School/Home Liaison

The Successful Candidate
Preferably have experience working in a First Nations community with knowledge of cultural practices or a keen interest in the culture, however not mandatory.

• Works respectfully and collaboratively with an Indigenous and trauma-informed lens and cultural safety awareness to support students and their families.
• Builds relationships with parents and guardians through regular meetings, phone calls, emails, and other means of communication, to keep parents informed about their child's progress and involve them in decision-making processes related to their child's education.
• Develops partnerships with local organizations and agencies to provide additional resources and services for students and families and identifies potential partners and establishes relationships to benefit students and families.
• Works with teachers and other staff members to identify students who may need extra academic support or accommodations due to learning challenges or other factors, then provides advice and guidance to these students' teachers and families on how to best support them.
• Collaborates with teachers and other school staff members to identify students who may be experiencing difficulties with social emotional issues such as bullying, peer conflicts, or family problems and offers guidance and support to these students and their families on how to manage these challenges.
• Identifies students who are at risk of falling behind academically or socially early on and works with teachers, parents, and other staff members to intervene before the situation becomes more critical.
• In times of crisis (such as a death in the family, divorce, or other traumatic event), collaborates with teachers and other staff members to offer support and assistance to affected students and their families.
• Organizes and coordinates events such as back-to-school nights, parent-teacher conferences, and other activities that promote communication and collaboration between home and school.
• Collects and analyzes data related to student attendance, achievement, and behavior to identify trends and areas where interventions might be needed and uses this data to inform decisions about program development and improvement.
• Develops new programs or recommends modifications to existing ones to better serve the needs of students and families. These programs could include tutoring, mentoring, or other forms of support aimed at improving academic outcomes or addressing specific social emotional concerns.
• Regularly monitors and helps to evaluate the effectiveness of K to 12 programs and initiatives that are implemented by the Education Department and makes recommendations for improvements based on data analysis and feedback from stakeholders.
• Stays current with research and best practices related to home-school collaboration, student support, and family engagement and attends professional development opportunities and shares knowledge gained with colleagues and supervisors.
• Helps to organize school related events, assists with Parent Advisory Council (PAC) functions, and coordinates volunteer efforts in schools.
• Facilitates the implementation of Dunne’ za and Cree language instruction in local schools in collaboration with teaching staff and in accordance with the provincial curriculum.
• Maintains secure and organized filing and database systems.
• Maintains sustainable working relationships with community agencies, schools, and outside support services to advocate for children and their families.
• Attends scheduled department staff meetings.
• Performs related work as assigned.

Knowledge, Skills, and Abilities:

• Good organizational, time management and prioritizing skills.
• Able to work efficiently and collaboratively as part of a team as well as independently.
• Able to deal with people sensitively, tactfully, diplomatically, and professionally, ideally implementing a trauma-informed approach.
• Computer literacy, including effective working skills of MS Word, Excel and e-mail required.
• Strong understanding of educational policies and procedures within the region and a familiarity with community resources and organizations
• Able to effectively communicate both verbally and in writing.
• Understanding of intergenerational effects and impacts of colonization
• Understanding of First Nations Community culture and history, including the intergenerational effects and impacts of colonization.
• Highly flexible, with solid interpersonal skills that allow one to work effectively in a diverse working environment.
• High level of sound and independent judgment, reasoning, and discretion.
• Strong morals and ethics, along with a commitment to confidentiality.

Education and Experience:

• Preference will be given to applicants who have a post-secondary diploma in a related field of education, child and youth care, or social services; Or a combination of equivalent education and experience will be considered.
• Training in trauma informed care/practice in an educational setting or a willingness to enroll in such training.
• Minimum 1 year work experience in a related social service program, school, or community organization.
• First aid level 1 (with CPR),
• A clear Vulnerable Sector Criminal Record Check
• Experience working with Indigenous communities preferred.

Other

• Must have a minimum Class 5 driver’s license and a reliable vehicle
• Must provide a clean driver’s abstract
• Must pass alcohol and drug test
• Willing to participate in personal and professional development
• Must follow West Moberly First Nations policies and procedure,