At SD48, we believe that diversity is a strength and inclusion is a right. Our common goal is to design interdisciplinary and personalized instructional approaches to create safe, purposeful and powerful learning environments in order that all students can think critically, create, collaborate, contribute and learn. Teachers actively work on teacher learning teams using collaborative models of support to co-plan, co-teach and co-assess in an inclusive setting, using invisible interventions. Additionally, teachers mentor students, over time, in reflecting on where their personal interests and strengths overlap with emerging career-life opportunities in the world.

All teachers must be prepared to use a variety of technology for planning, attendance monitoring, communicating classroom instruction and reporting, and be prepared to support the School Improvement Plan and District goals through Indigenous ways of knowing, being and doing and the Four Blankets of Resilience.

Using a behavioral approach in the interview process, we are seeking qualified candidates with proven success in these areas. The behavioral interview process includes describing the situation or task, the actions you took and the results you achieved.

For further details about our strategic plan and our education plan, Pathways to Learning, go to:

Necessary Qualifications:

• possession of a valid B.C. Teaching Certificate;
• university training, or its equivalent, relevant to the posted position; and,
• successful teaching experience relevant to the posted position.

Posting Details:

Indigenous

Success Advisor

0.60 F.T.E. Effective, September 8, 2026

0.40 F.T.E.

Term,

September 8, 2026, to June 30, 2027

PEMBERTON SECONDARY SCHOOL/SIGNAL HILL ELEMENTARY SCHOOL/BLACKWATER CREEK

ELEMENTARY SCHOOL

Reporting

to the Director of Instruction, Indigenous Education, with a day-to-day

functional reporting relationship with the School Principal, this position acts

as a role model and cultural interpreter, facilitating a positive experience

for Indigenous Students with the aim to increase their success in completing

school and transitioning to work and/or post-secondary institutions. This is

achieved through:

• expertise in social/emotional/guidance

  counselling including familiarity with assessing student needs in these areas;

• a strong understanding of available

  educational programs and services including work and career experience,

  assisting with post-secondary documentation, scholarship/bursary coordination

  with an understanding of timetables, scheduling as it relates to building a

  customized success plan for the student;

• working with a range of internal and

  external stakeholders (community, District, school-based team members) to

  integrate academic achievement and Indigenous culture within a positive social,

  emotional and education learning experience;

• participation with Learning Assistance,

  including preparing IEP’s, Behavior and Community Care Plans in collaboration

  with a range of District and Community Resource Specialists;

• provides opportunities for Indigenous

  student leadership skills, contact with Indigenous role models and diversified

  learning;

• achieving the outcomes as defined through

  the various policies linked to the Enhancement Agreements, Achievement

  Contract, School Plans and District Reviews to support the achievement of

  Indigenous students; and,

• classroom support for a character

  education program.

The successful candidate will have:

• demonstrated success working with

  Indigenous youth in an educational or related setting; proven success in

  working with Indigenous communities and leaders to achieve desired/ established

  outcomes;

• direct experience in

  social/emotional/guidance counselling, case management and referral processes;

• direct experience in work experience and

  career prep activities, aligned to academic programs and services and related

  support (i.e., scheduling, timetabling, etc.);

• experience and familiarity with assisting

  with Learning Assistance, preparing IEPs, Behavior and Community Care Plans;

• familiarity with bursary and scholarship

  processes, sponsorship forms, and post-secondary applications; and,

• direct experience with Indigenous

  leadership, programs, cultures and language.

The

successful applicant will work collaboratively with a range of stakeholders and

competing interests, be able to multi-task and prioritize activities in a

fast-paced and demanding environment; coordinate services and programs.

PLEASE NOTE: WHEN APPLYING FOR THIS POSITION, TRANSCRIPTS FOR ALL RELATED COURSEWORK WILL BE REQUIRED.

Salary range: $60,015 per year to $109,520 per year, based on category as assigned by the Teachers Qualification Service (TQS) and previous teaching experience.

If applying for more than one position, please note order of preference.

While we thank all applicants for their interest, only those applicants who have been given consideration for an interview will be contacted.

Please note that prospective employees, new to School District No. 48 (Sea to Sky), must agree to undergo a Criminal Records Check, as failure to do so will be grounds for refusing employment.

We ask that all applications be submitted on the Make a Future website and that your portfolio include the following documents:

• Cover Letter
• Resume
• Final Practicum Reports and/or teaching evaluations
• Academic Transcripts
• Three Professional References and their contact information
• Copy of Teaching Certificate issued by the Teacher Regulation Branch of BC

School District No.48 (Sea to Sky) prioritizes those candidates who self-identify as Indigenous, LGBTQIA2S+, a member of a visible minority and/or a person with a disability for all positions within the School District.