in all subject areas in alignment with BC’s First Peoples Principles of Learning, with particular attention to Tāłtān history, governance, and land stewardship.

• Connect Social Studies and Science learning to local land, water, and ecological knowledge held by the Tāłtān community.

Trauma-Informed and Healing-Centred Practice

• Recognize and respond to the impacts of intergenerational trauma, adverse childhood experiences (ACEs), and systemic harm on students’ learning, behaviour,and wellbeing.

• Create a safe and dignity-affirming classroom environment in which adolescent students can regulate, connect, and engage.

• Use restorative, relationship-based approaches to behaviour and conflict — not punitive or exclusionary discipline.

• Be attuned to the heightened social-emotional complexity of the adolescent years, including issues of identity, belonging, and peer relationships.

• Collaborate with families, support workers, and school staff when a student needs additional care or wraparound supports.

Relationship-Centred Practice

• Build strong, trusting relationships with each child, family, and community member.

• Communicate openly and collaboratively with families, honouring their central role in each child’s learning journey.

• Create a classroom culture of mutual respect in which students feel seen, valued, and capable.

Assessment and Planning

• Use a variety of assessment approaches — including observation, portfolio evidence, student self-assessment, and conversation — to understand and communicate each student’s growth.

• Provide descriptive, strengths-based feedback that supports students in understanding their own learning.

• Create individualized and flexible learning plans that reflect diverse ways of knowing, being, and demonstrating understanding.

Requirements:

• Valid BC Teaching Certificate with certification in good standing through the BC Teacher Regulation Branch (TRB) — mandatory prior to start date.

• Criminal Record Check including vulnerable sector screening (required before start date).

• Demonstrated training or practice in trauma-informed and/or healing-centred pedagogy.

• Experience working in an Indigenous school is preferred.

• Genuine, demonstrated commitment to reconciliation and to working respectfully within Tāłtān community values and protocols.

• Priority consideration will be given to First Nations, Métis, and Inuit applicants.

Łuwechōn Kots’ede’i Kime offers:

• Salary based on the Kitimat/Stikine SD#87 salary grid, with recognition of experience in Canadian accredited schools.

• Subsidized furnished housing available at very low cost.

• Moving allowance of $1,000 to relocate to Iskut.

• 10-month teaching contract for new hires, with possibility of renewal.

• World-class outdoor activities — lakes, mountains, fishing, hiking, and more.

• Opportunities to learn and engage with Tāłtān culture and people.

• A deeply supportive Tāłtān community school environment rooted in shared purpose.

• Ongoing professional development in Indigenous pedagogy and trauma-informed

practice.

• Meaningful relationships with families and a tight-knit school community in a stunning natural setting.

Ready to join our community?

This position is open until filled — we encourage you to apply early. Submit a resume and cover letter, with a brief statement describing your approach to culturally responsive, trauma-informed teaching in the primary years. We warmly welcome applications that speak honestly to your journey, your relationship to Indigenous education, and what draws you to Łuwechōn Kots’ede’i Kime.

If you are interested in working, learning, and growing at Łuwechōn Kots’ede’i Kime, please send your resume, cover letter and 3 references to:

Education Manager: [email protected]

Principal: [email protected]

Hiring Coordinator: [email protected]