Provide in-class and supplemental supports to accommodate students' varied learning needs.
Implement universal in-class strategies using a UDL model.
Work with classroom teachers and the school-based resource team to determine targeted essential supports for small groups and individual students.
Support implementation of competency-based goals and objectives in IEPs in an inclusive environment.
Support primary grades (K-3) with early literacy skills, including Early Learning Profile (ELP) and literacy strategies for emerging readers and writers.
Support social-emotional learning (SEL) strategies.
Assist teachers in understanding and implementing inclusive supports for students with complex developmental disabilities.
Develop and implement competency-based individualized education plans (CB-IEPs).
Create and implement District files for students with Ministry designations in collaboration with students, parents, and school/District staff.
Design and apply assessment techniques to measure and monitor student progress.
Develop and implement trauma-informed strategies to assist classroom teachers.
Analyze student behaviour and collaboratively create realistic behaviour plans.
Support implementation of positive behaviour support and culturally aligned behaviour support systems.
Apply relevant computer technologies, including software platforms, learning apps, and assistive technologies
Requirements summary
Valid BC certification through the BC-TRB (or eligible by the start date).
Masters’ Degree or Diploma in Special Education/Inclusive Education.
Bachelor’s of Education Degree (or K-12).
Successful teaching experience of at least 5 years at the Elementary or Secondary level (ideally both).
Successful completion of two university Level B assessment courses with ability to administer Level B assessments.
Knowledge of PBIS and willingness to support culturally aligned connection and regulation support systems.
Experience using Ministry Special Education criteria to set up and implement supplemental and replacement programs.
Experience creating District files for students with Ministry designations and implementing them collaboratively.
Demonstrated knowledge and skill in developing and implementing trauma-informed strategies.
Strong communication skills with students, parents, school staff, District staff, and other agencies (e.g., MCFD, IHA, CLBC).
Knowledge and experience developing inclusive supports for students with complex developmental disabilities.
Demonstrated experience collaborating with colleagues, students, parents, District staff, and other agencies.
Demonstrated experience working with technology (software platforms, learning apps, assistive technologies, etc.)
Masters’ Degree or Diploma in Special Education/Inclusive EducationBachelor’s of Education Degree (or K-12)Universal Design for Learning (UDL)Inclusive educationTrauma-informed practicesIndividualized Education Plans (IEPs)Collaboration with students, parents, and staffPositive behaviour supportCompetency-based goals and objectivesEarly Learning Profile (ELP)Social-emotional learning (SEL)Behaviour plan developmentAssessment techniques to measure and monitor student progressComputer technologies for teaching and learningFacilitation and organizational skillsEarly literacy support (K-3)
Job description
<p> Brent Kennedy Elementary in South Slocan, BC is looking for a 0.4 FTE (term) Inclusion Support Teacher.</p><p><b> SD8 – Kootenay Lake; INCLUSION SUPPORT TEACHER in Schools</b></p><p> School District 8 – Kootenay Lake has a diverse student population, and our Inclusion Support Teacher (IST) provides invaluable assistance to classroom teachers to determine in class and supplemental supports to accommodate students' varied learning needs.
The IST primarily supports implementation of universal in-class strategies for students, depending on student need.
As well, in consultation with the school-based resource team, the IST works with the classroom teacher to determine best ways to provide targeted essential supports to small groups and individual students.</p><p> Our collective goal is to support and enhance all students' learning experiences and growth.
In schools, the ISTs play an invaluable role in helping teachers use a Universal Design for Learning (UDL) model to ensure there are universal supports, access points for all students, and essential supports where needed.
ISTs help classroom teachers in understanding how to implement competency-based goals and objectives in Individualized Education Plans (IEPs) in an inclusive environment.</p><p> In addition, in elementary school environment, ISTs work mostly in the <u>primary grades (K-3)</u> to provide support to classroom teachers and to students as they develop early literacy skills.
This includes working with teachers to support the Early Learning Profile (ELP) and literacy strategies for emerging readers and writers, as well as supporting strategies in social emotional learning (SEL).</p><p><b> OUR CANDIDATES WILL POSSESS</b></p><ul> <li> A demonstrated commitment to BC’s inclusive education philosophy and practice. </li> <li> A demonstrated commitment to equity, reconciliation and inclusion. </li> <li> Excellent verbal, written, facilitation and organizational skills. </li> <li> Social-emotional competencies of self-awareness, empathy, flexibility, and relationship-building. </li> <li> Commitment to collaboration with students, parents and staff (both school and District) to enhance the school as a learning community.
A demonstrated ability to develop and maintain rapport with students, staff and parents in a welcoming manner. </li> <li> A comprehensive understanding of BC’s revised curriculum, First Peoples’ Principles of Learning, and social-emotional learning (SEL) practices. </li> <li> Training and a deep understanding of neurodiversity. </li> <li> Proven ability to implement effective strategies to engage and support academic success for all learners in an inclusive environment. </li> <li> A deep understanding of universal design for learning, inclusion, individual education plans and student support plans. </li> <li> An understanding of Indigenous approaches to teaching and learning, as well as Indigenizing curriculum in the classroom for diverse learners. </li> <li> Training and experience in implementing and leading trauma-informed practices. </li> <li> Training and experience with analyzing student behaviour and collaboratively creating realistic behaviour plans. </li> <li> Experience with practicing and leading positive behaviour support, and a willingness to support the implementation of school-wide, culturally aligned behaviour support systems. </li> <li> Experience in designing and applying various assessment techniques to measure and monitor student progress. </li> <li> Commitment to professional learning with a desire to learn and implement new methodologies and strategies to support a creative, engaged, and inclusive classroom experience. </li> <li> Demonstrated ability to apply current, relevant computer technologies to teaching and learning.</li></ul><p><b> NECESSARY QUALIFICATIONS</b></p><ul> <li> Must possess valid BC certification through the BC-TRB. </li> <li> Masters’ Degree or Diploma in Special Education/Inclusive Education. </li> <li> A Bachelors’ of Education Degree (or K-12). </li> <li> Successful experience teaching of at least 5 years at the Elementary or Secondary level (ideally at both). </li> <li> Successful completion of <strong><u>two</u></strong> university Level B assessment courses with the ability to administer Level B assessments. </li> <li> Knowledge of positive behaviour intervention and support (PBIS), and a willingness to support the implementation of culturally aligned connection and regulation support systems. </li> <li> Successful experience and demonstrated ability in using Ministry Special Education criteria to set up and implement supplemental and replacement programs. </li> <li> Successful experience and demonstrated ability in creating extensive, competency-based individualized education plans (CB-IEPs) for students. </li> <li> Successful experience creating District files for students with Ministry designations, and implementing them in a collaborative manner with students, parents, and school/District staff. </li> <li> Demonstrated knowledge and skill in developing and implementing trauma-informed strategies to assist classroom teachers. </li> <li> Strong communication skills in working with students, parents, school staff, District staff, and other agencies (such as MCFD, IHA, CLBC etc). </li> <li> Knowledge and experience in developing inclusive supports for students who have complex developmental disabilities. </li> <li> Demonstrated successful experience collaborating with colleagues, students, parents, District staff and other agencies to support students. </li> <li> Demonstrated experience working with technology – software platforms, learning apps, assistive technologies, etc.</li></ul><p><b> DESIRED QUALIFICATIONS</b></p><ul> <li> Training and experience with augmentative technology, medical supports, and personal care would be an asset. </li> <li> An understanding of accessible environments would be an asset. </li> <li> Experience in administering Level B assessments would be an asset. </li> <li> Experience working with a School-Based Team would be an asset. </li></ul><p> This position is due to a leave.
Neurodiversity understanding
Indigenizing curriculum / Indigenous approaches to teaching and learning
Culturally aligned connection and regulation support systems
PBIS knowledge
Assistive technologies / learning apps
Augmentative technology (asset)
For more information contact Principal Danielle Klassen at danielle.klassen@sd8.bc.ca</p><p><br></br></p><p> SD8 serves families in a spectacular, biodiverse region that includes a portion of the West and East Kootenays in southeastern B.C.
Its six families of schools are situated across 15,000 square kilometers of rivers, valleys, lakes, and three mountain ranges, connected by two main municipalities—the Town of Creston and the City of Nelson—with the villages of Slocan, Kaslo, Salmo and many smaller, rural communities dotted in between.
Our district is a great place to live, to work, and for children to learn and thrive.</p><p> The School Board Office is located in Nelson, B.C.
Our schools are dispersed geographically and range in size and composition:</p><p> - 13 elementary schools<br></br> - 1 middle school<br></br> - 1 K-10 school<br></br> - 4 secondary schools<br></br> - 2 K-12 schools<br></br> - online learning and blended programs<br></br> - an extensive array of program options, including Aboriginal Education, Late French Immersion, Outdoor Programs, and a strong International Program.</p><p> </p><p>Salary Range; $68,589 - $114,833 per year, in accordance with the current SD8–Kootenay Lake / KLTF Collective Agreement.
Placement on the salary grid is based on qualifications and years of teaching experience as evaluated by the BC Teacher Qualification Service (TQS).</p><p><strong> Job Description & Requirements</strong></p><p> Applicants must be certified in British Columbia with a Professional Teaching Certificate, or be eligible for certification by the start date of the assignment. <b>Only applications submitted on Make a Future will be considered.
While the District encourages all applications, only those selected for an interview will be contacted.</b></p><p><b> School District 8 supports equity hiring for Indigenous applicants. </b> <br></br> <br></br> *If you are experiencing any technical issues with your application process to contact Make A Future's customer service line as HR cannot upload or assist with these types of issues.
We also cannot accept documents via email such as cover letters/resumes/transcripts/teaching reports via email as they do need to be part of the employee's Make a Future profile. </p><p> <br></br></p>
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