Okiskinohamâkew (Educator)

This competition is open to all applicants however; internal candidates and applicants who were former employees of the University of Alberta will be given priority consideration before external candidates. Please log in to verify your internal candidate status.
Location - This role is in-person. Work primarily takes place at North Campus, Edmonton.
First Peoples’ House is a vibrant and evolving community dedicated to supporting the success of First Nations, Métis, and Inuit (FNMI) students through culturally grounded, holistic programming. One unique and integral program within FPH is the Transition Year Program (TYP), a unique, in-person, community-based initiative designed to nurture students’ emotional, mental, physical, and spiritual well-being. Rooted in ancestral knowledge systems and ways of being, TYP creates a supportive environment that celebrates and honors FNMI identities, languages, cultures, and histories, while fostering both personal growth and academic achievement through mentorship and guidance from dedicated FNMI staff and Elders.
This role of okiskinohamâkew (educator) is an opportunity to contribute meaningfully to TYP that plays a crucial part in first year UA FNMI students’ transition into university life, helping to build academic confidence, connection, and a strong sense of self.
As First Peoples’ House prepares to expand into a significantly larger and more dynamic space, the team of 7 remains committed to a forward-looking vision: one that will serve an increasing number of FNMI students and respond to the growing diversity within the FNMI community. With a focus on the next seven generations, this position is ideal for a passionate and visionary educator within TYP that will help shape an inclusive, culturally responsive programming that will help create confident, community-driven leaders for the future.

Master’s degree required, with 3-5 years post-secondary teaching experience strongly preferred; proven ability to develop and deliver engaging, inclusive, and culturally relevant curriculum.
Is First Nations, Métis, or Inuit, with demonstrated fluency in a relevant tribal language and the ability to communicate effectively with Elders, students, and community members.
Holds authentic connections to FNMI communities and established relationships with Elders and Traditional Knowledge Keepers.
Extensive experience in student services, cultural programming, team building, and strategic planning, with a demonstrated ability to lead trauma-informed, community-focused initiatives that support student success.
Strong interpersonal, communication, and leadership skills, with the ability to navigate complex situations with diplomacy, provide mentorship, and build trusting relationships across diverse audiences.
Demonstrated excellence in leadership and supervision, including setting clear expectations, managing performance, solving problems creatively under pressure, and fostering an environment where contributions are recognized and valued.

Application Instructions
Click "Apply Now" to submit your resume and cover letter.
This role requires confirmation of First Nation, Métis or Inuit membership or citizenship. Selected applicants will be asked for documentation prior to attending an interview.

 
This position has a comprehensive benefits package and an annual salary range of $70,161 to $116,930.
The terms and conditions of this appointment are governed by Schedule F of the collective agreement between the Board of Governors of the University of Alberta and the Association of Academic Staff of the University of Alberta.

Lead the culturally grounded curriculum as the TYP okiskinohamâkew (educator) for takwâkin 101 (fall) ekwa pipon 102 (winter), integrating inclusive, trauma-informed, and community-focused teaching practices that support the holistic well-being and academic success of TYP students.
Oversee TYP admissions processes, including application review, interviews, and candidate selection, ensuring alignment with program goals and student readiness for university study.
Maintain accessible, engaging course materials (eClass and beyond), embedding access, community, belonging, and neurodiversity-informed approaches into all aspects of instruction and assessment.
Plan and implement academic and cultural programming in collaboration with leadership, while providing ongoing mentorship, guidance, academic mapping, and individualized support to ensure student progression and preparedness for their chosen faculties.
Create and enhance student-centered services and supports that address diverse needs, including mental health, intergenerational trauma, accessibility, and culturally relevant learning approaches.
Collaborate with internal and external partners (Admissions, Registrar, faculties, and support units) to remove barriers, coordinate resources, and ensure students have equitable access to tools, technology, and opportunities for success.