Teacher

and respectful interactions among students. Teachers shall implement restorative practices to address conflicts and build community within the classroom.

Professional Responsibilities The Teacher is accountable to the Principal and is expected to fulfill various duties, which include but are not limited to:

Commitment to Wâhkôhtowin (Relationships) The Teacher strives to establish and nurture constructive relationships with students, nîkihikomâwak/ohpikinahawasiwahk (parents/caregivers), fellow educators, and the broader community to enhance student learning experiences. Teachers are expected to uphold respect, fairness, and integrity towards okâwîmâw askîy (mother earth), kehtehayak (elders), awâsisak (children), oskâyak (youth), and future generations. Demonstrating empathy and genuine care for others is essential. Teachers should also educate themselves on the historical, social, economic, and political background of Maskwacîs, including treaties, residential schools, and colonization, to foster understanding and compassion.

Teachers are encouraged to create culturally relevant and meaningful learning opportunities for students and their nîkihikomâwak/ohpikinahawasiwahk (parents/caregivers) as partners in the educational process. Inviting nîkihikomâwak/ohpikinahawasiwahk (parents/caregivers), kehtehayak (elders), cultural advisors, and local community members into the educational environment is vital. Collaboration with community service professionals in mental health, social services, justice, health, and law enforcement is also important.

Engagement in Lifelong Learning The Teacher is committed to ongoing professional development and reflective practice to enhance teaching effectiveness and student learning. Teachers should model and promote the use of nehiyawewin within the school environment. They are expected to learn about the key teachings of wâhkôhtowin, îyinîw mâmitonehicikan, nehiyaw pimâtisiwin, and nehiyawewin. Collaboration with colleagues to enhance individual and collective professional growth is encouraged. Seeking feedback to refine teaching practices and participating in professional development opportunities at both school and MESC levels is essential.

Teachers should strive to support student success within inclusive, welcoming, and respectful learning environments. This includes seeking, evaluating, and applying educational research to improve instructional methods. Understanding the community of Maskwacîs from both current and historical perspectives is crucial.

Exhibiting Professional Knowledge The Teacher employs a comprehensive and effective array of planning, instructional, and assessment strategies to cater to the diverse learning needs of all students. A strong grasp of the subjects taught is required.

Curriculum Planning and Learning Activity Design The Teacher is responsible for creating daily lesson plans, unit plans, and long-term strategies that consider the Maskwacîsak perspective, emphasizing language, culture, history, and contemporary context. Plans must reference learner outcomes as defined in the approved curriculum and the Maskwacîs Curriculum Development Guide, incorporating varied and engaging materials, literacy and numeracy development, relevant learning activities, digital technology integration, and differentiated assessment methods.

Instruction and Engagement Instruction will be guided by îyinîw mâmitonehicikan and nehiyaw pimâtisiwin, utilizing diverse teaching methods that encourage deep comprehension and application of knowledge. Teachers will motivate students to connect their identities as nehiyaw to their community of Maskwacîs and the broader world. High expectations for all learners must be communicated, and curiosity should be nurtured through inquiry and experiential learning.

Teachers will adapt 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 support student success is necessary, as is providing various instructional methods (small group, direct instruction, experiential learning) to facilitate understanding of curricular outcomes.

Assessment and Evaluation Practices The Teacher will ensure assessment practices reflect the Maskwacîsak perspective, incorporating context, history, and relevant experiences. It is vital to avoid biased materials regarding Indigenous histories and contexts. Ongoing data collection will support student learning and guide 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 tasked with establishing and maintaining inclusive learning environments where diversity is celebrated, and all students feel welcomed, valued, and safe. Teachers should promote equality and respect, adhering to the Alberta Human Rights Act and the Canadian Charter of Rights and Freedoms.

Incorporating various student needs—such as hearing, vision, mobility, and speech—into instruction is essential. Teachers must utilize appropriate strategies to meet students’ strengths and learning challenges, promoting a philosophy that every student can learn and succeed. Awareness of students’ emotional and mental health needs through an Indigenous trauma-informed lens is crucial.

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