Info for faculty, staff & sessionals
Faculty and staff members in the Department of Indigenous Education have access to central resources through the Faculty of Education. This includes administrative support, IT support and marketing support.
Sessional instructors
Sessional instructors are covered by a collective agreement between CUPE Local 4163 and UVic. Positions for sessional instructors are posted by May for the winter session and February for the summer session.
Appointment priority policy: In keeping with Article 13.01 of the collective agreement between UVic and CUPE 4163 (Component 3), expressions of interest are hereby sought from doctoral students, adjunct faculty, postdoctoral fellows, graduate students and sessional lecturers in the department, as well as other interested parties. Offers of sessional employment will be made from the pool of qualified individuals who express interest in teaching. The positions are subject to availability of funding and attainment of minimum course enrollment numbers.
Salary for sessional positions is between $7,212 (Pay Step 1) - $8,820 (Pay Step 6), commensurate with education and experience. Expressions of interest and CVs or any questions should be directed by email to memccue@uvic.ca.
Current sessional instructor positions for Spring 2027 term:
Spring 2027, online intensive course, January 4-19, 12:30 – 3:30 pm, on Zoom
The focus on final practicum preparation, dialogic learning, teacher as researcher and diverse ways of knowing to identify and explore personally meaningful topics within teaching practice which includes situating ourselves as educators within Indigenous contexts. Individual reflection, collaborative processes and mentoring sessions with the instructor culminate in student facilitated inquiry conversations where the intricacies and overlapping issues of transformative pedagogy are considered and embodied.
Spring 2027, Tuesdays from 12:30 – 3:30 pm, in person at UVic campus
An exploration of learning and teaching approaches to better address the educational requirements of Indigenous children, youth, and adults through understanding Indigenous peoples' relationship with land, language and community. Topics include: study of who Indigenous peoples are, diversity amongst Indigenous peoples, ways to Indigenize the learning and educational environment, and of the systems that impact teachers and learners.
Spring 2027, Fridays, in person at W’SANEC College
A broad overview of the history of First Nations, Métis and Inuit education in Canada. Various eras in the history of K-12 Indigenous Education in Canada are examined. Pre-contact forms of Indigenous knowledge and pedagogy are emphasized. The purpose of education from both historical and contemporary Indigenous perspectives are explored as well as the current situation and future directions in both public schools and Indigenous-controlled schools in BC.
Field advisors
We are currently seeking field advisors for the final 10-week practicum for the Bachelor of Education in Indigenous Language Revitalization (BEDILR) program and for the final 10-week practicum for Bachelor of Education Indigenous Post-Degree Professional (IED-PDP) program.
- Start date: February 2027
- Locations: Placements will be in Ladysmith, Nanaimo, Duncan, Saanich, Northern Gulf Islands, Lillooet Region, Parksville/Qualicum area and the Greater Victoria area
- Salary: Between $1,622.60 and $1,972.60. The field advisor rate of pay is calculated based on experience, the number of TCs assigned and number of contacts.
Expressions of interest and CVs or any questions should be directed by email to memccue@uvic.ca.
Field advisor requirements
Field Advisors for Indigenous Education must have a deep understanding, knowledge and/or lived experience in Indigenous ways of knowing and being as well as recent teaching and/or administrative experience in and current knowledge of the BC K-12 school system. They must have strong understanding of BC curriculum, assessment and reporting practices. An understanding of the requirements of the BCTC, including the Professional Standards for BC Educators and how they apply to the role of the teacher candidate. Must have a clearly demonstrated commitment to equity diversity and inclusion. Strong communication skills especially an ability to facilitate coaching and hold challenging conversations with empathy.
- maintaining up to date knowledge of current BC curriculum, assessment, reporting and pedagogical approaches
- meeting with Teacher Candidates (TCs) before the practicum begins to outline expectations, review lesson planning, and ensuring that preparation is specific, practical, and sufficient
- assisting the TC in identifying responsibilities to their practicum school, the students, teaching and support staff, and administration
- sending introductory email/visiting mentors and administrators at school site
- communicating with IED Practicum Coordinator as needed around practicum planning and readiness
- ensuring teaching load and responsibilities meet requirements for certification and practicum requirements set out by the IED Practicum Coordinator
- meeting with each TC before the practicum begins to review and sign practicum planning checklist and uploading signed checklist to Brightspace
- observing the TC and providing constructive feedback through observation notes and debriefs which identify the strengths and offering specific suggestions for improvement
- providing the TC with a copy of written observation notes
- ensuring TC is receiving appropriate and timely feedback from mentor teacher(s) which supports TC growth and development
- consulting regularly with the mentor teacher(s) regarding the TC’s progress
- communicating with IED Practicum Coordinator as necessary, especially if there are practicum concerns, and following processes outlined in the Field Experience Handbook
- providing feedback on TC’s Self-Assessment form to support development of meaningful and attainable goals with specific strategies for implementation
- completing, in collaboration with the mentor teacher(s), and with input by the TC, a midway report (if required) and summary report
- providing the TC and Teacher Education Office with a signed copy of the summary report and other related documentation
- attending practicum debrief sessions as necessary
Teaching assistants
Every year, we hire teaching assistants (TAs) to help support undergraduate education, offering our graduate students the chance to develop valuable teaching skills. TAs are covered by a collective agreement between CUPE Local 4163 Component 1 and UVic.
Calls for applications are normally sent out to current graduate students two months before the start of term and assignments can be finalized up to the second week of classes.
Priority will be given to graduate students enrolled in Indigenous Education graduate programs, in accordance with Appendix A Appointment Priority Policy or LOU # TA 1.
Research assistants
Faculty members with external research grants often hire graduate students as research assistants (RAs). Details of these appointments (salary, hours, etc.) are worked out between the student and the faculty member.
Contact faculty members to find out about possible openings.