Term - Regional Inclusive Schooling Coordinator

Who is BDDEC:

The Beaufort Delta Divisional Council is a forward-thinking, community-driven institution that fosters an inclusive and culturally rich learning environment. Grounded in the principles of diversity, equity, inclusion, indigenization, inquiry, and land-based education, we are dedicated to providing a holistic and competency-based curriculum that honours Indigenous knowledge and traditions.

Position Overview:

We seek a dedicated and visionary Educator to serve as the Regional Inclusive Schooling Coordinator. The successful candidate will provide leadership and guidance in supporting inclusive education practices across schools, ensuring that all students—regardless of ability, background, or circumstance—are provided with equitable opportunities to learn and thrive. This role emphasizes collaboration with educators, families, and community partners to strengthen inclusive programming, advance indigenization, and promote culturally responsive and land-based learning. The ideal candidate will champion diversity, foster a competency-based approach to curriculum and instruction, and contribute to creating learning environments that honour and reflect the unique strengths and identities of all learners in the Northwest Territories.

Responsibilities:

• Work collaboratively with school administration, teaching staff, support staff, parents/guardians and other stakeholders to implement inclusive programming.  Support schools in developing, implementing, and evaluating competency-based Individual Education Plans (IEPs) that align with student strengths, measurable goals, and NWT curriculum outcomes.
  
• Coach and mentor school teams to strengthen inclusive practices that support students with autism, learning disabilities, and complex or intense behavioural needs.
• Model and promote evidence-based strategies in areas such as communication, self-regulation, social-emotional learning, and differentiated instruction.
• Liaise with external agencies and partner organizations (e.g., Indigenous governments, health/child-care/mental-health agencies) to coordinate services for students.
• Support delivery of professional development, in-service training, workshops for school staff on inclusive education practices, assessment and student support.
• Coordinate the development, implementation and evaluation of policies, directives, tools, guidelines, programs and practices for inclusive education and student support.
• Monitor and manage budgets, funding allocations and reporting related to inclusive schooling programs and student support services.
• Collect and analyze data, prepare written reports, briefing notes, and presentations to senior leadership, Trustees/Board or territorial education authorities on inclusive schooling outcomes and program effectiveness.
• Actively promote culturally-responsive, trauma-informed, student-centred, family-centred, inclusive practices that respect local Indigenous cultures, languages and community contexts.
• Limited travel across the region (communities, schools) to provide on-site support, consultation and implementation.

Minimum Qualifications:

• Eligibility for a NWT Professional Teaching Certificate or equivalent.
• Bachelor of Education (B.Ed) or higher (Master’s preferred/asset).

The following criteria will be essential considerations in the hiring process:

• Several years of teaching experience (often 5+ years) including experience in inclusive schooling/student support or exceptionalities.
• Demonstrated knowledge and experience working with students with diverse needs, exceptionalities, and disabilities, including autism, developmental delays, learning disabilities, attention and executive functioning challenges, and emotional/behavioural disorders.
• Expertise in developing, implementing, and evaluating competency-based Individual Education Plans (IEPs) that emphasize student strengths, measurable goals, and culturally responsive practices.
• Strong understanding of inclusive pedagogy, differentiated instruction, Universal Design for Learning (UDL), and positive behaviour supports.
• Demonstrated leadership in program development, staff training/mentoring, inclusive practices, and working across culturally diverse contexts
• Strong understanding of inclusive education, student assessment and reporting, curriculum development, as well as Indigenous cultural, language and education contexts.
• Excellent communication (oral/written), collaboration, facilitation and coordination skills; ability to travel to remote communities.
• Knowledge of trauma-informed practice, culturally responsive pedagogy, and the ability to engage with Indigenous governments, Elders, and community members.