ABOUT FNTI

(First Nations Technical Institute) Since establishment in 1985, over 4000 students have graduated successfully from FNTI with certificates, diplomas and degrees, granted in partnership with Ontario’s Colleges and Universities. As a world-class Indigenous post-secondary institution, FNTI offers post-secondary programs aimed at Indigenous learners across a wide range of disciplines.
We would like to welcome interested applicants to apply to current and future contract opportunities in our Practical Nursing (PN) program.
Instructors at FNTI will plan, facilitate and assess curriculum delivered through various delivery models and locations. Instructors are contracted for each delivery session, which consists of planning, professional development, delivery, and assessment/evaluation of student progress and grading.

COMMON QUALIFICATIONS FOR ALL PROGRAMS

• A combination of Indigenous knowledge and teachings, training and education which FNTI deems to be appropriate to the role, or;
• A degree or diploma in a relevant field and at least three years teaching in a post- secondary environment and experience working with Indigenous learners and communities
• Demonstrated knowledge of the history of Indigenous peoples and communities
• Experience in delivering high quality teaching and curriculum development at the post- secondary level or equivalent education and experience as a practitioner in a related field
• Passionate about teaching adults in an Indigenous environment
• Ability to plan, deliver, and assess curriculum to adult learners
• Committed to on-going growth both teaching and learning
• Knowledge of Brightspace Learning Management System is an asset

ESSENTIAL QUALIFICATIONS FOR PN INSTRUCTORS:

• Registered member of the College of Nurses of Ontario, with at least a BScN and in good standing, (or equivalent): RN, NP and RPN
• A minimum of 3 years’ experience in a health care environment

• Prepare, instruct, and deliver courses in a cultural framework, while adhering to FNTI’s “braided healing with learning” approach
• Incorporate Indigenous knowledges, ways of knowing/being, and Indigenous worldview in course development and planning
• Provide academic and cultural supports to learners, while evaluating learner

progress/achievement

• Be responsible for overall assessment of the learners work within assigned courses
• Support all learning outcomes (vocational, course and Indigenous) and design appropriate teaching methodologies for meeting those learning outcomes and assessing learner success

• Facilitate space for inclusion of medicines and traditional healing practices to our learners during each course • Provide learners with cultural supports and assistance in a way that is meaningful to the learner

• Collaborate with the Cultural Advisor to provide ceremonies, traditional teachings that are appropriate to meeting the Indigenous learning outcomes
• Implement appropriate Indigenous protocols within the classroom and ensuring the cultural framework is followed (opening and closings, smudging, circles, drumming and singing and cultural practices)
• Ensure Indigenous Pedagogy and Andragogy practices are implemented in the classroom wherever possible