Indigenous Student Success Worker

School District 72 operates throughout a large geographic area. Campbell River and Quadra Island schools and our school board office are located on the traditional territory of the Liǧʷiɫdaxʷ people. School District 72 also encompasses the traditional territory of the Klahoose (Cortes), K'ómoks (Sayward), and χʷɛmaɬkʷu (Bute Inlet) First Nations.

Position: Casual Indigenous Student Success Worker

Posting Number: SY2526-ISSW-001

Term of Employment: Ongoing

Hours/Day/FTE: On-Call, As Required

Wage/Salary: $31.05/Hour

Final date to receive applications: 4:00 PM on Thursday, March 12, 2026

School District 72 is looking for an Indigenous Student Success Worker to join our team of professionals who strive to bring the district's learning beliefs to life.

School District 72 (Campbell River) is located on the east coast of central Vancouver Island, extending north to Sayward and south to Oyster River. The district also includes the outer islands of Read, Cortes, and Quadra. The district serves over 5,600 students in 18 schools with a diverse range of programs that are progressive and responsive to the educational needs and interests of students.

The district respects and values the relationships with all First Nations, Métis, and Inuit peoples who reside in these territories. It is with respectful consideration that the programs and services provided to students and staff acknowledge their histories, cultural contributions, and contemporary concerns.

Working under the direction of the Director of Indigenous Education and School Administration, the Indigenous Student Success Worker will provide in-class, one to one, or small group academic support to enhance Indigenous student achievement and build self-confidence. Indigenous Student Success Workers enhance the opportunities for all Indigenous learners. Strengthening relationships, connections, and engagement for Indigenous learners within schools is a key part of the position.

• Works with students who have self-identified as having Indigenous ancestry. Assists teachers with the delivery of programs and services to support Indigenous student learning in and out of the classroom. Support may include academic assistance, cultural, social emotional skills, and minor positive-behavior support.
• Collaborates with School Principal, with guidance from the Director of Indigenous Education, to create a schedule for working with Indigenous students. This schedule must be flexible to be responsive to emergent needs of the students and the program.
• Assists teachers in the delivery of trauma-informed classroom learning experiences with awareness of historical impacts, colonization, intergenerational trauma and systemic barriers for learners and their families.
• Assists Indigenous students and their teachers to facilitate student success. Works cooperatively with other employees such as Indigenous Education Success Teachers, Learning Support Teachers, Child and Youth Worker (Indigenous Education). Acts as a positive role model and bridges cultural differences.
• Gather and share relevant information through working with students about the performance, social, emotional and behaviour of individual learners to support IEP/AIP goals, transitions, and program design.
• Assist with the gathering and documentation of information to support ‘Understanding Student Connections and Engagements' as required by targeted funding criteria.
• Assist teachers or Indigenous Education team members with development or preparation of instructional learning resources.
• Review and reinforce learning activities using lesson plans and learning strategies developed by the school team to help students master concepts; monitor and report to school team on implementation of the program or skill development.
• Support learning, skill development, and social emotional activities in worksite and community-based settings, including field trips.
• Follow priority work plan developed by Director/Principal/School Team, share observations and review plan progress together, being consistent with expectations for students.
• Monitor effectiveness of workplace settings…