INDIGENOUS TRANSITIONS FACILITATOR
1. DESCRIPTION OF SCHOOL LEVEL DELIVERY MODEL
Key responsibilities of the Indigenous 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 Indigenous 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 Indigenous Learning Staff and other Education Services staff;
j) assisting Education Services and Indigenous 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/inclusive 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 educational experiences of Indigenous
peoples, including transgenerational trauma;
e) knowledge, understanding, and experience of trauma-sensitive practices;
f) 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 Indigenous Learning and/or the Director(s) of Indigenous Learning.
Revised October 24, 2023
