Program Coordinator – Get Outside BC for Youth in Care
Program Coordinator – Get Outside BC for Youth in Care
Part-Time Contract Position
Are you passionate about protecting B.C.’s ocean and wilderness and keeping B.C.’s public land and water wild forever? Are you excited by the opportunities and challenges that come with working in a complicated social and political landscape with a myriad of views on the best solutions?
CPAWS-BC is seeking a dynamic Program Coordinator to lead the creation of a new a CPAWS-BC program, Get Outside BC for Youth in Care. Based at the CPAWS-BC office in Vancouver, the Program Coordinator will be responsible for coordinating and executing all aspects of the Get Outside BC for Youth In Care Program. The Program Coordinator ensures the smooth delivery of the program objectives and positive participant experience while maintaining partner relationships and administrating the day to day project tasks. The Program Coordinator will work closely with the Executive Director and Community Engagement Coordinator.
The Canadian Parks and Wilderness Society, BC Chapter (CPAWS-BC) is one of Canada’s oldest non-profit conservation groups. We protect wilderness in every corner of BC and deep into the ocean. We have been protecting BC’s nature since 1978 and are dedicated to keeping BC’s public land and water wild forever. We need help protecting wilderness in every corner of B.C. and deep into the ocean. Is that you?
CPAWS-BC’s hiring practices give priority to Aboriginal people and people who face barriers to employment. We encourage applications from former youth in the foster care system and Indigenous people living in BC.
- Build, manage and maintain relationships with program partners to further program objectives;
- Coordinate all aspects of the Get Outside BC for Youth in Care program, including assisting youth participants with problem solving and planning, as well as evaluating and reporting on the program;
- Recruit youth in or who have transitioned out of the foster care system to join the Youth Advisory Committee;
- Coordinate and complete administrative tasks relating to program activities;
- Facilitate Youth Advisory Committee meetings, workshops, and presentations in both indoor and outdoor settings;
- Lead outdoor activities (e.g. hiking, snowshoeing, canoeing, etc.)
- Create and implement the Get Outside BC for Youth in Care program using feedback from the Youth Advisory Committee and social service organization;
- Track expenditures and manage program budget; and
- Serve as an ambassador for the organization, leaving all with a positive perception if the organization and its staff.
Monitoring and Evaluation
- Ensure the Get Outside BC for Youth in Care program has a clear strategy, deliverables, and assessment tools (to measure success); and
- Regularly report back on program using reliable metrics and evaluation tools.
Core Requirements/ Competencies:
- Problem solver and solutions based thinker, who is able to demonstrate a passion for community engagement
- Must have a strong understanding of privilege and oppression and how it impacts community engagement/community work in the context of youth in the foster care system
- Experience in planning and program management, including goal setting, determining strategies to move a program forward, create and implement action plans, manage budgets, and monitor and evaluate programs in order to report on deliverables
- Flexibility/ adaptability. Tolerant of a constantly changing work environment and adjust quickly to changing priorities and conditions
- Experience facilitating workshops for youth and adults
- Experience leading outdoor activities
- Community organizing
- 2 years experience working with vulnerable populations or at-risk-youth in an outdoor setting
- Experience in the fields of environmental stewardship, environmental education, and curriculum development is considered an asset
- Experience with Microsoft Office suite
- A valid class 5 (or higher) driver’s licence without restrictions
- A clear criminal record with respect to working with youth and vulnerable populations (the actual criminal check will be done using our system after the interview – do not do in advance)
- Ability to work in Canada, without restrictions
Additional Asset Criteria:
- Lived experience with the Foster Care system
- Additional fluency in languages other than English
- Experience working in the NGO/ENGO sector
- A passion for conservation work
- An ability to work in a fast paced, high distraction environment
- Being extremely well organized
Note: This position may include working with vulnerable people and therefore a successful Criminal Records Check will be required. CPAWS-BC will conduct the records check for the successful candidate. Please do not apply for a Criminal Records Check in advance of being offered the position as CPAWS-BC has a specific system that we are required to use.
Location and working environment: This is a six month part-time, 20 hours per week, contract position at CPAWS-BC’s downtown Vancouver office. Our work environment appeals to self-directed, flexible team players who have excellent interpersonal skills. Our office is close to multiple transit options and we have an open, hard-working, fun, and creative team environment.
Compensation: Compensation starts at $20 per hour and increases on a scale commensurate with the experience of the successful candidate.
Preferred start date: Late February or Early March, 2017
Applications: Please send a cover letter and resume with the subject line: “Program Coordinator Position” to the attention of the CPAWS-BC Hiring Committee at email@example.com. No phone calls or inquiries please.
Please ensure that your cover letter indicates how you meet the CPAWS-BC’s Core Requirements and Qualifications, as well as how your past experience will make you successful with this position’s Key Responsibilities.
Deadline: 13 February 2017, at 11:59pm
Please note that we will not be able to respond to applicants until after the deadline, with the exception of an auto-response that you will receive immediately to indicate that your application has been received.
For more information on CPAWS-BC visit our website at www.cpawsbc.org and sign-up on our mailing list, or connect with us on Twitter and Facebook: cpawsbc
Canadian Journal of Education
Canadian Journal of Education/Revue canadienne de l’éducation has just published its latest issue [Vol 39, No 4 (2016)] at http://www.cje-rce.ca/index.php/cje-rce. We invite you to review the Table of Contents on our site and review articles and items of interest.
|Editorial | December 2016|
|Christopher DeLuca, Theodore M. Christou||1-3|
|Les enseignants issus de la diversité ethnoculturelle représentent-ils une valeur ajoutée pour la profession ? Résultats d’une étude menée en Suisse romande||PDF (Français)|
|Stéphanie Bauer, Abdeljalil Akkari||1-25|
|Documenter les façons de faire d’enseignants de 6e année du primaire en mathématiques, en lecture et en écriture dans toutes les étapes de la démarche d’évaluation||PDF (Français)|
|Lakshmee Devi Ramoo, Micheline-Joanne Durand||1-24|
|Revisiting the Challenges Linked to Parenting and Home–School Relationships at the High School Level|
|Rollande Deslandes, Sylvie Barma||1-32|
|Développer le sens du métier pour favoriser le bienêtre en formation initiale à l’enseignement||PDF (Français)|
|Enseigner en milieu francophone minoritaire canadien: synthèse des connaissances sur les défis et leurs implications pour la formation des enseignants||PDF (Français)|
|Martine Cavanagh, Laurent Cammarata, Sylvie Blain||1-32|
|From Cultural Deprivation to Individual Deficits: A Genealogy of Deficiency in Inuit Adult Education|
|Inclusion Reconceptualized: Pre-Service Teacher Education and Disability Studies in Education|
|Chris Gilham, Joanne Tompkins||1-25|
|Étude de conditions didactiques favorables à la décontextualisation des connaissances mathématiques||PDF (Français)|
|Lire des textes de fiction et des textes informatifs aux élèves du préscolaire et du primaire : analyse des interactions extratextuelles des enseignants||PDF (Français)|
|Evolving Practices: Admissions Policies in Ontario Teacher Education Programs|
|Michael Holden, Julian Kitchen||1-28|
Book Reviews/Recensions d’ouvrages
|Indigenous Business in Canada: Principles and Practices|
|Melanie Nelson, Matthew Waugh||1-4|
|Self-Construction and Social Transformation: Lifelong, Lifewide and Life-deep Learning|
|GRIT: The Power of Passion and Perseverance|
This Massive Open Online Course (MOOC) will help you envision how Indigenous histories, perspectives, worldviews, and approaches to learning can be made part of the work we do in classrooms, organizations, communities, and our everyday experiences in ways that are thoughtful and respectful. In this course, reconciliation emphasizes changing institutional structures, practices, and policies, as well as personal and professional ideologies to create environments that are committed to strengthening our relationships with Indigenous peoples.
Everyone is welcome and encouraged to take the MOOC, it is not just for teachers and will build competence and understanding applicable across a variety of communities.
Dates: January 24 – March 7, 2017
Location: Online (asynchronous, approximately 2-4 hours per week)
This online course is delivered using the edX platform. For course details and how to register, please see http://pdce.educ.ubc.ca/MOOC
Register at https://www.edx.org/course/reconciliation-through-indigenous-ubcx-indedu200x-1 by January 23
for Indigenous students, educators, and community members who might be interested in applying to a PhD or EdD program in one of the Departments or School in the Faculty of Education at UBC.
Associate Dean, Indigenous Education, Faculty of Education
Director, Native Indigenous Teacher Education Program (NITEP)
Professor of Indigenous Education in Teacher Education
Associate Professor, Department of Language and Literacy Education
University of British Columbia | Unceded Musqueam Territory
The World Indigenous Peoples Conference on Education (WIPCE) 2017 will be hosted by Six Nations Polytechnic and Tap Resources on July 24th – July 29th, 2017 in Toronto, Ontario, Canada. The deadline for abstract submissions is August 31st, 2016.
Six Nations Polytechnic and TAP Resources are excited to host the World Indigenous Peoples Conference on Education – the most prestigious Indigenous education event the world has to offer!
We are very grateful to the Native Hawaiian Education Association, WIPCE 2014 host, for their kindness, generosity, wisdom and most of all, their friendship as we transition to 2017.
Our team is working hard to plan an exceptional experience that showcases Indigenous peoples of this territory and beyond, with assistance from Tourism Toronto, sponsors and community partners.
Please check our website frequently for news, updates, and more! http://www.wipce2017.com/
Let the adventure begin – We look forward to sharing an exciting and unforgettable experience with you in Toronto, 2017!
University of Ottawa Full-Time Faculty Positions in:
Indigenous Studies, Interdisciplinary Approaches to Teacher Education at the Primary/Junior Level, Inclusive Education, E-learning in Higher Education Contexts, and Program Evaluations
The functions of a member of the academic faculty include, in varying proportions: teaching activities, scholarly activities in the form of research, artistic or literary creation, or professional work, academic service activities, supervision of graduate students.
Requirements: Education: PhD. In Education or equivalent in a field related to the position. Work Experience: A demonstrated excellent research track record in a field-related to the position. A demonstrated track record in teaching and training at the undergraduate and graduate levels in the context of interdisciplinary collaboration, ability to teach hybrid and on-line courses. Passive knowledge of French is a requirement for tenure.
Deadline: September 15, 2016
Apply: Send Resume, a detailed research proposal, a description of teaching interests and 3 references to Raymond LeBlanc, PhD., Acting Dean, Faculty of Education, University of Ottawa firstname.lastname@example.org
Provoking Curriculum Call for Papers
February 17-19, 2017
Eighth Biennial Provoking Curriculum Conference
Faculty of Education, McGill University, Montreal, Canada
Co-sponsored by CACS (Canadian Association for Curriculum Studies)
We welcome submissions to the upcoming Provoking Curriculum conference. While we invite any and all pieces that address your current work in curriculum studies, we especially invite submissions that speak to “Curriculum Encounters.” We welcome proposals for: papers and panels; poetry, arts-informed, and performative pieces.
“Curriculum Encounters” attends to how curriculum, never politically neutral nor materially inert nor disembodied, is always ‘in the making.’ We understand ‘making curriculum’ as very different from the notion of curriculum as a “management category” preoccupied with making a “language of input and output within a production system” (Aoki, 2005, p. 271). Instead, we know that ‘making curriculum’ (as well as unmaking it) carries ethical charges, opening ourselves to encounters (past, present, future; expected and unexpected): (1) with a plurality of voices, beings and bodies, which are all in movement, (2) in spaces that may be disciplinary, interdisciplinary or transitional/in between), and that through our encounters (3) affective intensities may be produced, which can 4) inspire new ethical charges.
Therefore, the proposed theme includes the following (4) thematic strands: Plurality, Spaces, Intensities, and Charges.
Whose voices, beings or bodies need to be considered in our curriculum encounters? As Maxine Greene (and Hannah Arendt) remind us, plurality is “the condition of human action because we are all the same, that is, human, in such a way that nobody is ever the same as anyone else who ever lived, lives, or will live” (Greene, 1995, pp. 155-6).
What kinds of curricular spaces (e.g., disciplinary, interdisciplinary, transitional/in between, “places d’accueil”) can be created to be open to a plurality of voices, beings and/or bodies? In what kinds of spaces are curriculum boundaries made and unmade? By whom, where and why? How can such reconfigurations contribute to projects of curricular reconstruction (Pinar, 2011)?
Which curricular intensities will conduce to attuning and opening us to plurality and differences? What kinds will produce discomfort and provoke thinking? How can we become better attuned to the “affective discharges of the semiotic” (Lewkowich, 2015, p. 46) including instances “where the body takes over from … words” (Phillips in Lewkowich, 2015)?
What kinds of curricular charges (e.g., responsibilities, commitments, projects, movements), might emerge from these intensities so as to catalyze consciousness and move us towards more “just and caring” classrooms and curricula (Greene, 1995, p. 167), ones that address such important contemporary issues as sustainability and wellbeing, and that can continually bring us back to the question: “What is the significance of inviting people to take up what really matters to them?” (Chambers, 1998, p. 17).
When submitting a proposal, include the following:
- Name & e-mail address for each participant involved in the proposal
- Institutional affiliation
- Title of the presentation
- 250-word abstract with a clear explanation of the presentation format
Please submit your proposals by September 6, 2016 to email@example.com.
The conference will open Friday evening with a plenary, with sessions running Saturday and Sunday, and concluding Sunday at 3:30 pm. We are anticipating publishing from the conference (e.g., journal issue; edited book): more news at the conference itself!
Thank you and we look forward to your submissions!
Provoking Curriculum Organizing Committee
Teresa Strong-Wilson (McGill) & Avril Aitken (Bishops), co-presidents of CACS, with Mindy Carter, Margaret Dobson, Christian Ehret, Lisa Starr, Paul Zanazanian (McGill), Sandra Chang-Kredl (Concordia) & McGill doctoral students Mitchell McLarnon, Shauna Rak, Abigail Shabtay, Layal Shuman, & Amarou Yoder; thank you to Shauna for permission to include the ‘provocative’ image included in this Call.
Aoki, T. (2005). In the midst of slippery theme-worlds: Living as designers of Japanese Canadian curriculum (1992). In W. Pinar and R. L. Irwin (Eds.), Curriculum in a new key: The collected works of Ted T. Aoki (pp. 263-77). Mahwah, NJ: Lawrence Erlbaum.
Chambers, C. (1998). On taking my own (love) medicine: Memory work in writing and pedagogy. Journal of Curriculum Theorizing, 14 (4), 14-20.
Greene, M. (1995). Releasing the imagination: Essays on education, the arts and social change.
San Francisco: Jossey-Bass.
Lewkowich, D. (2015). Reminders of the abject in teaching: Psychoanalytic notes on my
sweaty, pedagogical self. Emotion, Space and Society, 16, 41-47.
Pinar, W. (2011). The character of curriculum studies: Bildung, currere, and the recurring question of the subject. New York: Palgrave Macmillan.
[in education] has just published its latest issue at
http://ineducation.ca/ineducation. This is a CASIE Guest-Edited Special
Issue on Indigenous Education. We invite you to review the Table of Contents
here and then visit our web site to review articles and items of interest.
Thanks for the continuing interest in our work,
Patrick Lewis, Editor-in-Chief
Shuana Niessen, Managing Editor, in education
Vol 22, No 1 (2016): Spring 2016 [Indigenous Education] in education
Table of Contents
Culturally Relevant Physical Education: Educative Conversations with
Mi’kmaw Elders and Community Leaders (2-21)
Daniel B. Robinson, Joe Barrett, Ingrid Robinson
The Community Strength Model: A Proposal to Invest in Existing Aboriginal
Intellectual Capital (22-41)
Michelle J. Eady
Digital Technology Innovations in Education in Remote First Nations (42-60)
Brian Beaton, Penny Carpenter
Culture in Schooling in the Inuvialuit Settlement Region (61-76)
Paul Berger, Jennifer Johnston, Melissa Oskineegish
Teacher Attrition in a Northern Ontario Remote First Nation: A Narrative
Filling in the Gaps: Lessons Learned From Preservice Teachers’
Partnerships With First Nations Students (91-109)
Lynne V. Wiltse
An Investigation of the Role of Legends and Storytelling in Early Childhood
Practices in a Kanien’kehá:ka (Mohawk) Early Childhood Facility (110-126)
Fostering Remembrance and Reconciliation Through an Arts-Based Response
Jenny Kay Dupuis, Kristen Ferguson
Kina’muanej Knjanjiji’naq mut ntakotmnew tli’lnu’ltik (In the
Foreign Language, Let us Teach our Children not to be Ashamed of Being
Ashley Julian, Ida Denny
Aboriginal Ways of Knowing and Learning, 21st Century Learners, and STEM
Michelle M. Hogue