General Teaching Position for 2026/2027 School Year
About This Role
The Maskwacîs Education Schools Commission (MESC) is committed to providing an outstanding Maskwacîs nehiyaw (Cree) educational experience, creating respectful and inspiring learning environments for every student. Our mission is deeply rooted in the values of Maskwacîs Cree, empowering students to graduate as capable, confident, and resilient speakers of nehiyaw (Cree). Our strong collaborations with the Ermineskin Cree Nation, Louis Bull Tribe, Montana First Nation, and Samson Cree Nation strengthen MESC's dedication to this goal. MESC delivers quality education to all four nations within the Maskwacîs Cree community, including Mimiw Sakahikan (Pigeon Lake), offering the Alberta curriculum from Kindergarten to Grade 12. In addition to the standard curriculum, MESC enhances the educational journey by integrating local culture, language, and traditions across 10 Maskwacîs schools. This is guided by four key principles: Îyinîw Mâmitonehicikan (Cree thought), Nehiyawewin (Cree language), Nehiyaw Pimâtisôwin (Cree way of life), and Wâhkôhtowin (relationships and kinship). This framework ensures that students engage daily with nehiyaw (Cree) language, ceremonies, cultural practices, and land-based learning opportunities. MESC has received national recognition for its outstanding contributions to Indigenous Education.
In line with MESC's vision, mission, Maskwacîs Education Law, and the Maskwacîs Cree Declaration on Education and Natural Law, the Teacher is integral in planning and delivering both traditional nehiyaw okiskinwahamâwasowin (past teachings) and contemporary educational content, ensuring a well-rounded experience for awâsisak ekwa oskayek. Reporting to the Principal, the Teacher's duties include:
1. Fostering Wâhkôhtowin (Relationships)
The Teacher builds positive relationships with students, nîkihikomâwak/ohpikinahawasiwahk (parents/caregivers), colleagues, and the local community to enhance student learning. This involves showing respect, fairness, and integrity towards okâwîmâw askîy (mother earth), kehtehayak (elders), awâsisak (children), oskâyak (youth), and future generations. The Teacher exhibits empathy and concern for others while deepening their understanding of the historical, social, economic, and political contexts of Maskwacîs (e.g., treaties, residential schools, colonization). The Teacher also provides meaningful cultural experiences for students and their nîkihikomâwak/ohpikinahawasiwahk (parents/caregivers) as educational partners, inviting community members to engage with the school and collaborating with professionals in areas like mental health and social services.
2. Dedication to Lifelong Learning
The Teacher participates in ongoing professional development and reflective practices to improve teaching effectiveness. They model and promote the use of nehiyawewin within the school community, exploring teachings related to wâhkôhtowin, îyinîw mâmitonehicikan, nehiyaw pimâtisiwin, and nehiyawewin. Collaborating with colleagues to build professional capacity, seeking feedback to enhance practices, and engaging in various professional learning opportunities (e.g., coaching, peer observations, mentorship) are vital components of the role. The Teacher develops the necessary skills to support student success in inclusive and respectful environments, critically assesses educational research, and reflects on their teaching methods.
3. Comprehensive Professional Knowledge
The Teacher employs detailed planning, instruction, and assessment strategies to address the diverse needs of each student. They possess specialized knowledge relevant to their subject areas and craft lesson plans that reflect the Maskwacîsak perspective, including language, culture, history, and contemporary contexts. These plans align with learner outcomes set by the approved curriculum and the Maskwacîs Curriculum Development Guide. Instructional approaches will be informed by Îyinîw mâmitonehicikan and nehiyaw pimâtisiwin, providing a holistic educational experience.
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