Instructor, Indigenous Leadership Certificate (ABG 100 Histories and Impacts of Colonization) (Digital Scheduled)

Tuesdays and Thursdays from 2:30pm to 3:50PM. This course will be delivered digitally scheduled.

ABG 100, Histories and Impacts of Colonization provides an exploration of the historical relationships, colonial contexts, and social, economic and political influences that have impacted Indigenous peoples and communities. Students will examine pre-contact ways of knowing, grounded in local teachings, while exploring the ramifications of the process of colonization, including treaties, the Indian Act, residential schools, and other legislative attempts to assimilate Indigenous peoples into Euro-Canadian socio-political paradigm. Course will be delivered digitally, with classes scheduled Friday’s from 9:00AM to 12:00PM. Classes will run from January 4 to April 8, 2027.

The teaching faculty of North Island College are responsible for implementing the College’s vision, goals, and objectives as they relate to teaching and learning. To carry out their teaching assignments, faculty use organizational skills, inter-personal skills, and their knowledge of subject matter, pedagogy, and curricular design. In addition, they have a responsibility to serve as role models for students and colleagues.

The responsibilities and typical duties listed below constitute a generic job description for teaching faculty whose responsibility may be for the delivery of scheduled classes, the support of self-paced, on-line, and distance courses, and/or instruction and supervision in laboratories, practicums, shops, etc.

- Creates a Positive Climate and Culture;
- Effective Communication Skills;
- Effectively Develops Goals & Objectives;
- Focuses Effectively on Key Results and Priorities;
- Demonstrates a Focus on Continuous Improvement;
- Interpersonal Effectiveness.

1.0 INSTRUCTIONAL
- To plan and prepare learning materials for instructional environments;
- To use a variety of approaches and materials, as appropriate, in order to address different learning needs;
- To teach in assigned subject areas and to include in courses, and in course outlines, all required subject matter or skill activity;
- To direct student learning in a positive, supportive, and caring environment;
- To be available to students regularly during scheduled office hours and classroom hours, to discuss their progress and other issues that influence their learning. (30 hours/wk.) (See Policy #3-03: Faculty Absence from Class – Cancellation of Classes);
- To clearly communicate in writing learning outcomes for programs and courses, and the way in which learners will be evaluated against those outcomes;
- To design and conduct evaluations or appraisals of students and to keep students informed of their progress;
- To submit grades in a timely manner, in accordance with Policy 4-15, Reporting Final Grades;
- To maintain records of student enrollment and achievement and other records required by the College and affiliated agencies. At the end of employment with the College, to submit marks and student records to the department Chair.

2.0 TYPICAL PROFESSIONAL DUTIES OF INSTRUCTIONAL FACULTY
- To be aware of, and to work within, College educational policies;
- To be aware of the Education and Strategic plans and to contribute to their development and assist in the achievement of its goals and objectives;
- To advise the Department Chair, within a reasonable time frame, of items that need to be ordered so that inventories of books, supplies, and equipment are adequate for the courses taught;
- To advise the Department Chair regarding enrollment management (recruitment and retention) strategies for their areas of responsibility;
- To advise the Department Chair responsible, and the appropriate Administrator and/or Campus Health and Safety Committee, of any health and safety concerns and to assist, where possible, in rectifying the problem;
-To demonstrate knowledge of computer applications appropriate to the teaching environment;
- To maintain continuous professional development of competencies and qualifications as required in the appropriate discipline;
- To participate actively as a contributing member of the College community on College committees and other College-wide activities, where appropriate;
- To participate in department meetings and other department activities during normal working hours, when possible;
- To undertake other related responsibilities and duties which may be assigned by the College when course load permits.

3.0 COMMITMENT TO INDIGENOUS-LED, IN-COMMUNITY PROGRAMMING
-Build and sustain respectful, trust-based relationships with Indigenous students, communities, leaders, and organizations.
-Actively engage with communities to ensure programming reflects local priorities, values, and knowledge systems.
-Demonstrate cultural responsiveness, adaptability, and humility in navigating challenges and opportunities.
-Create culturally safe, healing-focused classrooms that support holistic student well-being—emotional, physical, spiritual, cognitive, and social.
-Guide learners in developing reflective portfolios that include personal values, educational and career goals, wellness strategies, and achievement plans.
-Integrate Indigenous knowledge systems, land-based learning, and intercultural teachings into curriculum design and course delivery.
-Encourage learners to explore and articulate their personal visions and belief systems in ways that reflect both individual identity and community values.
-Support students in building foundational competencies and essential skills for further education or career pathways. Examples of this may include but are not limited to: communication skills, critical thinking, problem solving, critical thinking and problem solving.
-Offer experiential, collaborative, and reflective learning to build student confidence and engagement.
-Collaborate meaningfully with Elders, Knowledge Keepers, and community members to ensure respectful, authentic learning experiences.
-Adapt teaching approaches to meet the diverse cultural, educational, and personal backgrounds of adult learners.
-Provide formative, strengths-based feedback aligned with holistic learning outcomes.
-Engage in ongoing professional development in Indigenous education, cultural safety, trauma-informed practices, and adult learning methodologies.

- Master’s degree in a related field
- Three years demonstrated experience working with Indigenous communities and organizations.
- Preference will be given to qualified instructors with Indigenous Ancestry.

- Demonstrated knowledge of Indigenous approaches to leadership, governance, vision, values, philosophies and ethics.
- Understanding that Indigenous Nations have distinct perspectives, protocols and teachings, and the ability to teach with respect for those differences.
- Ability to facilitate thoughtful, respectful dialogue about leadership, values and ethics, and to create an engaging learning environment for adult learners.
- Experience facilitating synchronous online learning, or the ability to engage students effectively in an online class.
- Ability to demonstrate effective team behaviours, support cooperative and effective working relationships and contribute to shared team goals;
- Excellent interpersonal, oral and written communication skills;
- Demonstrated excellent instructional abilities, using creative and motivating approaches to stimulate learning;
- Excellent organizational and time management skills with the ability to plan and prioritize, and efficiently meet deadlines;
- Basic level of proficiency with MS Office software applications, the internet and web-based applications.

Please scan copies of your transcripts into one document for attachment. If your transcripts are not available at the time of application, please attach a letter or certificate of confirmation from the educational institution.

Faculty Sessional