ż

Skip to main content

ABORIGINAL TRANSITIONS FACILITATOR

1. DESCRIPTION OF SCHOOL LEVEL DELIVERY MODEL

Key responsibilities of the Aboriginal Transitions Facilitator will include:

a) assisting with planning individual behaviour plans and community/care support plans for students experiencing challenges
    to pro-social living and decision making;

b) liaising with the other statutory and non-statutory agencies to create partnerships and supports for Indigenous children
    and youth;

c) liaising with appropriate Surrey School District staff to facilitate required assessment and screening for students with the
    appropriate district resources and staff;

d) providing consultation to school personnel in developing effective interventions for students with high risk and behavioural
    needs;

e) advocating for community support service where appropriate and available;

f) addressing issues of family functioning and work to reduce and remove barriers and foster understanding of Indigenous
   worldviews and perspectives while mediating between systems (i.e. family, school and community); 

g) working closely with Indigenous learners, parents, families, community members and school staff to support the transition
     of students exiting programs and/or work with the appropriate district staff to develop effective transitional plans;

h) working with youths, families, and the school district staff as appropriate to assist students to meet their graduation
    requirements;

i) providing support in specific areas related to Aboriginal student success such as assisting in the development of exit
   strategies for students, the development and review of individual/care plans or support and consultation with members of
   the Aboriginal Learning Staff and other Education Services staff;

j) assisting Education Services and Aboriginal Learning personnel with the appropriate school placements for the students
   that may potentially shift school cultures upon enrollment;

k) cultivating and nurturing positive relationships with learners and families of Indigenous ancestry;

l) communicating with families, schools, and outside agencies.

2 . MINIMUM ACADEMIC QUALIFICATIONS/EXPERIENCE

a) Bachelor of Education Degree or equivalent;

b) Valid B.C. Teaching Certificate;

c) Completion of a minimum of two senior level (300+) courses in Indigenous Studies, Inclusive/Special Education,
    or Counseling;

d) Five years of school-based teaching with a significant population of Indigenous learners.

3. PREFERRED QUALIFICATIONS/EXPERIENCE

a) a strong understanding of risk and protective factors for Indigenous students including those that are influenced by culture;

b) successful experience in a setting that supports and develops interventions for at-risk Indigenous children and youth;

c) experience with and demonstrated knowledge of local Indigenous history, heritage and cultures;

d) knowledge, understanding and sensitivity of the effects and impacts of historical educaitonal experiences of Indigenous
    peoples, inclduing transgenerational trauma;

e) experience with culturally sensitive communication.

4. REPORTING STRUCTURE

The personnel in this position are accountable in the execution of their assigned duties to the District Principal of Aboriginal Learning and/or the Director(s) of Aboriginal Learning.


Revised December 8, 2021

image description
Back to top