EDUCATIONAL EQUITY HELPING TEACHER (K-12)

DESCRIPTION OF DISTRICT LEVEL DELIVERY MODEL: 

The Educational Equity Helping Teacher (K-12) will be a member of the Priority Practices helping teacher team, providing support and professional learning that ensures educational equity for all students. As a curricular leader, the successful candidate will collaboratively foster learning environments and experiences to ensure all students feel safe and see themselves reflected in the teaching and learning in classrooms across the district. The helping teacher, in consultation with the Priority Practices Director of Instruction and/or District Principal, will support teachers, administrators and other district staff to achieve these outcomes through:

Key responsibilities of the Educational Equity Helping Teacher (K-12):

1. Maintaining a current depth of knowledge pertaining to learning theory and research in the area of culturally relevant, responsive, equitable and inclusive educational practices; 
2. Possessing knowledge and understanding of Ministry documents, resources, and initiatives related to educational equity, Indigenous worldviews, truth and reconciliation, and principles of early learning;
3. Designing and facilitating a range of evidence-based professional learning experiences (including professional development and in-service) for teachers, administrators and district staff that foster culturally responsive instructional and assessment practices. These learning experiences will champion educational equity, cultural competence, and SOGI inclusive practices;  
4. Supporting district commitments in Policy 9410 (Safe and Caring Schools), Regulation 9410.2 (Safe & Caring Schools: Sexual Orientation and Gender Identity), Policy 10900 and Regulation 10900.1 (Anti-Discrimination & Human Rights) by providing teachers with strategies and resources to address discriminatory practices and attitudes that marginalise particular groups of students; 
5. Collaborating with other Helping Teachers, district staff and community partners to support educational equity and SOGI inclusive practices while ensuring alignment with documents and policies noted above;
6. Chairing and coordinating appropriate committee meetings and representing the district on committees that often involve sensitive topics and diverse perspectives; 
7. Identifying and collaboratively reviewing appropriate learning resources K-12 for schools and staff across the district;
8. Working with students and staff to model ways that honour the identity, diversity and dignity of everyone involved while building culturally responsive and relevant practices; 
9. Organizing, facilitating and/or supporting various learning and community building initiatives for diverse groups, including 2SLGBTQ+ youth;
10. Monitoring resources and providing budget information;
11. Working with the research department to monitor the impact of program delivery.

MINIMUM ACADEMIC QUALIFICATIONS/EXPERIENCE

1. Bachelor of Education Degree or equivalent with minimum coursework in the area of specified responsibility
2. valid B.C. Teaching Certificate
3. five years of school-based teaching which includes a minimum of two years classroom experience
4. participation in collaborative planning and facilitating of professional development activities.

PREFERRED QUALIFICATIONS/EXPERIENCE

1. possession of, or working toward, a Master of Education Degree or equivalent with course work in the area of educational equity and/or inclusive education
2. elementary and secondary teaching experience, showing proven ability to work effectively with students at a variety of ages and developmental stages 
3. in-depth knowledge of educational equity and current issues locally and provincially
4. demonstrated commitment to and integration of educational equity and/or SOGI inclusive education in the classroom, school and district
5. demonstrated ability to work effectively with adult learners which includes facilitating professional learning 
6. experience working with people who hold different views, beliefs and experiences, with demonstrated ability to navigate conflict effectively
7. demonstrated ability to organize large scale events and learning opportunities

REPORTING STRUCTURE

The Helping Teacher is accountable in the execution of the assigned duties to a Director of Instruction and/or District Principal in Education Services (Priority Practices).

TERM

This position will be for an initial two-year term with an opportunity for renewal.

Created June 2025