Project Background

The K’asho Got’ine Housing Society (KGHS), in partnership with Ne’Rahten Developments Ltd. (NDL), is addressing challenges to successful construction trades training in Fort Good Hope and the Sahtú region, by supporting the development of construction trades skills. KGHS and NDL have partnered with the Sahtú Divisional Education Council (SDEC) and Chief T’Selehye School in Fort Good Hope to staff a school and community-based ‘Trades Support Instructor’. This instructor will 1) support high school students who are enrolled in the Schools North Apprenticeship Program (SNAP) to meet their educational and work placement requirements, and 2) work with adult learners in the community to meet the educational needs required to meet their trades goals. The Trades Support Instructor will report to the Executive Director of KGHS.

This position involves instruction, preparation, assessment, classroom management, professional development and school meetings, community and parental relations, and adherence to all KGHS, SDEC, and Chief T’Selehye School policies and procedures. The Trades Support Instructor teaches vocational training subjects which includes organizing programs of practical and technical instruction, including demonstrations of skills required in trade, and lectures on theory, techniques, and terminology. The Trades Support Instructor coordinates workshops for students hosted by local or visiting tradespeople. They provide one on one or small group instruction to students in subject areas such as mathematics, science, drawing, use and maintenance of tools and equipment, codes or regulations related to trade, safety precautions, and soft skills to succeed in the workplace.

The Trades Support Instructor will play an important role in a region-wide project to support pre-apprentice training in the Sahtú, operated by the K’ásho Got’ı̨nę Housing Society. The overall objectives of this project include:

• Support the development of trades capacity in Fort Good Hope and the Sahtú;
• Create a supportive environment to address barriers to trades training;
• Create training opportunities to prepare local and Indigenous workers for careers in the construction sector;
• Develop long-term workforce training, retention, and succession solutions for the construction sector in the Sahtú region; and
• Work with partners to develop and test solutions to long-standing barriers to trades training in remote and northern communities.

Expected Outcomes

• Increased interest from students and residents in trades careers;
• Increased skills in various trades, and support for more careers in the skilled trades;
• Increased number of Sahtú residents passing the Trades Entrance Exam; and
• Established partnerships and program development for future trades training in Fort Good Hope.

What is the SNAP Program?

 The Schools North Apprenticeship Program (SNAP) is an Education, Culture and Employment (ECE) work experience program for Northwest Territories (NWT) high school students. It began in 1995 with the intention of encouraging students to consider skilled trades as a great career choice and to help students make the transition from school to work. The program provides students interested in skilled trades with a way to gain valuable work experience while completing their high school education, earning work experience credits at the same time. Those who move into an apprenticeship after high school can earn their trades credential and have little to no student debt. SNAP also provides employers with the opportunity to develop young workers in a designated trade, fill their own skill gaps, and re-invest in their home communities.

• Trades instruction could include carpentry, plumbing, electrical, etc. Trades instruction will also involve facilitation of instruction by local and visiting tradespeople for trades that the Trades Support Instructor may not be very familiar with.

• Pursue a variety of methodology in teaching and instructing students, including lectures, demonstrations, and discussions.
• Ensure that instruction meets the learning and development needs of a variety of students. Therefore, individualizing and adapting materials and processes to enhance student understanding at their required level.
• Work with partners to develop lesson plans and curriculum, including year plan preparation.
• Review, analyze, evaluate, and report on student academic, social, and emotional growth.
• Assessment of schoolwork, projects, and exam oversight. Evaluate each student’s performance, knowledge, and skills and meet all reporting and assessment deadlines.
• Taking and reporting attendance of students.
• Consistently meet scheduled deadlines.
• Undertake effective classroom management strategies.
• Participate actively in teacher evaluations and acting on areas for improvement or professional development. Maintain professional competence through in-service training activities provided by KGHS, the school, the school district and/or in self-selected professional growth activities.
• Tests and evaluates achievement of student in technical knowledge and trade skills.
• Prepare report cards and progress reports. Report to Principal for students at Chief T’Selehye School, and report to KGHS for adult learners in the community.
• Refer attendance and behavior concerns of Chief T’Selehye School students to school administration. Meetings with administration as required to address any emerging issues.
• Mandatory attendance at school staff meetings.
• Be present at school events.
• Counsels, confers with, and communicates with parents, school, and district regarding student progress in the programs.
• Comply with the Chief T’Selehye School Teacher Code of Conduct.
• Other duties or responsibilities as assigned by the Principal and KGHS Executive Director.
• Work with up to 10 adult learners in the community to create an Individual Learning Plan and support them to adhere to the plan through regular check-ins. Refer attendance and behavior concerns of adult learners to KGHS.
• Work closely with community partners including Government of the Northwest Territories Education, Culture, and Employment (ECE) Department, Aurora College, NDL., and other potential businesses in the community that can offer job placements for students
• Coordinate monthly meetings with invested community members and partners including ECE, Aurora College, NDL, and KGHS, to promote collaboration and strong community support of projects

• A degree, college diploma or demonstrated expertise in the field of instruction.
• Some experience working in construction trades (carpentry, electrical, oil burner, mechanical, housing maintenance, etc.). Certified journeyman is preferred.
• 2-3 years of experience in a similar role is preferred.
• Standard First Aid and CPR certification is considered an asset.
• Possess strong leadership, public-speaking, and classroom management skills to successfully instruct students in the way they should do particular activities.
• Proficient computer skills including Microsoft Office Applications (Word, Excel, Internet, and Email).
• Excellent verbal and written communication skills.
• Satisfactory Criminal Record Check with Vulnerable Sector Check.
• Valid driver’s license (unrestricted) and ability to travel as required.

Fort Good Hope is a remote largely Dene community in the NWT. Preference will be given to applicants that have prior working experience with Indigenous communities in northern Canada.

If required criteria are met, preference will be given to Sahtú Beneficiaries firstly, residents of the Sahtú secondly, and to residents of the NWT and or Indigenous applicants thirdly. We encourage people to self-identify.

Please send in a resume with a cover letter outlining your experiences and qualifications.