Develop and implement Individual Education Plans (IEPs) aligned with students’ strengths, goals, and needs.
Provide functional academic instruction in literacy, numeracy, and communication using differentiated methods and assistive technology.
Teach life and adaptive skills such as hygiene, meal prep, time management, community safety, and personal responsibility.
Support executive functioning through structured routines, visual schedules, and self monitoring strategies.
Foster social-emotional learning through explicit instruction, peer interaction, and behavior support planning.
Coordinate community-based learning opportunities, including transit training and work experience placements.
Work collaboratively with families, EAs, and specialists (SLPs, OTs, counselors) to support student development.
Monitor and document student progress using tools such as functional behavior assessments, adaptive skill checklists, and IEP tracking.
Contribute to a safe, inclusive classroom environment that promotes dignity, independence, and a sense of belonging.
Integrate students into the school environment to meet their individual programming needs.
Support transition planning for post-secondary pathways including employment, supported living, or adult services.
Maintain high standards of alertness, judgment, emotional regulation, and situational awareness to support student and staff safety, including responding to behavioural or medical incidents and implementing safety plans and de-escalation strategies.
Engage with students, community groups, agencies, organizations, and service providers to support student attendance and student success
Requirements summary
Valid BC Teaching Certificate or eligibility for certification.
Specialized training or significant experience teaching students with intellectual disabilities and diverse learning needs.
Experience developing and implementing IEPs, functional curriculum, and behavioral support plans.
Understanding of Universal Design for Learning (UDL), Structured Teaching, and Applied Behavior Analysis (ABA).
Strong communication, organizational, and collaborative skills.
Ability to work flexible hours including evenings and weekends
Valid BC Teaching Certificate or eligibility for certificationCommunicationOrganizational skillsUniversal Design for Learning (UDL)Differentiated instructionSocial-emotional learningIndividual Education Plans (IEPs)Collaboration with familiesSituational awarenessApplied Behavior Analysis (ABA)Safety planningAssistive technologyBehavior support planningFunctional behavior assessmentsFunctional academic instructionLife and adaptive skills instructionExecutive functioning supportStructured routines
Job description
<p>Applications are invited for the position of <b>District Resource Room Teacher</b>. This is a 1.0 FTE Continuing position effective <b>September 1, 2026</b> and qualifies for the Resource Teacher annual allowance. <br></br><br></br> School District #73’s District Resource Room (DRR) Programs are designed to support students with mild to moderate intellectual disabilities and complex learning profiles, including challenges in executive functioning, adaptive behavior, and life skills. The DRR provides inclusive, strengthbased instruction that empowers students to reach their highest level of independence and prepares them for successful transitions into adulthood. The philosophy of these rooms embraces universal inclusion, individualized programming, and a belief in every student's potential to grow and succeed when supported with responsive, meaningful learning experiences. Entry to the District Resource Room occurs through the District Screening Process. The program aims to assist and encourage students in reaching their greatest level of independence through inclusionary practices. </p><p>This is a safety sensitive position requiring employees to maintain a high standard of alertness, judgment, emotional regulation, and situational awareness to support student and staff safety. The work may include immediate response to behavioural or medical incidents, implementing safety plans, and de-escalation strategies. Reporting to the District Principal-Inclusive Education, the District Resource Room Teacher Worker is responsible for engaging with students, community groups, agencies, organizations and service providers with the purpose to support student attendance and student success. This successful applicant will be required to work flexible hours which include evenings and weekends to meet the needs of the youth and program. </p><p>This is a position of <b>Special Responsibility</b> and will be filled by competition.</p><p>Responsibilities of the District Resource Room include: <br></br>
Develop and implement <b>Individual Education Plans (IEPs)</b> aligned with students’ strengths, goals, and needs <br></br>
Provide <b>functional academic instruction</b> in literacy, numeracy, and communication using differentiated methods and assistive technology <br></br>
Teach <b>life and adaptive skills</b> such as hygiene, meal prep, time management, community safety, and personal responsibility <br></br>
Foster <b>social-emotional learning</b> through explicit instruction, peer interaction, and behavior support planning <br></br>
Visual schedules
Self-monitoring strategies
Behavior de-escalation
Community-based learning coordination
Transit training
Work experience placement coordination
Collaboration with educational assistants (EAs)
Collaboration with specialists (SLPs, OTs, counselors)
Adaptive skill checklists
IEP tracking and progress monitoring
Structured Teaching
Judgment and emotional regulation
Coordinate <b>community-based learning</b> opportunities, including transit training and work experience placements <br></br>
Work collaboratively with <b>families, EAs, and specialists</b> (SLPs, OTs, counselors) to support student development <br></br>
Monitor and document student progress using tools such as functional behavior assessments, adaptive skill checklists, and IEP tracking <br></br>
Contribute to a <b>safe, inclusive classroom environment </b>that promotes dignity, independence, and a sense of belonging <br></br>
<b>Integrate </b>students into the school environment to meet their individual programming needs <br></br>
Support <b>transition planning</b> for post-secondary pathways including employment, supported living, or adult services </p><p>Qualifications: <br></br>
Valid BC Teaching Certificate or eligibility for certification <br></br>
Specialized training or significant experience in teaching students with intellectual disabilities and diverse learning needs <br></br>
Experience in developing and implementing<b> IEPs,</b> functional curriculum, and behavioral support plans <br></br>
Understanding of <b>Universal Design for Learning (UDL)</b>, Structured Teaching, and Applied Behavior Analysis (ABA) <br></br>
Strong communication, organizational, and collaborative skills</p> <p> More details about these unique programs can be found in the <br></br> <a></a></p> <p><strong>School District No. 73 is an equal opportunity employer. All applications are considered on the basis of their suitability for the position(s), regardless of the gender, age, sexual orientation, religion, racial origin, marital status and/or disabilities of the prospective candidate.</strong></p> <p><strong>If reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact Associate Superintendent John Wiedrick, <a></a>. </strong></p> <p><strong></strong></p> <p></p> <p> </p>
District Resource Room Teacher
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