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The Tlicho Community Services Agency is looking for positive and committed educators capable and willing to lead the implementation of four key priorities/initiatives in the Tlicho schools and classrooms: student achievement (literacy and math); health, wellness & student support; culture-based education; and the development of critical thinkers.The program support teacher (PST) reports to the principal and provides the in-school support for all teachers with respect to educational programming for all students in the school. This professional educator, acts as an instructional leader and provides support to teachers, and other staff, as they plan, deliver and assess/evaluate the education program for each of their students. The PST may work directly with students as part of their program, and is part of the school based support team which coordinates services for students. Requirements for the position: Bachelor’s Degree in Education; Prefer a Master’s Degree in Education (with a focus on Inclusion, Curriculum, Literacy, or similar); Eligibility for NWT Teacher Certification (all candidates will be required to hold a NWT teaching license); Satisfactory Vulnerable Sector Check (submitted at time of job offer); Required 3 years teaching experience, preferred 5 years with demonstrated experience within Inclusive Schooling; New to the North training (all candidates will be required to compete the N2N program as a condition of hire); and Experience in Northern Indigenous Communities is preferred. Interested applicants are asked to submit cover letter, resume and names of at least three (3) references, including your current supervisor, on the GNWT website. Positions will also be posted on Education Canada and Apply to Education but applications must be made through the GNWT job site.Tlicho Community Services Agency - Program Support Teacher (PST) Term teacher (PST) position for the upcoming/remainder the YEAR school year. A PST is required for SCHOOL NAME in COMMUNITY In all positions the successful candidate will be required to adhere to the Education Act, NWT curriculum, and all relevant territorial Directives including Inclusive Schooling, Student Assessment Evaluation and Reporting, policies including the Indigenous Language and Education Policy, and the Guidelines for Inclusive Schooling, and the NWT Inclusive Schooling Handbook. Along with regional policies and frameworks. The appropriate candidate will be prepared to actively support, model, and co-teach self-regulation, culture-based education, and an inquiry-based learning model in the classroom. All classrooms are inclusive and comprise of students who span varying ability levels so ideal applicants will be very experienced in offering individualized student support and education plans, differentiated instruction, universal design for learning, authentic assessments, social emotional learning, and trauma informed practice. The TCSA has a high focus on literacy that aligns directly to the regional strategic plan in education, so the successful applicant must be prepared to support, model, and co-teach literacy strategies across all grades and subject areas. The successful candidate must have a strong background in literacy (ex: assessment, evaluation, instruction, and intervention). The most appropriate candidate will be an exemplary educator with cross-cultural experience and a strong commitment to community, students and a cross-cultural team environment. Flexibility, organizational skills, interpersonal skills, and a willingness to improve through coaching are required. Preference will be given to proficient educators with demonstrated initiative, planning, organization, communication, writing, and high interpersonal skills. They will be known for a very high standard of professionalism and will be a strong team player committed to working well with and earning the respect of their colleagues and supervisors. The successful candidate will demonstrate strong advocacy skills, and prioritize building relationship with colleagues, service providers, students, and especially parents. The TCSA embraces a philosophy of continuing professional learning and growth specifically tied to high levels of student learning. Active and positive leadership of Professional Learning Communities are a required approach to ongoing professional growth, instructional practices, assessment, and reporting in our region. TCSA schools use the PLC model to drive continuous improvement through collective capacity to use student achievement data to drive instructional and administrative decision making. Responsibilities include: Establishing, implementing, and assessing the delivery of education with a primary focus on literacy, numeracy, Inclusive Schooling, and Tlicho Language and Culture. Leading School Based Support Teams, Assisting in the direction of Support Assistants including coaching, scheduling, and professional development; Facilitating the development and implementation of Student Support Plans and Individual Educational Programs including transition planning; Modeling, coaching, and providing advice to teachers and support staff on accommodations, differentiating, using approved materials and resources, assessing student strengths and challenges, and use of assistive technology; Leading school teams and participate in regional teams that promote safety, language and culture, supporting student engagement and inclusion, and working collaborative with other service providers; Maintaining strong communication with families to promote a positive school - community relationship and providing advocacy on behalf students; Working closely with the Regional Inclusive Schooling Coordinator and other board staff to ensure program delivery including regular meetings and delivering professional development to staff; Completing administrative responsibilities (eg: auditing student support files, reviewing report cards, monthly reports, data collection, class profiles, cumulative files, portfolios, student support files, etc); Supporting the development of self-regulating behaviours in students through a trauma informed practice; and Implementing the regional literacy and numeracy framework within all grades and subject areas.

ComptrollerSouth Slave Divisional Education CouncilClosing Date : OngoingJob Type Full TimeJob Category Finance, Human ResourcesCity Fort Smith, NTMandatory Documents? Resume? Cover LetterEmployment Opportunity with the South Slave Divisional Education Council (SSDEC)About Us:Join the SSDEC, the governing education body for the South Slave region, legislated under the EducationAct. We serve approximately 1,300 students across eight schools and are committed to deliveringquality financial and human resources services to support our educational objectives.Your New Community:Fort Smith, a vibrant and historic town, is your prospective home. Nestled in the Northwest Territories,this community of approximately 2,500 residents is situated near the Alberta border, along the SlaveRiver. Fort Smith is known for its stunning natural surroundings, including the nearby Wood BuffaloNational Park, offering unparalleled opportunities for wildlife viewing and outdoor adventures. Thetown's economy thrives on a mix of traditional and modern elements, benefiting from both its richcultural heritage and natural resources.Your New Role:As the Comptroller, you will be responsible for planning, directing, and controlling all financial, humanresources, and student records functions for the Division. This role has a direct impact on the operationsof the SSDEC, including its staff of approximately 160 and a budget of over $25 million. You will provideprofessional advice and support to ensure the delivery of quality services within the Council.Responsibilities:? Negotiating formula funding agreements and preparing annual budgets? Establishing and maintaining financial and accounting systems and internal controls? Conducting financial analysis and preparing financial reports? Developing and monitoring financial systems and procedures for DEAs? Ensuring human resources functions comply with legislation and policies? Managing electronic data processing systems within the Council? Performing other related duties as requiredWorking Conditions:? Office environment with long hours of computer use? Regular meetings and constant interruptionsKnowledge, Skills, and Abilities:? Thorough understanding of financial legislation, policies, and GAAP? In-depth knowledge of budgeting, financial analysis, and reporting? Familiarity with human resources legislation and student records administration? Excellent leadership, communication, and organizational skills? Proficiency in computerized financial, payroll, and HR information systemsWhat We Offer:? Competitive salary: $114,816 - $137,163 annually, dependant on qualifications? Additional benefits including a Northern Allowance ($6,903/year) and relocation expenses? Opportunity to contribute to an organization with a meaningful mission.Starting Date:Flexible, with a preference for immediate availability.Learn More:? About the SSDEC: https://www.ssdec.net/? Application Process: Submit your cover letter and resume, and references (including currentsupervisor) to Souhail Soujah, Superintendent at [email protected]:? University degree in Accounting? Professional accounting designation (CPA)? Several years of senior financial and administrative experience in a computerized accountingenvironment? Supervisory experience and experience in a publicly funded organization preferred? Equivalent combinations of education and experience may be consideredNote:? Please indicate your eligibility for priority consideration under the GNWT's Affirmative ActionPolicy? Only shortlisted candidates will be contacted? This posting may be used to fill future vacancies? We are an affirmative action employer and promote a smoke-free work environment? Candidates must provide a satisfactory criminal record check and a failure to provide asatisfactory check may deem you disqualified from the competition? View full job description (https://www.gov.nt.ca/careers/en/jd/24651)

Sahtú Divisional Education Council invites qualified applicants for: Numeracy / Literacy Interventionist Location: Chief T'Selehye School, Fort Good Hope, NT TERM position for the 2022/2023 school year Required education and recommended knowledge, qualifications and experience: Must hold or be eligible for an NWT Teaching Certificate Bachelor of Education degree Ability to Indigenize content, resources and pedagogy to leverage student success Current and relevant professional development specific to numeracy and literacy teaching and learning Strong collaboration skills as teachers work together to improve student numeracy and literacy outcomes Embrace strong connections with community and be open to engage fully in the rich cultural and extra-curricular life of the schoolNumeracy Strong background in teaching all levels of Numeracy / Mathematics, JK - 9, with ability to model current best practices and to coach / support teachers in implementation of best practices. Ability to diagnose Numeracy gaps and intervene to address learning gaps, JK - 9, including gathering / using evidence and data to determine next steps in teaching and learning growth. Liaise closely with the Sahtú Numeracy Contractor to implement Sahtú numeracy programming and curriculum-aligned numeracy assessments. Ability to coach teachers and support learners in developing mathematical thinking, mathematical vocabulary and hands-on exploration of math concepts through integration of manipulatives and real-life everyday connections. Establish numeracy routines, such as daily number talks, curriculum-informed numeracy games and cross-curricular connections and learning centres. Ability to celebrate numeracy achievements with families and engage interest through numeracy family fun nights and everyday real-life numeracy connections.Literacy Strong background in reading and writing instruction; employ / model / coach innovative whole classroom approaches with differentiation integrated for diverse learners. Strong skills in direct reading instruction using the Comprehensive (Balanced) Literacy framework and utilizing divisional tools and resources such as Fountas and Pinnell Reading Assessments, Literacy Place, Fountas and Pinnell Classroom and Levelled Literacy Intervention. Ability to coach teachers in implementation of Sahtú literacy programming and literacy intervention. Strong skills in writing instruction and methodologies that value creativity and student voice while using evidence and data to inform next steps in writing instruction and learning growth. Ability to celebrate students' literacy success with families and engage interest through fun literacy events for families and community. Salary is dependent on experience and qualifications and ranges from $84,669 - $136,694 per annum, plus an attractive benefits package including a Northern Living Allowance $27,491 and relocation expenses. A vulnerable sector check is a requirement. For information, the NWT Teachers’ Collective Agreement is available online at https://my.hr.gov.nt.ca/resources/terms-employment/nwtta-collective-agreement Application Procedures: Sahtú Divisional Education CouncilEmail: [email protected]: 1-867-587-2551 When submitting your application, please include a cover letter, resume and three (3) references including your most current supervisor and if you qualify under the GNWT Affirmative Action Policy. We appreciate all applicants for their interest in this position. However, only applicants who qualify for an interview will be contacted.