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 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.
- 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
- 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.
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.
- Maintain accurate and timely records of student progress in alignment with BC’s reporting and communication requirements.
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: jolenehawkins@iskut.org
Principal: rosehodwitz@iskut.org
Hiring Coordinator: ann@okimaw.com