DESCRIPTION:

The cohort supervisor reports to the Manager of Experiential Learning and has a critical academic role in curriculum design and course facilitation, as well as Indigenous community engagement, administrative monitoring, research and knowledge dissemination.
This position is one part of a collaborative teaching and learning team involving the learner, the faculty and the cohort supervisor. The cohort supervisor’s responsibilities include facilitating all Integrated Experiential Learning (IEL) courses. This includes development, enrichment, curriculum design and assessment of learners, in addition to quality assurance measures regarding curriculum content and course learning outcomes.
The cohort supervisor leads the integrated community learning experience by identifying communities, community sites and community site leaders; and identifying appropriate learning pathways while negotiating pertinent, relevant and critical contracts between FNTI and the Community Sites. This is in collaboration with identified stakeholders within the community and various personnel within FNTI.
Additional responsibilities regarding community engagement include legislated and regulatory oversight. The cohort supervisor is also responsible and required to act as a community site supervisor and notary, where required, monitoring and approving all site interactions during all IEL experiences and ensuring academic alignment.
The incumbent will be required to develop a customized integrated experiential learning data management system, to provide ongoing academic assessment throughout the program of study.

INTEGRATED COMMUNITY EXPERIENCE AND ENGAGEMENT

• Manage relationships with external partners and IEL Site teams.
• Continue to cultivate, manage and nurture meaningful relationships with Indigenous community partners, fostering trust, mutual understanding, and collaboration, to ensure the successful implementation of IEL experiences that respect and honor mutual cultural values and perspectives, and are designed to uplift and strengthen all partners;
• Create, develop and deliver orientation activities for IEL Site Partners;
• Support IEL program administrative processes including but not limited to; learner tracking and portfolio support, policy and program development, strategic planning, process mapping, and ongoing quality assurance processes;
• Actively engage and promote reciprocal relationships with the identified community site collaborators to understand their needs and preferences for working with learners;
• Support learners and the community collaboration team to design and facilitate IEL opportunities tailored to the needs and goals of the community;
• Facilitate healthy and reciprocal mentor/mentee relationships within the IEL framework;
• Support and supervise IEL site administrative operations and support collaboration with learners, site teams and the integrated experiential learning office;
• Facilitate the identification, collection and storage and safeguarding of required documentation in collaboration with site lead/site team, learner and FNTI;
• Serve on institutional committees as requested;
• Collect and store relevant data regarding IEL Site Partners.

EDUCATION AND EXPERIENCE

Applicants must have:

• Completed Master of Education or related graduate education emphasizing experiential learning and instructional design in an Indigenous context.
• Significant experience with experiential learning, portfolio development, practicum or internship supervision with a completed undergraduate degree in education or a justice-related field and 5 or more years of teaching and/or practical experience.
• Evidence of teaching and Indigenous education and practice experience working with Indigenous learners and communities, with demonstrated potential for a successful trajectory aligned with the vision and mission of FNTI.
• A combination of Indigenous knowledge and teachings, training and experience which FNTI deems to be appropriate to the role.
• Demonstrated knowledge of the history of Indigenous peoples and communities;
• Experience developing tracking systems for data, research, and experience utilizing online tools to create unique tracking systems.
• Previous work includes creating teaching and learning environments that support shared decision-making, collaboration, and collegiality.
• Practical experience working with and developing relationships and collaborative projects within Indigenous communities.
• History of participation in community learning/experiential facilitation, mentorship, or related roles.
• Experience with face-to-face and online/distance education and familiarity with teaching technologies.

OTHER KNOWLEDGE, SKILLS AND ABILITIES

• Proven experience in community engagement and relationship building.
• Committed to fostering growth by mentoring others and embracing opportunities to be mentored.
• Cultural knowledge and skills are considered an asset.
• Knowledge of wise practices in experiential learning and ability to incorporate current innovations into teaching, learning and practice are required.
• Ability to communicate with diverse audiences from local community members to staff and academic team members.
• Must understand the importance of creating accessible, relevant and empowering programming for Indigenous learners and communities that is rooted in Indigenous knowledge.
• Ability to demonstrate an understanding and commitment to quality assurance in an Indigenous Institute, an asset.
• Must be able to demonstrate and articulate the importance of education as a reconciliation tool for Indigenous learners.
• Knowledge of the histories and contexts of the Indigenous peoples of Canada, including UNDRIP and the Truth and Reconciliation Calls to Action.
• Passion for community engagement and a commitment to fostering inclusive learning environments that favor reciprocity and shared benefit.
• Ability to adapt teaching methods to diverse learning styles.
• Excellent organizational skills and time management skills to meet tight deadlines.
• Highly organized with the ability to manage multiple tasks and priorities effectively.
• Working familiarity with AODA and Placement/Site based Health and Safety protocols an asset.
• Understanding of Learning Management Systems (Brightspace) will be considered an asset.
• Experience with front line mental health support work and/or the justice sector will be considered an asset.

TEACHING AND DELIVERY RESPONSIBILITIES

• Instruct and collaborate on the delivery of IEL Courses.
• Ensure curriculum content delivery aligns with the program course learning outcomes.
• Support the Institute’s commitment to providing a respectful, kind, safe, and welcoming environment for all people who visit or participate in the program.
• Ensure that learning and ceremonial spaces honor the principles of equity, diversity and inclusion, including respect for all bodies, gender identities and expressions and sexual orientations.
• Create a collaborative, learner-centered mutual teaching and learning space in a variety of delivery formats such as in-person, virtual classroom, hybrid.
• Utilize a variety of andragogical teaching and learning strategies and formats (oral, written, audio-visual, digital, creative)
• Establish and strengthen an environment of respect, kindness and safety as ethical classroom standards.
• Facilitate the process of assessment throughout full scope of the IEL experience and course deliveries.
• Fully implement learner Accommodation Plans according to FNTI policies and procedures.
• Facilitate space for inclusion of medicines and traditional healing practices.
• 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).