Permanent Indigenous Elementary Coach (1.0 FTE)

This Full-time Permanent Position Is With An Equal Opportunity Employer And Offers a Wide Range Of Assignments. The Board Operates 2 Administration Buildings And 20 Schools (18 Elementary, 2 Secondary) In 13 Communities Covering 7851 Square Kilometers For The Welfare Of 5,000 Pupils. For More Information Visit Our Web Site At

HOURS: 7.0 hrs/day (35 hrs/week)

UNION: Non-Union

Job Summary

The Indigenous Elementary Coach is a vital role dedicated to fostering the holistic success and well-being of elementary school students, with a strong emphasis on culturally responsive support. Reporting to the Superintendent of Education and the Board Lead in Indigenous Education, the Coach builds trusting relationships with students, families, and communities to identify and address barriers to learning, engagement, and school completion.

Responsibilities

• Build strong, trusting relationships with First Nations, Métis, and Inuit students and families. Provide individualized academic, social, emotional, and cultural support, and advocate for students within the school system;
• Affirm and celebrate Indigenous identities by facilitating access to cultural, spiritual, and linguistic experiences. Create safe, inclusive spaces and promote student voice, leadership, and belonging;
• Engage with families, Elders, Senators, Knowledge Keepers, and community organizations to enhance communication, support student success, and strengthen school-community connections;
• Support academic achievement, goal setting, and transitions (e.g., to secondary school). Monitor progress, attendance, and well-being, and implement culturally responsive interventions
• Identify and address systemic barriers to Indigenous student success. Collaborate with educators and staff to foster inclusive, culturally competent learning environments
• Plan and facilitate culturally relevant events, gatherings, and student leadership opportunities. Support the integration of Indigenous perspectives into curriculum and school programming. Be comfortable with presenting to both small and large groups
• Work with school teams, student success staff, and the Indigenous Education team to implement a Circle of Care approach
• Maintain student profiles, track outcomes, and prepare reports for the Board and Ministry of Education. Participate in the Indigenous Education Council (IEC) and contribute to strategic planning
  
  

Qualifications

• Proven experience working with Indigenous youth, families, and communities in educational or community-based settings
• Excellent interpersonal, communication, and relationship-building skills, with the ability to collaborate effectively with students, families, educators, and community partners
• Strong organizational and time management skills, with the ability to manage multiple priorities and work independently across the system
• Understanding of educational systems and/or experience working in an educational setting or relevant related experience
• Demonstrated empathy and a student-centered approach to supporting diverse learning and well-being needs
• Strong understanding of the diversity, histories, and contemporary realities of First Nations, Métis, and Inuit communities, with a demonstrated commitment to reconciliation and Indigenous student success
• Ability to facilitate the sharing of Indigenous traditional teachings, worldviews, languages, spirituality, and cultural protocols, with the ability to integrate these respectfully into school environments
• Proficiency in digital tools and basic computer applications (e.g., Microsoft Office, Google Workspace)
• Ability to maintain confidentiality and demonstrate discretion, tact, and professionalism in all interactions
• Valid Ontario driver’s license and access to a reliable vehicle for travel to all Board locations
  
  

Preferred Assets

• Self-identification as First Nations, Métis, or Inuit is strongly encouraged
• Additional related training (e.g., Restorative Practices, Cultural Competency)
• A post-secondary degree or diploma in a related field (e.g., Education, Child Development and Youth Work,
• Knowledge of relevant legislation and policies (e.g., Education Act, UNDRIP, TRC)
  
  

To Note

• Applications sent directly to the schools or to Human Resources will NOT be considered
• It is imperative that all NEW applicants to the Board submit an ORIGINAL current, satisfactory Vulnerable Screening Criminal Background Check prior to commencement of employment.
• We thank all candidates for their interest; however, only those shortlisted will be contacted.
  
  

Commitment To Equity

The RCCDSB is committed to equity, diversity, and inclusion in employment. We are dedicated to building an inclusive learning and working environment that embodies the values of human rights, equity, diversity, and inclusion, while reflecting and welcoming the diverse and distinct identities, experiences, and needs of our students and our communities.

We are committed to fair and equitable hiring practices that allow us to hire qualified staff consistent with the Ontario Human Rights Code. We seek qualified candidates who share our commitment to equity and inclusion and who will contribute to creating inclusive and equitable environments for staff and students.

Commitment To Fair And Accessible Employment

RCCDSB is committed to fair and accessible employment and recruiting practices, ensuring that people with disabilities have equal access and opportunities. We strive to ensure that all recruiting processes are non-discriminatory and barrier-free.

An accommodation is a means of preventing and removing barriers that impede candidates with disabilities from participating fully in their recruitment and onboarding processes. Under the Ontario Human Rights Code and the Accessibility for Ontarians with Disabilities Act (AODA), employers have a legal duty to accommodate the needs of people with disabilities.

If you require accommodation at any time throughout the application process or during any component of the recruitment process, please advise us in advance so the appropriate arrangements can be made. Asking for an accommodation will not affect the Board’s hiring decision. Please contact or (613) 735-1031.

Bob Schreader - Chairperson

Mark Searson - Director of Education