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 8/9 Teacher

Are you a passionate, dedicated teacher looking to be

a part of a unique team at a community-based school? If so, this chance 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.

- Plans

and delivers engaging, differentiated lessons across Grade 8/9 subject areas,

meeting the diverse learning needs of all students.

- Works

as part of a team to modify curricular benchmarks to meet the learning goals of

students with diverse needs.

- 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 curriculum

delivery in consultation with the community.

- Supports

students in developing the academic skills, self-regulation, and life skills

needed for successful transition into senior secondary.

- Is

a self-starter who is keen to learn about and participate in 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 at the junior

secondary level.





Knowledge, skills and abilities:

- Ability

to develop strong, trusting rapport with teenage learners.

- Solid

content knowledge across BC Grade 8/9 subject areas.

- Ability

to plan and implement engaging, differentiated lessons suited to the junior

secondary years.

- Deep

understanding of adolescent development, identity formation, and the

social-emotional needs of students aged 13–15.

- 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 through the particular challenges of early

adolescence in a small, community-based setting.

BC Curriculum

Integration

- Deliver

the BC Grade 8/9 curriculum across core subject areas including English

Language Arts, Mathematics, Science, Social Studies, Physical and Health

Education, Arts Education, and Career Life Education.

- Integrate

Core Competencies — Communication, Critical and Creative Thinking, and Personal

and Social Responsibility — and Big Ideas across all subject areas.

- Design

inquiry-based, project-based, and experiential learning experiences that

develop academic rigour alongside real-world relevance.

- Support

students in building the study habits, organizational skills, and

self-regulation needed for success in senior secondary and beyond.

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,



oral histories, 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,

rights, governance, and land stewardship.

- Connect

Science and Social Studies content to Tāłtān ecological knowledge,

environmental stewardship, and contemporary issues affecting the Nation.

- Support

students in developing a strong sense of Tāłtān cultural identity as a

foundation for academic confidence and wellbeing.

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 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 complexity of early adolescence, including issues of

identity, belonging, peer pressure, and the transition toward greater

independence.

- 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 student,

family, and community member.

- Communicate openly and collaboratively with families,

honouring their central role in each student’s learning journey.

- Create a classroom culture of mutual respect, high

expectations, and genuine belief in every student’s potential.

Assessment and

Planning

- Use

a variety of assessment approaches — including observation, portfolio evidence,

student self-assessment, peer assessment, and formal evaluation — to understand

and communicate each student’s growth.

- Provide

clear, strengths-based, descriptive feedback that supports students in

understanding and directing their own learning.

- Create

individualized and flexible learning plans that reflect diverse ways of

knowing, being, and demonstrating understanding.

📌 Grade 8/9 Classroom Teacher (Canada)
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📍 Canada