Hiring for this position will resume the week of September 7, 2026. Please continue to submit your resume, and we thank you for your patience and interest for this position.
Job Title: STEAM Educator
Number of Hires: 2
Location: 1412 Sikituuq CT, Iqaluit, NU
Salary: $28/hour
Full time: 37.5 hours/week
Existing vacancy
ᐃᖅᑲᓇᐃᔮᑉ ᑕᐃᒎᓯᐊ: STEAM−ᒧᑦ ᐃᓕᓴᐃᔨᒃᓴᖅ
ᖃᔅᓯᐅᓂᖏᑦ ᐃᖅᑲᓇᐃᔮᑦ: ᐊᑕᐅᓯᖅ
ᐃᓂᖓ: ᐃᖃᓗᐃᑦ ᖃᕆᓴᐅᔭᓕᕆᕝᕕᐊ, ᓄᓇᕗᑦ ᑲᓇᑕ
ᑮᓇᐅᔭᓕᐊᖓ: $28/ᐃᑲᕐᕋᖅ
ᐅᓪᓗᓕᒫᖅ: 37.5 ᐃᑲᕐᕋᑦ/ᐱᓇᓱᐊᕈᓯᖅ
Who We Are:
ᑭᒃᑰᕕᑕ:
Working alongside rural, remote, Indigenous, and other communities, Ampere delivers programs for people of all ages to cultivate STEAM (Science, Technology, Engineering, Art, and Math) skills through innovative technology, art, and play. It offers world-class Makerspaces, maker kits and activities, and works with educators to introduce children to a STEAM-based curriculum that brings learning to life.
ᓴᓇᓗᓂ ᓄᓇᓕᕋᓛᖑᓂᖅᓴᓄᑦ, ᐅᖓᓯᒋᔭᐅᔪᓄᑦ, ᓄᓇᖃᖅ?ᖅᓯᒪᔪᓄᑦ, ᐊᒻᒪ ᐊᓯᖏᓪᓗᑦ ᓄᓇᓄᑦ. ᑖᒃᑯᐊ Ampere−ᑯᑦ ᐃᓕᓐᓂᐊᖅᑎᑦᑎᕙᒃᐳᑦ ᐅᑭᐅᓕᖕᓄᑦ ᑕᒪᐃᓐᓄᑦ ᐱᕈᖅᓴᐃᓂᕐᒧᑦ STEAM−ᒥᑦ (ᖃᐅᔨᓴᖅᑐᓕᕆᓂᖅ, ᖃᕆᓴᐅᔭᓕᕆᓂᖅ, ᐋᖅᑭᒃᓱᐃᓂᖅ, ᓴᓇᓐᖑᐊᕐᓂᖅ, ᐊᒻᒪ ᓈᓴᐅᓯᕆᓂᖅ) ᐊᔪᓐᖏᑕᐅᔭᕆᐊᓖᑦ ᐱᓕᕆᖃᑎᒌᖕᓂᒃᑯᑦ ᖃᕆᓴᐅᔭᓄᑦ, ᓴᓇᓐᖑᐊᕐᓂᒃᑯᑦ, ᐱᓐᖑᐊᕐᓂᒃᑯᓪᓗ ᐃᓕᓴᐃᔨᓄᑦ ᓴᖅᑭᑕᐅᓗᑎᒃ ᓄᑕᖅᑲᓄᑦ STEAM−ᖑᔪᒧᑦ ᐋᖅᑭᒃᑕᐅᓯᒪᒧᖅ ᐃᓕᓐᓂᐊᕈᑎᒃᓴᖅ ᒪᑭᑎᑦᑎᕙᒃᑐᖅ ᐃᓕᓐᓂᐊᖅᑎᓄᑦ.
After more than a decade of co-designing and delivering science, technology, engineering, arts and math (STEAM) education, Pinnguaq’s name is changing to reflect the organization’s evolution; Pinnguaq is now Ampere.
ᐊᕐᕌᒍ 10 ᐅᖓᑖᓂ ᖃᕆᓴᐅᔭᒧᑦ ᐊᑐᖅᑕᐅᔪᒃᓴᑦ ᐊᒻᒪ ᐃᓕᓐᓂᐊᖅᑕᐅᓃᑦ ᖃᐅᔨᓴᖅᑐᓕᕆᓂᕐᒧᑦ, ᖃᕆᓴᐅᔭᓕᕆᓂᕐᒧᑦ, ᐋᖅᑭᒃᓱᐃᓂᕐᒧᑦ, ᓴᓇᓐᖑᐊᕐᓂᕐᒧᑦ ᐊᒻᒪ ᓈᓴᐅᓯᕆᓂᕐᒧᑦ (STEAM) ᐃᓕᓐᓂᐊᕐᓂᖅ, ᐱᓐᖑᐊᒃᑯᑦ ᐊᑎᖓ ᐊᓯᔾᔨᓚᐅᖅᐳᖅ ᑲᑐᔾᔨᖃᑎᒌᑦ ᐊᓯᔾᔨᕐᓂᖓᓄᑦ; ᑖᓐᓇ ᐱᓐᖑᐊᖅ Ampere−ᖑᓕᖅᐳᖅ. ᑕᒪᓐᓇ ᐃᓱᒪᒋᒋᐊᕐᓂᐊᖅᐸᓯᐅᒃ ᖃᕆᓴᐅᔭᒃᑯᑦ ᑐᑭᓯᒋᐊᕐᕕᕗᑦ ᐋᖅᑭᒃᓱᐃᑎᓪᓗᓯ ᑐᑭᓯᐅᒪᑦᑎᐊᕐᓂᖅᓴᐅᖁᓪᓗᓯᓗ ᐅᓂᒃᑳᕆᔭᑦᑎᓐᓂᒃ!
Why Join us?
ᐅᕙᑦᑎᓐᓄᑦ ᐃᓚᐅᖃᑕᐅᔪᒪᕕᓰ?
- Mission-driven impact – Contribute to meaningful work that supports communities and promotes digital inclusion across Canada.
- Enjoy the flexibility to maintain a healthy work-life balance with schedules that fit your lifestyle.
- Comprehensive benefits – Access a robust benefits package designed to support your health and wellness.
- Pension Plan – Plan for your future with a competitive pension plan.
- Wellness Perks – Take advantage of wellness initiatives that promote your physical and mental well-being.
- ᑐᕌᒐᕆᔭᐅᔪᖅ-ᐊᒃᑐᐃᓂᐅᔪᖅ – ᐃᑲᔫᑎᖃᕐᓗᓂ ᑐᑭᖃᑦᑎᐊᖅᑐᒧᑦ ᐱᓕᕆᐊᒧᑦ ᐃᑲᔪᖅᓱᐃᔪᒥᑦ ᓄᓇᓕᖕᓂᑦ ᐊᒻᒪ ᓴᖅᑭᔮᖅᑎᑦᑎᔪᒥᑦ ᖃᕆᓴᐅᔭᒃᑯᑦ ᐃᓚᓕᐅᔾᔨᓂᕐᒥᑦ ᑲᓇᑕᓕᒫᒥᑦ.
- ᖁᕕᐊᒋᓗᒍ ᓇᓕᐊᖕᓄᑐᐃᓐᓈᕈᓐᓇᕐᓂᖅ ᖃᓄᐃᙱᑦᑎᐊᖅᑐᒥᒃ ᐃᖅᑲᓇᐃᔭᕐᓂᕐᒥᒃ-ᐃᓅᓯᕐᒥᒃ ᓇᓕᒧᒌᓕᖅᑎᑦᑎᓂᕐᒥᒃ ᐅᓪᓗᖅᓯᐅᑎᓂᒃ ᓈᒻᒪᒃᑐᓂᒃ ᐃᓅᓯᕐᓄᑦ.
- ᐃᓗᓕᖃᐅᑦᑎᐊᖅᑐᓂᒃ ᐃᑲᔫᑎᓂᒃ – ᐱᔪᓐᓇᕐᓗᑎᑦ ᓴᙱᔪᒥᒃ ᐃᑲᔫᑎᓂᒃ ᐋᖅᑭᒃᓱᖅᑕᐅᓯᒪᔪᓂᒃ ᐃᑲᔪᖅᑐᐃᔾᔪᑕᐅᓂᐊᖅᑐᓂᒃ ᐋᓐᓂᐊᖃᕐᓇᙱᑦᑐᓕᕆᓂᕐᒧᑦ ᖃᓄᐃᙱᑦᑎᐊᕐᓂᕐᒧᓪᓗ.
- ᓄᖅᑲᕈᓯᐊᒃᓴᓄᑦ ᐸᕐᓇᐅᑎ – ᐸᕐᓇᐅᑎᓕᐅᕐᓗᑎᑦ ᓯᕗᓂᒃᓴᕐᓄᑦ ᐊᑭᑦᑐᕋᐅᑎᓂᒃᑯᑦ ᓄᖅᑲᕈᓯᐊᒃᓴᓄᑦ ᐸᕐᓇᐅᑎᒥᒃ.
- ᖃᓄᐃᙱᑦᑎᐊᕐᓂᕐᒧᑦ ᐱᕚᓪᓕᕈᑎᒃᓴᑦ – ᐊᑐᕐᓗᒋᑦ ᖃᓄᐃᙱᑦᑎᐊᕐᓂᕐᒧᑦ ᐱᒋᐊᖅᑎᑕᐅᔪᑦ ᓴᖅᑭᔮᖅᑎᑦᑎᔪᑦ ᑎᒥᒃᑯᑦ ᐃᓱᒪᒃᑯᓪᓗ ᖃᓄᐃᙱᑦᑎᐊᕐᓂᕐᒥᒃ.
Job Summary:
Collaborate with the Nunavut Delivery Team STEAM Educators, Makerspace Lead, and community partners to identify programming needs and develop associated learning resources.
Deliver community-centred, play-based STEAM and digital skills programming for learners of all ages in Iqaluit and surrounding communities, occasionally extending to other communities in Nunavut.
ᐃᖅᑲᓇᐃᔮᑉ ᓇᐃᓈᖅᓯᒪᓂᖓ:
ᐱᓕᕆᖃᑎᖃᕐᓗᑎᑦ ᓄᓇᕗᒻᒥ ᐃᓕᓐᓂᐊᖅᑎᑦᑎᔨᓂᒃ STEAM−ᒧᑦ ᐃᓕᓴᐃᔨᓂᒃ, ᖃᕆᓴᐅᔭᓕᕆᕝᕕᖕᒥᑦ ᓯᕗᒃᑲᖅᑎ, ᐊᒻᒪᓗ ᓄᓇᓕᖕᓂ ᐱᓕᕆᖃᑎᒋᔭᐅᔪᓂᒃ ᓇᓗᓇᐃᖅᓯᓗᑎᒃ ᐱᓕᕆᐊᒃᓴᓄᑦ ᐱᔭᐅᔭᕆᐊᓕᖕᓂᒃ ᐊᒻᒪᓗ ᐋᖅᑭᒃᓱᐃᓗᑎᒃ ᑐᕌᖓᔪᓂᒃ ᐃᓕᓐᓂᐊᕈᑎᒃᓴᓂᒃ.
ᓴᖅᑭᑎᑦᑎᕙᒡᓗᓂ ᓄᓇᓕᖕᓂ−ᑐᕌᖓᔪᓂᒃ, ᐱᙳᐊᕐᓂᒃᑯᑦ ᑐᙵᕕᓕᖕᓂᒃ STEAM−ᒥᑦ ᐊᒻᒪ ᖃᕆᓴᐅᔭᒃᑯᑦ ᐊᔪᕈᓐᓃᖅᓴᕈᑎᓂᒃ ᐃᓕᓐᓂᐊᖅᑎᓄᑦ ᖃᓄᑐᐃᓐᓇᖅ ᐅᑭᐅᖃᖅᑐᓄᑦ ᐃᖃᓗᖕᓂ ᖃᓂᒋᔭᖏᓐᓂᒡᓗ ᓄᓇᓕᖕᓂ, ᐃᓛᓐᓂᒃᑯᑦ ᐊᓯᖏᓐᓄᑦ ᓄᓇᓕᖕᓄᑦ ᓄᓇᕗᒻᒥ.
Responsibilities:
- Foster an environment wherein learners enjoy an exceptional program experience and are challenged in a positive, growth-minded manner.
- Build and maintain select long-term relationships with key community partners.
- Engage with and respond to community members and learners to ensure programming is community-driven and accessible.
- Maintain current knowledge of trends, initiatives, and best practices of STEAM education and technologies, integrating them into Pinnguaq’s programs as appropriate.
- Represent the Pinnguaq Association respectfully and sensitively in the local context.
- Perform tasks such as maintaining teaching and tech equipment, creating registration pages on related apps as needed, recording attendance, capturing delivery events through photos and videos, etc.
- Facilitate after school activities both at the Iqaluit Makerspace, and with our community partners.
- Communicate with parents and participants about changes to our programs, and manage attendance, track attendance in our dashboard.
- Welcome participants and interact with them, helping out participants if they need help with activities, and be willing to be a support if needed.
- Deliver presentations to our participants.
- Communicate with all local staff, checking emails each day, and communicating with all staff through Slack where needed.
- Updating our Eventbrite where needed, and taking pictures and videos for us to share on our social media.
- Plan and prepare program activity plans, using our pre-made resources, and create program plans that align with STEAM education for programming delivery.
- Ability to be pro-active and innovative in creating plans for delivery.
- Coordinate with Makerspace Lead to deliver quality programs for our participants.
- Perform tasks such as maintaining the cleanliness of the Makerspace, setting up equipment, and take down of equipment after programming.
- Ability to work part-time or full-time, both in-person at the Iqaluit Makerspace and remotely when needed.
ᑲᒪᒋᔭᒃᓴᑦ:
- ᓴᖅᑭᔮᖅᑎᑦᑎᓗᓂ ᐊᕙᑎᒥᒃ ᐃᓕᓐᓂᐊᖅᑏᑦ ᖁᕕᐊᒋᔭᖃᖁᓪᓗᒋᑦ ᐊᔾᔨᐅᖏᑦᑐᒥᒃ ᐃᓕᓐᓂᐊᕈᑎᒥᒃ ᐊᒻᒪᓗ ᐊᒃᓱᕈᕐᓇᖅᑐᒃᑰᖅᑎᑕᐅᓗᑎᒃ ᐱᐅᔪᒃᑯᑦ, ᐱᕈᖅᐸᓪᓕᐊᓂᕐᒧᑦ ᐃᓱᒪᖃᑦᑎᐊᕐᓗᑎᒃ.
- ᐱᕈᖅᓴᐃᓗᓂ ᐊᒻᒪᓗ ᑲᔪᓯᑎᑦᑎᓗᓂ ᓂᕈᐊᖅᑕᐅᓯᒪᔪᓂᒃ ᐊᑯᓂᐅᔪᒧᑦ ᐱᓕᕆᖃᑎᒌᖕᓂᐅᔪᓂᒃ ᐱᒻᒪᕆᐅᔪᓂᒃ ᓄᓇᓕᖕᓂ ᐱᓕᕆᖃᑎᒋᔭᐅᔪᓂᒃ.
- ᐃᓚᐅᑎᑦᑎᓗᓂ ᐊᒻᒪ ᑭᐅᕙᒡᓗᓂ ᓄᓇᓕᖕᒥᐅᓂᒃ ᐊᒻᒪ ᐃᓕᓐᓂᐊᖅᑎᓂᒃ ᓇᓗᓇᐃᖅᓯᓯᒪᖁᓪᓗᒍ ᐱᓕᕆᐊᒃᓴᑦ ᓄᓇᓕᖕᓂ ᐊᐅᓚᑕᐅᑦᑎᐊᕋᓗᐊᕐᒪᖔᑕ ᐊᑐᐃᓐᓇᐅᑦᑎᐊᕋᓗᐊᕐᒪᖔᑕᓗ.
- ᒫᓐᓇᐅᔪᖅ ᖃᐅᔨᒪᓂᖃᕐᓗᓂ ᖃᓄᐃᓕᖓᓕᕐᓂᖏᓐᓂᒃ, ᐱᒋᐊᖅᑎᑕᐅᓯᒪᔪᓂᒃ, ᐊᒻᒪᓗ ᐱᐅᓂᖅᐹᓂᒃ ᐊᑐᖅᑕᐅᕙᒃᑐᓂᒃ STEAM−ᒥᑦ ᐃᓕᓐᓂᐊᕈᑎᒃᓴᓂᒃ ᐊᒻᒪᓗ ᓄᑖᓂᒃ ᐊᑐᖅᑕᐅᕙᒃᑐᓂᒃ, ᐃᓚᓕᐅᑎᓗᒋᑦ ᐱᓐᖑᐊᑉ ᐱᓕᕆᐊᖏᓐᓄᑦ ᓈᒻᒪᒃᓯᒃᐸᑦ.
- ᑭᒡᒐᖅᑐᕐᓗᒍ ᐱᓐᖑᐊᕐ ᑲᑐᔾᔨᖃᑎᒌᖏᑦ ᐃᒃᐱᒋᔭᖃᕐᓗᓂ ᐃᒃᐱᒍᓱᑦᑎᐊᕐᓗᓂᓗ ᓄᓇᓕᖕᓂ ᖃᓄᐃᓕᖓᓂᖏᓐᓂᒃ.
- Pᐱᓕᕆᐊᖃᖃᑦᑕᕐᓗᓂ ᓲᕐᓗ ᐋᖅᑭᐅᒪᑎᑦᑎᓗᓂ ᐃᓕᓴᐃᔾᔪᑎᓂᒃ ᐊᒻᒪᓗ ᖃᕆᓴᐅᔭᓕᕆᔾᔪᑎᓂᒃ, ᓴᓇᓗᓂ ᐊᑎᓕᐅᕐᕕᒃᓴᓂᒃ ᒪᒃᐱᒐᕐᓂᒃ ᐊᒃᑐᐊᓂᖃᖅᑐᓂᒃ ᖃᕆᓴᐅᔭᒃᑯᑦ ᐱᔭᕆᐊᖃᓕᕌᖓᑕ, ᑎᑎᕋᖃᑦᑕᕐᓗᓂ ᐅᐸᒃᓯᒪᔪᓂᒃ, ᑎᒍᓯᖃᑦᑕᕐᓗᓂ ᑐᓂᐅᖅᑲᐃᓂᕐᒥᒃ ᐊᔾᔨᓕᐅᕈᑎᑎᒍᑦ ᐊᒻᒪᓗ ᑕᕐᕆᔭᒃᑯᑦ, ᐊᓯᖏᓪᓗ.
- ᑲᒪᒋᔭᖃᕐᓗᓂ ᐃᓕᓐᓂᐊᕌᓂᒃᑳᖓᑕ ᐱᓕᕆᐊᒃᓴᓂᑦ ᑕᒪᐃᓐᓂᑦ ᑕᐃᑲᓂ ᐃᖃᓗᐃᑦ ᖃᕆᓴᐅᔭᓕᕆᕝᕕᐊᓂᑦ, ᐊᒻᒪ ᓄᓇᓕᑦᑎᓐᓂᑦ ᐱᓕᕆᖃᑎᒋᔭᑦᑎᓐᓄᑦ.
- ᐅᖃᖃᑎᖃᖅᐸᒡᓗᓂ ᐊᖓᔪᖅᑳᖑᔪᓄᑦ ᐃᓚᐅᔪᓄᓪᓗ ᐊᓯᔾᔨᖅᑐᓂᑦ ᐃᓕᓐᓂᐊᒐᒃᓴᓂᑦ, ᐊᒻᒪ ᑲᒪᒋᓗᒋᑦ ᖃᐃᖃᑦᑕᕐᓂᐅᔪᑦ, ᐅᐸᖃᑦᑕᕐᓃᑦ ᑎᑎᕋᖅᐸᒡᓗᒋᑦ ᑎᑎᕋᕐᕕᒃᒧᑦ.
- ᑐᓐᖓᓱᒃᑎᓪᓗᒋᑦ ᐃᓚᐅᔪᑦ ᑲᑎᖃᑎᒋᓗᒋᑦ, ᐃᑲᔪᕐᓗᒋᑦ ᐃᑲᔪᖅᑕᐅᔭᕆᐊᓖᑦ ᐱᓕᕆᐊᕆᔭᖏᓐᓂᑦ, ᐃᑲᔪᖅᑐᕈᒪᓗᒋᓪᓗ ᐃᑲᔪᖅᑕᐅᔭᕆᐊᖃᖅᐸᑕ.
- ᓴᖅᑭᑦᑎᓗᓂ ᓴᖅᑭᔮᖅᑎᑦᑕᕆᐊᓕᖕᓂᑦ ᐃᓚᐅᔪᓄᑦ.
- ᐅᖃᖃᑎᖃᖅᐸᒡᓗᓂ ᓄᓇᓕᖕᓂᑦ ᐱᓕᕆᐊᓕᖕᓂᑦ, ᖃᐅᔨᒋᐊᖅᐸᒡᓗᒋᑦ ᐃᕐᖐᕐᓈᖅᑕᐅᑏᑦ ᐅᓪᓗᑕᒫᑦ, ᐅᖃᖃᑎᒋᕙᒡᓗᒋᑦ ᐃᖅᑲᓇᐃᔭᖅᑏᑦ ᐅᖃᖃᑎᖃᕐᕕᒃᑯᑦ ᐅᖃᖃᑎᖃᕆᐊᖃᕌᖓᑕ.
- ᓄᑖᙳᕆᐊᖅᑎᑦᑎᓂᖅ Eventbrite-ᑎᓐᓂᒃ ᐱᔭᕆᐊᖃᓕᕌᖓᑦ, ᐊᒻᒪᓗ ᐊᔾᔨᓕᐅᕆᓂᖅ ᐊᒻᒪᓗ ᑕᕐᕆᔭᓕᐅᕐᓂᖅ ᐅᕙᑦᑎᓐᓄᑦ ᑐᓴᖅᑎᑦᑎᔾᔪᑎᒋᔪᓐᓇᖅᑕᑦᑎᓐᓂᒃ ᖃᕆᓴᐅᔭᒃᑯᑦ ᑐᓴᐅᒪᖃᑦᑕᐅᑎᔾᔪᑎᑎᒍᑦ.
- ᐸᕐᓇᐃᓗᑎᑦ ᐋᖅᑭᒃᓱᐃᓗᑎᓪᓗ ᐱᓕᕆᐊᒃᓴᓄᑦ ᐸᕐᓇᐅᑎᓂᒃ, ᐊᑐᕐᓗᒋᑦ ᐋᖅᑭᒃᓱᖅᑕᐅᓯᒪᕙᒌᖅᑐᑦ ᐊᑐᖅᑕᐅᔪᓐᓇᖅᑐᑦ, ᐊᒻᒪᓗ ᐱᕙᒌᔭᕐᓗᑎᑦ ᐱᓕᕆᐊᒃᓴᓄᑦ ᐸᕐᓇᐅᑎᓂᒃ ᒪᓕᒃᑐᓂᒃ STEAM−ᒥᑦ ᐃᓕᓐᓂᐊᕈᑎᒃᓴᓄᑦ ᐱᓕᕆᐊᒃᓴᓄᑦ ᑐᓂᓯᓂᕐᒧᑦ.
- ᓯᕗᓂᐊᒍᑦ ᐱᓕᕆᔪᓐᓇᕐᓗᓂ ᐊᒻᒪᓗ ᓄᑖᓂᒃ ᓴᖅᑭᑦᑎᔪᓐᓇᕐᓗᓂ ᐸᕐᓇᐅᑎᓕᐅᕐᓂᕐᒥᒃ ᑐᓂᓯᓂᕐᒧᑦ.
- ᑐᑭᒧᐊᒃᑎᑦᑎᓗᓂ ᑖᒃᑯᓇᓂ ᖃᕆᓴᐅᔭᓕᕆᕝᕕᖕᓂᑦ ᓯᕗᒃᑲᖅᑎᓄᑦ ᓴᖅᑭᑦᑎᖁᓪᓗᒍ ᐱᐅᔪᓂᒃ ᐱᓕᕆᐊᒃᓴᓂᒃ ᐃᓚᐅᖃᑕᐅᔪᓄᑦ.
- ᐱᓕᕆᐊᖃᖃᑦᑕᕐᓗᓂ ᓲᕐᓗ ᓴᓗᒪᑎᑦᑎᓂᕐᒥᒃ ᖃᕆᓴᐅᔭᖃᕐᕕᖕᒥᒃ, ᐋᖅᑭᒃᓱᐃᓂᕐᒥᒃ ᐱᓕᕆᔾᔪᑎᓂᒃ, ᐊᒻᒪᓗ ᐲᔭᐃᓂᕐᒥᒃ ᐱᓕᕆᔾᔪᑎᓂᒃ ᐱᓕᕆᐊᖑᓚᐅᖅᑎᓪᓗᒍ.
- ᐃᖅᑲᓇᐃᔭᕈᓐᓇᕐᓗᓂ ᐅᓪᓗᑉ ᐃᓚᐃᓐᓇᖓᓂ ᐅᕝᕙᓘᓐᓃᑦ ᐅᓪᓗᓕᒫᖅ, ᐊᑐᓂᑦ ᑕᐅᑐᒡᓗᓂ ᐃᖃᓗᐃᑦ ᖃᕆᓴᐅᔭᓕᕿᕝᕕᐊᓂᒃ ᐊᒻᒪᓗ ᐅᖓᓯᑦᑐᒥ ᐱᔭᕆᐊᖃᓕᕌᖓᑦ.
Attributes and Qualifications:
Equal consideration will be given to non-academic skills and experiences of candidates.
- Equal consideration given to non-academic skills and experiences.
- Experience and passion for leading youth and adult educational workshops and programming.
- Comfortable learning new technology and digital tools. Basic to intermediate coding skills are an asset. Experience with media and technology is an asset.
- Collaborative and flexible team player, capable of working in a dynamic team environment.
- Excellent decision-making and problem-solving skills.
- Valid driver's license, clean driving record, and the ability to drive are assets.
ᐱᔪᓐᓇᕐᓂᖏᑦ ᐊᒻᒪ ᐱᔪᓐᓇᕐᓂᖏᑦ:
ᐃᓱᒪᒃᓴᖅᓯᐅᕈᑎᖃᕐᓂᐊᖅᑐᑦ ᐃᓕᓐᓂᐊᕐᓂᒃᑯᑦ ᐊᔪᙱᓐᓂᖏᑦ ᐊᒻᒪᓗ ᐊᑐᖅᓯᒪᔭᖏᑦ ᓂᕈᐊᒐᒃᓴᐅᔪᑦ.
- ᐊᔾᔨᒌᒥᒃ ᐃᓱᒪᒃᓴᖅᓯᐅᕈᑎᖃᖃᑦᑕᕐᓗᑎᒃ ᐃᓕᓐᓂᐊᕐᓂᒃᑯᑦ ᐊᔪᙱᓐᓂᐅᔪᓂᒃ ᐊᒻᒪᓗ ᐊᑐᖅᓯᒪᔭᖏᓐᓂᒃ.
- ᖃᐅᔨᒪᓂᖃᕐᓗᓂ ᐊᒻᒪᓗ ᖁᕕᐊᒋᔭᖃᕐᓗᓂ ᓯᕗᓕᖅᑎᐅᓂᕐᒥᒃ ᒪᒃᑯᒃᑐᓄᑦ ᐊᒻᒪᓗ ᐃᓐᓇᕐᓄᑦ ᐃᓕᓐᓂᐊᕈᑎᒃᓴᓄᑦ ᑲᑎᒪᓂᐅᔪᓄᑦ ᐊᒻᒪᓗ ᐱᓕᕆᐊᒃᓴᓄᑦ.
- ᐊᑲᐅᓈᖅᑐᒃᑯᑦ ᐃᓕᓐᓂᐊᕐᓗᓂ ᓄᑖᓂᒃ ᖃᕆᓴᐅᔭᓂᒃ ᐊᒻᒪᓗ ᖃᕆᓴᐅᔭᒃᑯᑦ ᐱᓕᕆᔾᔪᑎᓂᒃ. ᓇᕿᑦᑕᒐᓕᐅᕈᓐᓇᕐᓂᖅ ᕿᑎᐊᓃᑦᑐᓄᑦ ᐱᖁᑎᒋᔭᐅᕗᖅ. ᖃᐅᔨᒪᓂᖃᕐᓗᓂ ᑐᓴᒐᒃᓴᓕᕆᓂᕐᒥᒃ ᐊᒻᒪᓗ ᓄᑖᓂᒃ ᐱᓕᕆᔾᔪᑎᓂᒃ ᐱᒻᒪᕆᐅᕗᖅ.
- ᐱᓕᕆᖃᑎᒌᒍᓐᓇᖅᑐᖅ ᐊᒻᒪᓗ ᓇᓕᐊᖕᓄᕋᕈᓐᓇᖅᑐᖅ ᑲᑐᔾᔨᖃᑎᒌᓄᑦ ᐱᙳᐊᖅᑎᐅᓗᓂ, ᐱᓕᕆᔪᓐᓇᕐᓗᓂ ᑲᑐᔾᔨᖃᑎᒌᑦᑎᐊᖅᑐᒥ ᐊᕙᑎᒥ.
- ᐃᓱᒪᓕᐅᕆᔪᓐᓇᑦᑎᐊᕐᓗᓂ ᐊᒻᒪᓗ ᐊᑲᐅᙱᓕᐅᕈᑎᓂᒃ ᐋᖅᑭᒃᓱᐃᔪᓐᓇᑦᑎᐊᕐᓗᓂ.
- ᐊᑐᖅᑐᒥᒃ ᐊᖁᑦᑐᖅᓯᐅᑎᖃᕐᓗᓂ, ᓴᓗᒪᔪᒥᒃ ᐊᖁᑦᑐᖅᓯᐅᑎᖃᕐᓗᓂ, ᐊᒻᒪᓗ ᐊᖁᑦᑐᓐᓇᕐᓗᓂ ᐱᖁᑎᒋᔭᐅᕗᑦ.
Ampere prioritizes the safety of our employees and the community members we work with, because of this we may require both new hires and current team members to undergo a Vulnerable Sector Screening (VSS). The approval for acceptance of a VSS lies with our People and Culture Team and Management. To ensure up-to-date documentation, please ensure it has not been over six months since the date of completion of the VSS you are submitting. The expense for the VSS falls on the individual, not the company, if there are any concerns regarding this please speak to the People and Culture Team. Additionally, please confirm you're completing the VSS in the correct region.
Ampere strongly believes in fostering diversity within the communities we serve. We welcome those who would contribute to the further diversification of our staff including, but not limited to, Indigenous people, women, visible minorities, persons with disabilities and persons of any sexual orientation or gender identity.
Ampere is committed to developing inclusive, barrier-free recruitment and selection processes and work environments. Please inform us should accommodation be required at any point in the recruitment process.
Ampere−ᑯᑦ ᑲᑐᔾᔨᖃᑎᒌᑦ ᓯᕗᓪᓕᖅᐸᐅᔾᔨᓯᒪᔪᑦ ᐊᑦᑕᕐᓇᖅᑕᐃᓕᒪᓂᕐᒥᑦ ᐃᖅᑲᓇᐃᔭᖅᑎᑎᓐᓂᑦ ᓄᓇᓕᓐᓄᓪᓗ ᐱᓕᕆᖃᑎᑦᑎᓐᓂᑦ, ᐱᔾᔪᑎᒋᑦᓱᒍ ᐱᔭᕆᐊᖃᑐᐃᓐᓇᕆᐊᖃᖅᑐᒍᑦ ᓄᑖᓂᑦ ᐃᖅᑲᓇᐃᔭᖅᑎᑖᕐᓂᕐᒥᑦ ᒫᓐᓇᐅᔪᕐᓗ ᐱᓕᕆᖃᑎᒌᓂᑦ ᖃᐅᔨᓴᖅᑕᐅᖁᔨᓂᕐᒥᑦ ᐱᔭᕆᐊᑭᑦᑐᓂᑦ ᑲᒪᔪᓐᓇᕐᓂᕐᒧᑦ ᖃᐅᔨᓴᖅᑕᐅᓂᕐᒥᑦ (VSS). ᐊᖏᖅᑕᐅᓂᖅ ᐊᖏᖅᑕᐅᓂᕐᒧᑦ VSS−ᒧᑦ ᐃᓂᖃᖅᐳᖅ ᐃᓄᖁᑎᑦᑎᓐᓄᑦ ᐃᓕᖅᑯᓯᑦᑎᓐᓄᓪᓗ ᐱᓕᕆᖃᑎᒌᓄᑦ ᐊᐅᓚᑦᑎᔨᓄᓪᓗ. ᐅᓪᓗᒥᒨᖓᔪᓂᑦ ᑎᑎᖅᑲᓂᑦ ᐱᖁᓪᓗᒋᑦ, ᑕᖅᑮᑦ 6 ᐅᖓᑖᓅᖅᓯᒪᙱᒃᑲᓗᐊᕐᒪᖔᖅ ᐅᓪᓗᖓ ᐱᔭᕇᖅᑕᐅᓚᐅᖅᑎᓪᓗᒍ VSS ᑐᓐᓂᖅᑯᑎᒋᔭᐃᑦ. ᐊᑭᓕᒐᒃᓴᖅ VSS−ᒧᑦ ᐃᓄᖕᒧᑦ ᑐᕌᖓᕗᖅ, ᑲᒻᐸᓂᒨᙱᑦᑐᖅ, ᐃᓱᒫᓘᑎᖃᖅᑐᖃᖅᐸᑦ ᑕᒪᓐᓇ ᐱᔾᔪᑎᒋᓪᓗᒍ ᐃᓄᖕᓂᒃ ᐃᓕᖅᑯᓯᓕᕆᔨᓂᒡᓗ ᐅᖃᖃᑎᖃᕆᑦ. ᐊᒻᒪ ᓱᓕ, ᓇᓗᓇᐃᕐᓗᑎᑦ ᐱᔭᕇᖅᓯᓂᔅᓯᓐᓂᒃ VSS−ᒥᑦ ᑕᒻᒪᖓᙱᑦᑐᒥᑦ ᐊᕕᒃᑐᖅᓯᒪᔪᓂᑦ.
Ampere-ᑯᑦ ᑲᑐᔾᔨᖃᑎᒌᑦ ᐅᒃᐱᕈᓱᓪᓚᕆᒻᒪᑕ ᐊᔾᔨᒌᓐᖏᑦᑐᓂᒃ ᐊᑐᖃᑦᑕᕐᓗᑎᒃ ᓄᓇᓕᓐᓂ ᐱᔨᑦᑎᖅᑕᑎᓐᓂᒃ. ᑐᙵᓱᒃᑎᑉᐸᕗᑦ ᑕᐃᒃᑯᐊ ᐃᑲᔪᕋᔭᖅᑐᑦ ᐊᔾᔨᒌᙱᕈᓘᔭᖅᑐᓄᑦ ᐃᖅᑲᓇᐃᔭᖅᑎᑦᑎᓐᓄᑦ ᐅᑯᐊᓗ, ᑭᓯᐊᓂ ᑭᒡᓕᖃᙱᖦᖢᓂ ᐅᑯᓄᖓ, ᓄᓇᖃᖅᑳᖅᓯᒪᔪᑦ ᐃᓄᖕᓄᑦ, ᐊᕐᓇᓄᑦ, ᑕᑯᒃᓴᐅᔪᓄᑦ ᐅᓄᙱᓐᓂᖅᓴᓄᑦ, ᐃᓄᖕᓄᑦ ᐊᔪᕈᑎᓕᖕᓄᑦ ᐊᒻᒪ ᐃᓄᖕᓄᑦ ᖃᓄᑐᐃᓐᓇᖅ ᓄᓕᐊᕐᓂᕐᒥᒃ ᖃᐅᔨᖃᑎᒌᒍᑎᓂᒃ ᐅᕝᕙᓘᓐᓃᑦ ᑭᓲᓂᕐᒥᒃ ᓇᓗᓇᐃᖅᓯᔾᔪᑎᓂᒃ. ᑐᖅᓯᒪᔪᓂᑦ.
Ampere−ᑯᑦ ᑲᑐᔾᔨᖃᑎᒌᑦ ᐊᖏᖅᓯᒪᔪᑦ ᓴᖅᑭᑦᑎᓂᖕᓂᑦ ᐃᓚᓕᐅᔾᔨᓂᖕᓂᑦ, ᑐᓗᖅᑕᕈᑎᖃᙱᓪᓗᑎᒃ ᐃᖅᑲᓇᐃᔭᖅᑎᑖᕐᑐᖕᓂᖕᓂᑦ ᓂᕈᐊᖕᓂᖕᓂᓪᓗ ᐃᖅᑲᓇᐃᔭᕐᕕᖕᓂᓪᓗ. ᑐᓴᖅᑎᑎᒍᑦ ᐃᓂᖃᕆᐊᖃᕐᓂᑦᑎᓐᓂᒃ ᖃᖓᑐᐃᓐᓇᑦᑎᐊᒃᑯᑦ ᐃᖅᑲᓇᐃᔭᖅᑎᒃᓴᖅᓯᐅᖅᑎᓪᓗᒋᑦ.
