Anglophone East School District

Indigenous Cultural Support Worker

2021-2022 School Year

BACKGROUND:

Jordan’s Principle service coordination organizations aim to provide child-centered support to families, helping to navigate systems and coordinate services. The Jordan’s Principle’s federal Service Access Resolution Fund (SARF) is available to children who require publicly funded health, social or educational services/items/products, but are unable to access them in a timely manner, and/or they are not appropriate or not sufficient to meet the child’s/family’s needs.

POSITION OBJECTIVE:

The role of the Cultural Support Worker is to focus on supporting Indigenous students by creating circles of care through cultural inclusive activities, collaboration and communication with the school ESS team, family, Knowledge Keepers, district staff (including each other) and community partners. The goal is to foster a sense of connection and belonging for the student and family in order to increase academic, mental, behavioral and social-emotional success. The Cultural Support Worker is the connector between school and community to ensure a student's needs are met in a confidential and timely manner to promote individual hope and success in school and life for the youth.

DESCRIPTION OF RESPONSIBILITIES:

All support and services are developed and provided in collaboration with the student’s support team. Cultural Support Workers contribute to the education of students in inclusive schools and classrooms and provide support by:

• Collaborating with the school-based ESS Team to collectively provide input, recommendations and intervention strategies where required.

• Providing proactive programs and initiatives designed to support Indigenous students achieve their potential and creating networks of internal and external supports and resources.

• Designing and implementing initiatives focused on strengthening Indigenous identity and pride and working collaboratively with school staff (example: using First Nation look-fors from the Inclusion look fors in the Improvement Framework).

• Organizing cultural awareness training and initiatives (in collaboration with First Nation Education Coordinator), as needed, for school administration, staff, and students with the objective of increasing understanding of Indigenous culture and traditions. This will include engaging Elders, Knowledge Keepers and other Indigenous cultural supports, as needed.

• Referring students for additional support services when necessary.

• Under the collaborative direction of the EST-R: collecting, monitoring, and maintaining data needed to report on academic progress, attendance, course levels, etc. in order to make evidence-informed decisions in collaboration with the administration and staff.

• Participating in and planning with district-based Indigenous PLC for the purpose of professional learning

• Accompanying student(s) to culturally relevant activities during and/or after school hours.

Career Guidance and Transitioning

• Serving as a liaison between the school, families, community, students and other stakeholders.

• Facilitating transitioning of students from middle and high schools and to other grade levels.

• Working collaboratively with EST-Guidance Counsellors to develop a broad and current knowledge base of post-secondary education programs and options, prerequisite course work, funding mechanisms, etc.

• Working closely with ESS staff to ensure students have the appropriate prerequisite qualifications to pursue post-secondary education in their chosen career path.

• Assisting students as they navigate social, academic and career path challenges.

• Serving as an advocate?representing assigned students.

Academic and Other Support (Resource, Literacy, Numeracy)

• Maintaining a working knowledge of subject area curricula and inclusive instructional practices in order to collaborate with the classroom teachers.

• Providing, when necessary, specially designed instruction as an intervention in collaboration with the classroom teacher.

• Consulting regularly with teachers of assigned student(s).

• Working collaboratively to monitor student progress, based on the common plan.

• Providing student(s) support and guidance to assist them in coping with social, guidance, and academic challenges.

• Other duties as assigned.

• Note: travel will be expected

QUALIFICATIONS:

Applicants that are accepted to interview for the position:

• Must have a minimum of 2 years of experience working with Indigenous Children and Youth.

• Demonstrate a high degree of cultural competence.

• Must have strong ties to First Nation community (ies)

• Demonstrate excellent organizational and communication skills.

• Must have the ability to work collaboratively with parents, school staff and community-based organizations.

• Have a strong understanding of the developmental stages of child and youth development.

• Have a passion to contribute to the well-being and progress of youth

• Have experience using strength-based and anti-oppressive approaches

• Demonstrate an understanding of trauma informed care.

A combination of education and experience in any of the following essential qualifications:

• Restorative, trauma informed, culturally relevant practices

• Counselling

• Social work

• Sociology

• Indigenous Studies

• Psychology

• Education

10-month position

Position will report to Principal(s) and First Nation Education Coordinator

PLEASE NOTE As of Sept 7, 2021: Any candidate not currently employed in the New Brunswick Public Service will need to provide proof of full vaccination against COVID-19 (or a valid medical certificate exempting them from the vaccine) within 45 calendar days of their commencement date otherwise their employment will cease.

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JOB INFORMATION
Job Category:
Management & Professionals
Employer:
Anglophone East School District
Posting Date:
11/3/2021 8:00:00 PM
Location:
Moncton, New Brunswick
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