Instructor, Introduction to Nuu-chah-nulth Language; Ditidaht

Position: Instructor, Introduction to Nuu-chah-nulth Language (Ditidaht)

Position Summary

NCN 096
- Introduction to Nuu-chah-nulth Language (specifically Ditidaht) will focus on: listening techniques, comparing and contrasting Ditidaht and English sound patterns and pronunciation, which will lead to words, phrases and sentence-building exercises for conversational Ditidaht for various topics: greetings, weather, elders, around the classroom, around the house, and learning songs. Students will also be introduced to electronic learning resources for self-practice.

This course is a community-based partnership with Pacheedaht First Nation and will be blended delivery as a digital scheduled class once/week with up to 2 in-person in community gatherings.

The teaching faculty of North Island College are responsible for implementing the College’s vision, goals, and objectives as they relate to teaching and learning. To carry out their teaching assignments, faculty use organizational skills, inter-personal skills, and their knowledge of subject matter, pedagogy, and curricular design. In addition, they have a responsibility to serve as role models for students and colleagues.

The responsibilities and typical duties listed below constitute a generic job description for teaching faculty whose responsibility may be for the delivery of scheduled classes, the support of self-paced, on-line, and distance courses, and/or instruction and supervision in laboratories, practicums, shops, etc. Position Competencies - Creates a Positive Climate and Culture;
- Effective Communication Skills;
- Effectively Develops Goals & Objectives;
- Focuses Effectively on Key Results and Priorities;
- Demonstrates a Focus on Continuous Improvement;
- Interpersonal Effectiveness.

Duties & Responsibilities 1.0 INSTRUCTIONAL

To plan and prepare learning materials for instructional environments;

To use a variety of approaches and materials, as appropriate, in order to address different learning needs;

To teach in assigned subject areas and to include in courses, and in course outlines, all required subject matter or skill activity;

To direct student learning in a positive, supportive, and caring environment;

To be available to students regularly during scheduled office hours and classroom hours, to discuss their progress and other issues that influence their learning. (30 hours/wk.) (See Policy #3-03: Faculty Absence from Class – Cancellation of Classes);

To clearly communicate in writing learning outcomes for programs and courses, and the way in which learners will be evaluated against those outcomes;

To design and conduct evaluations or appraisals of students and to keep students informed of their progress;

To submit grades in a timely manner, in accordance with Policy 4-14, Grade System;

To maintain records of student enrollment and achievement and other records required by the College and affiliated agencies. At the end of employment with the College, to submit marks and student records to the department Chair.

2.0 COMMITMENT TO INDIGENOUS-LED, IN-COMMUNITY PROGRAMMING

Build and sustain respectful, trust-based relationships with Indigenous students, communities, leaders, and organizations.

Actively engage with communities to ensure programming reflects local priorities, values, and knowledge systems.

Demonstrate cultural responsiveness, adaptability, and humility in navigating challenges and opportunities.

Create culturally safe, healing-focused classrooms that support holistic student well-being—emotional, physical, spiritual, cognitive, and social.

Guide learners in developing reflective portfolios that include personal values, educational and career goals, wellness strategies, and achievement plans.

Integrate Indigenous knowledge systems, land-based learning, and intercultural teachings into curriculum design and course delivery.

Encourage learners to explore and articulate their personal visions and belief systems in ways that reflect both individual identity and community values.

Support students in building foundational competencies and essential skills for further education or career pathways. Examples of this may include but are not limited to: communication skills, critical thinking, problem solving, critical thinking and problem solving.

Offer experiential, collaborative, and reflective learning to build student confidence and engagement.

Collaborate meaningfully with Elders, Knowledge Keepers, and community members to ensure respectful, authentic learning experiences.

Adapt teaching approaches to meet the diverse cultural, educational, and personal backgrounds of adult learners.

Provide formative, strengths-based feedback aligned with holistic learning outcomes.

Engage in ongoing professional development in Indigenous education, cultural safety, trauma-informed practices, and adult learning methodologies.

3.0 TYPICAL PROFESSIONAL DUTIES OF INSTRUCTIONAL FACULTY

To be aware of, and to work within, College educational policies;

To be aware of the Education and Strategic plans and to contribute to their development and assist in the…