T25-51 Continuing, Full-Time, Resource / Learning Assistance Teacher
Worksite: Mount Slesse Middle School
Contract Type: Continuing, Full-Time
Assignment Area(s): Resource / Learning Assistance Teacher
Salary Range: $5+,711 to $10+,520 (range based on length of service and qualifications in accordance to the collective agreement)
Effective Date: September 1, 2025
Please Note: The assignment within this position may not be identical to the assignment as indicated in this posting
Deadline for Applications: Friday, April 25, 2025 – 12:00 pm
Electronic Applications must be submitted through Make A Future and include a Cover Letter, Resume, Teaching Report, Transcripts & the names of two (2) current supervisors who can comment on your teaching.
Required Abilities, Qualifications and Experience:
extensive academic training and post-graduate coursework in the following areas: students with special needs; assessment/testing theory and practice (Level B); strategies for adapting and modifying curriculum
knowledge of, and demonstrated application of the Ministry of Education's current philosophy, teaching practices, and evaluation/assessment/reporting procedures as outlined in the Manual of Policies, Procedures and Guidelines for Special Education Services
demonstrated experience and ability in being able to carry out a variety of assessments, including classroom observation, curriculum-based assessment and diagnostic teaching methods, administration and interpretation of Level B Assessments including the WIAT, PPVT, Key Math and TOWL
demonstrated experience in and knowledge of methods for evaluating and selecting instructional materials suitable for students with a variety of special needs and learning disabilities
demonstrated understanding of and successful experience in teaching students with moderate to severe intellectual disabilities, autism, chronic health and physical disabilities, and multiple disabilities as defined by the Ministry of Education
knowledge of and demonstrated experience in the development, implementation, and evaluation of Competency-Based IEPs in consultation with the classroom teacher(s), parent(s), student, and district personnel
extensive academic training, professional preparation, and qualifications in teaching in all areas of this assignment
knowledge of, and demonstrated application of the Ministry of Education's current philosophy, teaching practices, and evaluation/assessment/reporting procedures as applied to all areas of this assignment
willingness to attend District training to learn and implement Competency Based IEP's
demonstrated ability to lead, coordinate and integrate competency-based and inclusive support services through the school-based team (consultation, collaborative planning, coordination, case management, direct instruction/intervention, transition planning) for students
proven ability to collaborate with school-based team members and staff to support all diverse learners
willingness to team teach and co-teach to provide whole class support with a pull-out / push-in model
demonstrated excellent communication, interpersonal and organizational skills
demonstrated ability to organize, maintain, and integrate a continuum of support services and resources at the school level, including scheduling and supporting the work of Educational Assistants
demonstrated ability to collaboratively lead, develop and oversee the implementation of Competency-Based IEPs that ensure students have multiple access points to the curriculum and can demonstrate their learning through multiple modalities and digital portfolios
proven ability to coordinate services and partner with school, district, community and provincial organizations and resources (for example, POPARD, SET-BC, MCFD)
demonstrated knowledge of Ministry accountability and audit requirements and processes
demonstrated ability to collaborate with teaching colleagues to implement and support inclusive practices (inquiry/project based/experiential learning), UDL, and alternate demonstrations of learning and co-teaching
demonstrated ability and a desire to participate in a professional learning community that fosters innovation, risk-taking and collaboration
demonstration of, and commitment to Indigenizing curriculum using the First Peoples Principles of Learning
demonstrated excellent classroom management, the ability to establish and maintain positive, respectful, and collaborative relationships with colleagues, students, parents/guardians, and community partners within an inclusive, diverse, and equitable school environment