Careers

Additional Information:

The Maskwacîs Education Schools Commission (MESC) is proud to provide an outstanding Maskwacîs nehiyaw (Cree) education system that ensures all students attend respectful and inspiring schools. Our Maskwacîs Cree values are essential to guiding the vision and mission of our system. MESC believes students will graduate as competent, confident, and resilient Maskwacîs nehiyaw (Cree) speaking students.

The Ermineskin Cree Nation, Louis Bull Tribe, Montana First Nation, and Samson Cree Nation are strong partners and leaders who support the vision of MESC. MESC provides quality education for all four nations in the Maskwacîs Cree community, including Mimiw Sakahikan (Pigeon Lake).

MESC delivers the Alberta curriculum to all students from Kindergarten to Grade 12. However, MESC goes beyond this by integrating the local culture, language, and traditions into the educational experience across 10 Maskwacîs schools. This approach emphasizes four core values; Îyinîw Mâmitonehicikan (Cree thought), Nehiyawewin (Cree language), Nehiyaw Pimâtisôwin (Cree way of life), and Wâhkôhtowin (relationships and kinship), ensuring all students have daily access to neyiyaw (Cree) language, ceremony, culture, and land-based experiences. MESC has been recognized for its outstanding work in the field of Indigenous Education across the nation.

As directed by the School Commission, the Substitute teacher will meet the professional practice standards as outlined in the The Maskwacis Cree Declaration on Education and the Alberta Teaching Quality Standard.

As an employee in the organization, the Substitute Teacher will model the intent of the Maskwacîs Cree Declaration on Education and the core values of Wâhkôhtowin, Îyinîw Mâmitonehicikan, Nehiyaw Pimâtisiwin, and Nehiyawewin.

Responsibilities 

The Substitute Teacher is responsible to the Principal and will have these responsibilities: 

• Understand, Demonstrate, and Foster the Value of Wâhkôhtowin (Relationships) The Substitute Teacher builds positive and productive relationships with students,  nîkihikomâwak/ohpikinahawasiwahk (parents/caregivers), colleagues, and others in the school and local community to support student learning.

1. Substitute Teachers shall demonstrate respect, fairness and integrity for okâwîmâw askîy (mother earth), kehtehayak (elders), awâsisak (children), oskâyak (youth), and future generations. 
2. Substitute Teachers shall demonstrate empathy and a genuine caring for others.
3. Substitute Teachers shall become familiar with the  historical, social, economic and political implications of Maskwacîs  (ie. treaties, residential schools, colonization) to ensure compassion and understanding are demonstrated. 
4. Substitute Teachers shall provide culturally appropriate and meaningful opportunities for students and for nîkihikomâwak/ohpikinahawasiwahk (parents/caregivers), as partners in education, to support student learning.
5. Substitute Teachers shall honor cultural diversity and promote intercultural understanding.

• Demonstrate a Professional Body of Knowledge                   The Substitute Teacher applies a current and comprehensive repertoire of effective planning, instruction, and assessment practices to meet the learning needs of every student. Substitute Teachers will have a generalized knowledge of the subject matters they teach.

1. Curriculum, Planning, and Designing Learning Activities                                     In most instances, the Substitute Teacher will be provided with daily lesson plans to follow. If the plans are not made available the Substitute Teacher may be requested to plan for the lessons taught.  If lessons are requested to be developed, the Substitute Teacher shall: 
1. Create lesson plans that are relevant to the subjects being taught.
2. Learner Outcomes as outlined in the approved curriculum and the               Maskwacîs Curriculum Development Guide.
3. Varied, engaging, and relevant materials and resources.
4. Development of literacy and numeracy skills.
5. Varied, engaging, and relevant learning activities that are linked to learner outcomes.       
6. Digital technology integration is considered.
7. The Maskwacîsak perspective encompasses the language, the culture, history and current context when possible.
8. Differentiated curriculum and assessment methods.
2. Instruction and Engagement           Îyinîw mâmitonehicikan and nehiyaw pimâtisiwin will inform all instructional methods and strategies and will be used to deliver a strong maskwacîwiyiniwak program. 

Substitute Teachers will align their instructional methods with the classroom Teacher and follow what has been outlined for them in the plans.  However, in addition to this, Substitute Teachers will be mindful of the following indicators: 

1. Substitute Teachers shall use varied instructional methods and strategies that encourage deep understanding and transfer of learning.
2. Substitute Teachers shall promote students to make connections to self as  nehiyaw in their community of Maskwacîs, and the world around them.
3. Substitute Teachers shall communicate high expectations for all students.
4. Substitute Teachers shall foster curiosity through inquiry and experiential learning.
5. Substitute Teachers shall make connections to nehiyaw pimatîsiwin.
6. Substitute Substitute Substitute Substitute Teachers shall consider student strengths, interests, and background knowledge.
7. Substitute Teachers shall ensure learning is accessible to all students by providing instruction and resources that are relevant, engaging, and matches their learning profile.
8. Substitute Teachers shall establish universal classroom structures, routines, procedures and expectations that support the success of all students. 
9. Substitute Teachers shall present information in a variety of ways (ie. small group instruction, direct instruction, experiential learning, individual study, individual instruction, student collaboration).
10. Substitute Teachers shall ensure that students have the opportunity to demonstrate their understanding of curricular outcomes in a variety of ways.
11. Substitute Teachers shall acknowledge and respond to student readiness.
12. Substitute Teachers shall understand and respond respectfully to the community demographics and social context.  
13. Substitute Teachers shall teach about treaties in their classrooms and will utilize the resources recommended by MESC.

1. Student Assessment and Evaluation Practices   Substitute Teachers may have to implement some assessment or evaluation practices.  The Substitute Teacher is responsible for ensuring student assessment and  evaluation practices consider the Maskwacîsak perspective to include the context, history, and relevant experiences.

 If this occurs the substitute Substitute Teacher will  consider the following:

1. Substitute Teachers shall ensure assessment materials are not biased or prejudiced toward Indigenous people, history, or context.
2. Substitute Teachers shall gather ongoing data and evidence to support student learning and determine effective instructional strategies.
3. Substitute Teachers shall use data and evidence to inform student curricula or instructional learning goals.
4. Substitute Teachers shall generate evidence of student learning to inform teaching practice through a balance of formative and summative assessment experiences.           
5. Substitute Teachers shall provide a variety of assessment methods through which students can demonstrate their achievement of the learning outcomes.
6. Substitute Teachers shall provide accurate, constructive, and timely feedback on student  learning for both the student and nîkihikomâwak/ohpikinahawasiwahk (parents/caregivers).
7. Substitute Teachers shall use professional judgement based on evidence and data when determining and reporting the level of student learning.

• Establishing Inclusive Learning Environments   The Substitute Teacher establishes, promotes, and sustains inclusive learning environments where diversity is embraced and every student is welcomed, cared for, respected and safe.

1. Substitute Teachers shall foster equality and respect in the school community as outlined in the Alberta Human Rights Act and the Canadian Charter of Rights and Freedoms.
2. Substitute Teachers shall ensure pehtamowin (hearing), îtapiwin (vision), waskawîwin (mobility), pîkiskwewin (speech) are all incorporated into the instruction to ensure student needs are met.
3. Substitute Teachers shall use appropriate universal, targeted, and specialized strategies and supports to address students’ strengths, learning challenges and areas for growth.
4. Substitute Teachers shall communicate a philosophy of education affirming that every student can learn and be successful.
5. Substitute Teachers shall be aware of and facilitate responses to the emotional and mental health needs of students through an Indigenous trauma-informed lens.
6. Substitute Teachers shall recognize and respond to specific learning needs of individual or small groups of students and, when needed, collaborate with service providers and other specialists to design and provide targeted and specialized support to enable the achievement of the learning outcomes. 
7. Substitute Teachers shall employ classroom management strategies that promote positive, engaging, predictable, and consistent learning environments.
8. Substitute Teachers shall incorporate students’ personal and cultural strengths into teaching and learning.
9. Substitute Teachers shall provide opportunities for student leadership.

• Adhering to Legal Frameworks and Policies     The  Substitute Teacher demonstrates an understanding and adherence to the legal frameworks and policies that provide the foundation for the Maskwacîs Education Schools Commission.

1. Substitute S Teachers shall engage in practices consistent with policies and procedures  established by  MESC.
2. Substitute Teachers shall recognize that the professional practice of a Substitute Teacher is bound by standards  of conduct expected of a caring, knowledgeable and reasonable adult entrusted with the custody, care or education of students.
3. Substitute Teachers shall maintain an awareness of, and respond in accordance with, requirements authorized under the Maskwacîs Education Law, Maskwacîs Cree Declaration on Education,  and other relevant legislation.
4. Substitute Teachers shall learn about the historical, social, economic, and political  implications of: 
1. Treaties and agreements between the Indigenous communities and the Government of Canada , particularly with those treaties and agreements in Maskwacîs; 
2. Residential schools and their legacy, particularly with those impacted in Maskwacîs.
3. Colonization and what it means to decolonize education. 

Qualifications

• Bachelor of Education degree from a University in Alberta or its equivalent. 
• Valid Alberta Teaching Certificate.   

Working Conditions

• Interacts with students, Teachers, administration, family members, visitors, government agencies and personnel under all circumstances.
• Intermittent physical activity including walking, standing, sitting, lifting, and supporting children.
• Manual dexterity required to use a desktop computer and peripherals.
• Expected to work outside of regular work hours as required.

Knowledge and Skills

• Knowledge and understanding of nehiyawewin culture, language and traditions.
• Culturally and politically sensitive.
• Well-developed interpersonal, teamwork and public relations skills.
• Effective verbal and written communication skills with individuals at all levels of the organization.
• Ability to work independently and as a team member.
• Good organizational, time management and prioritizing skills.
• Ability to work effectively with school personnel, parents, students and community members.
• Aware of and able to appropriately interpret all applicable laws and regulations for education, policies and practices.
• Maintain confidentiality and integrity showing respect to staff, parents and members of the public.
• Ability to adapt to and learn new software.
• High level of critical and logical thinking, analysis and reasoning to identify underlying principles, reasons or facts.
• Ability to work well under pressure and meet established deadlines.
• Ability to interpret and implement the organization’s policies and procedures.
• Attention to detail in all areas of work.
• Clean criminal record check, including vulnerable sector clearance.

Possible positions under this category:

• Certified Teachers