Teacher

and respectful interactions among students. Educators are expected to implement restorative practices to resolve conflicts and foster a sense of community within the classroom.

Professional Responsibilities The Teacher reports directly to the Principal and is responsible for a variety of duties, which encompass but are not limited to:

Commitment to Wâhkôhtowin (Relationships) The Teacher aims to build and sustain positive relationships with students, nîkihikomâwak/ohpikinahawasiwahk (parents/caregivers), fellow educators, and the wider community to enrich student learning experiences. Teachers are expected to demonstrate respect, fairness, and integrity towards okâwîmâw askîy (mother earth), kehtehayak (elders), awâsisak (children), oskâyak (youth), and future generations. It is vital to show empathy and genuine concern for others. Educators should also seek to understand the historical, social, economic, and political context of Maskwacîs, including treaties, residential schools, and colonization, to promote understanding and compassion.

Teachers are encouraged to provide culturally relevant and significant learning opportunities for students and their nîkihikomâwak/ohpikinahawasiwahk (parents/caregivers) as collaborators in the educational process. Engaging nîkihikomâwak/ohpikinahawasiwahk (parents/caregivers), kehtehayak (elders), cultural advisors, and local community members within the educational setting is essential. Collaboration with community service professionals in mental health, social services, justice, health, and law enforcement is also critical.

Engagement in Lifelong Learning The Teacher is dedicated to continuous professional development and reflective practice to improve teaching efficacy and student learning. Teachers should exemplify and advocate for the use of nehiyawewin within the school setting. They are expected to learn about the fundamental teachings of wâhkôhtowin, îyinîw mâmitonehicikan, nehiyaw pimâtisiwin, and nehiyawewin. Working collaboratively with colleagues to enhance both individual and collective professional growth is encouraged. Actively seeking feedback to refine teaching methods and participating in professional development opportunities at both the school and MESC levels is crucial.

Teachers should aim to support student success in inclusive, welcoming, and respectful learning environments. This involves researching, evaluating, and applying educational research to enhance instructional approaches. A comprehensive understanding of the Maskwacîs community, both historically and currently, is essential.

Exhibiting Professional Knowledge The Teacher utilizes a broad and effective range of planning, instructional, and assessment strategies to meet the diverse learning needs of all students. A solid understanding of the subjects being taught is necessary.

Curriculum Planning and Learning Activity Design The Teacher is responsible for developing daily lesson plans, unit plans, and long-term strategies that reflect the Maskwacîsak perspective, with an emphasis on language, culture, history, and contemporary context. Plans must align with learner outcomes as specified in the approved curriculum and the Maskwacîs Curriculum Development Guide, integrating diverse and engaging materials, literacy and numeracy development, relevant learning activities, digital technology integration, and differentiated assessment strategies.

Instruction and Engagement Instruction will be rooted in îyinîw mâmitonehicikan and nehiyaw pimâtisiwin, employing various teaching methods that foster deep understanding and application of knowledge. Teachers will inspire students to connect their identities as nehiyaw to their Maskwacîs community and the broader world. High expectations for all learners must be communicated, while curiosity is encouraged through inquiry and experiential learning.

Teachers will tailor their instruction to accommodate the strengths, interests, and backgrounds of their students, ensuring accessibility through engaging and relevant resources. Establishing classroom routines and expectations that promote student success is essential, as is delivering a variety of instructional approaches (small group, direct instruction, experiential learning) to facilitate comprehension of curricular outcomes.

Assessment and Evaluation Practices The Teacher will ensure assessment practices incorporate the Maskwacîsak perspective, considering context, history, and relevant experiences. It is critical to avoid biased materials related to Indigenous histories and contexts. Continuous data collection will support student learning and inform instructional strategies. Evidence of student learning should be generated through both formative and summative assessments, with timely and constructive feedback provided to both students and nîkihikomâwak/ohpikinahawasiwahk (parents/caregivers).

Creating Inclusive Learning Environments The Teacher is responsible for establishing and maintaining inclusive learning environments where diversity is celebrated, and all students feel welcomed, valued, and safe. Teachers should advocate for equality and respect, adhering to the Alberta Human Rights Act and the Canadian Charter of Rights and Freedoms.

Incorporating diverse student needs—such as hearing, vision, mobility, and speech—into instruction is essential. Teachers must employ suitable strategies to address students’ strengths and learning challenges, promoting the philosophy that every student can learn and achieve success. Awareness of students’ emotional and mental health needs through an Indigenous trauma-informed perspective is crucial.

Collaboration with specialists and service providers may be necessary to create targeted support for students. Classroom management strategies should encourage positive and engaging interactions among students, utilizing restorative practices to resolve conflicts and cultivate a sense of community.