Design interdisciplinary and personalized instructional approaches to create safe, purposeful, and powerful learning environments.
Participate in teacher learning teams using collaborative models of support to co-plan, co-teach, and co-assess in an inclusive setting.
Use invisible interventions to support students in inclusive classrooms.
Mentor students over time to reflect on how personal interests and strengths overlap with emerging career-life opportunities.
Use technology for planning, attendance monitoring, communicating instruction, and reporting.
Support the School Improvement Plan and District goals through Indigenous ways of knowing, being and doing and the Four Blankets of Resilience.
Provide leadership in preparation of Individual Education Plans (IEPs), adapting and modifying curriculum.
Act as case manager for students with diverse needs and abilities, including students with significant behavioural challenges.
Provide consultative services with parents, teachers, and outside agencies.
Implement Response to Intervention (RTI) to support students.
Teach grades K to 12 using appropriate curriculum and programs for high and low incidence students.
Administer and interpret norm-referenced assessment instruments to level B.
Deliver literacy and differentiated instruction.
Work effectively to meet diverse behavioral and emotional needs of students.
Teach in multi-age/grade groupings.
Bring an Indigenous perspective to learning design
Requirements summary
Valid B.C.
Teaching Certificate.
University training (or equivalent) relevant to the position.
Successful teaching experience relevant to the position.
Minimum Diploma in Inclusive Education (preference for Master’s Degree in Inclusive Education).
Training and experience as an Elementary and Secondary teacher.
Proven skills teaching grades K to 12.
Familiarity with BC Student Performance Standards and new BC Curriculum and Competencies.
University coursework and experience planning and delivering curriculum/programs for high and low incidence students.
Training/experience administering and interpreting norm-referenced assessment instruments to level B.
Ability to provide leadership for IEP preparation, adapt/modify curriculum, and act as case manager for students with diverse needs and significant behavioural challenges.
Understanding and implementation of Response to Intervention (RTI).
Ability to meet diverse behavioral and emotional needs of students.
Experience and training in literacy and differentiated instruction.
Experience working in multi-age/grade groupings.
Ability to bring an Indigenous perspective and ways of knowing, being and doing to learning design.
Transcripts for all related coursework required when applying.
Criminal Records Check agreement required for prospective employees new to School District No.
48 (Sea to Sky)
Diploma in Inclusive Education (minimum)Preference for Master’s Degree in Inclusive EducationUniversity training/coursework relevant to the positionTranscripts for all related coursework required when applyingDifferentiated instructionInclusive educationResponse to Intervention (RTI)Co-teachingIndividual Education Plans (IEPs)Literacy instructionBehavioral and emotional supportIndigenous ways of knowing, being and doingFour Blankets of ResilienceCo-assessingMulti-age/grade grouping instructionTechnology for planning and attendance monitoringCommunicating classroom instruction and reporting
Job description
<p>At SD48, we believe that diversity is a strength and inclusion is a right. Our common goal is to design interdisciplinary and personalized instructional approaches to create safe, purposeful and powerful learning environments in order that all students can <b>think critically, create, collaborate, contribute and learn. </b>Teachers actively work on teacher learning teams using collaborative models of support to co-plan, co-teach and co-assess in an inclusive setting, using invisible interventions. Additionally, teachers mentor students, over time, in reflecting on where their personal interests and strengths overlap with emerging career-life opportunities in the world.</p><p><br></br></p><p><b>All teachers must be prepared to use a variety of technology for planning, attendance monitoring, communicating classroom instruction and reporting, and be prepared to support the School Improvement Plan and District goals through Indigenous ways of knowing, being and doing and the Four Blankets of Resilience.</b></p><p><br></br></p><p>Using a behavioral approach in the interview process, we are seeking qualified candidates with proven success in these areas. The behavioral interview process includes describing the situation or task, the actions you took and the results you achieved.</p><p><br></br></p><p>For further details about our strategic plan and our education plan, Pathways to Learning, go to:</p><p><a></a></p><p></p><p><br></br></p><p><b>Necessary Qualifications:</b></p><p>
possession of a valid B.C. Teaching Certificate;</p><p>
university training, or its equivalent, relevant to the posted position; and,</p><p>
successful teaching experience relevant to the posted position.</p><p><br></br></p><p><b>Posting Details:</b></p><p></p><p><b>INCLUSIVE EDUCATION/COLLABORATIVE SUPPORT</b></p><p><b>0.80 F.T.E. Term, September 8, 2026, to June 30, 2027</b></p><p><b>Or return of the incumbent, whichever occurs first</b><b></b></p><p>
</p><p><b>St’a7mes School</b></p><p>The successful candidate must
</p><p></p><ul><li>possess at minimum a Diploma in Inclusive Education, with preference given to candidates who possess a Master’s Degree in Inclusive Education;</li><li>have training and experience as an Elementary and Secondary teacher;</li><li>have proven skills teaching grades K to 12;</li><li>be familiar with the BC Student Performance Standards and new BC Curriculum and Competencies;</li><li>have completed university level coursework and demonstrated experience in planning and delivery of appropriate curriculum and programs for high and low incidence students;</li><li>have specific training/experience administering and interpreting a variety of norm-referenced assessment instruments to level B;</li><li>be prepared to provide leadership in the preparation of Individual Education Plans, adapting and modifying curriculum, act as case manager for students with diverse needs and abilities, and students with significant behavioural challenges, and provide consultative services with parents, teachers and outside agencies;</li><li>have demonstrated understanding of implementation of Response to Intervention process supporting students;</li><li>have demonstrated ability to work effectively to meet the diverse behavioral and emotional needs of students;</li><li>have experience and training in literacy and differentiated instruction;</li><li>have experience working in multi-age/grade groupings; and,</li><li>bring an Indigenous perspective and ways of knowing, being and doing to our learning design.</li></ul><p>PLEASE
Collaborative co-planning
Invisible interventions
Case management for students with diverse needs
Norm-referenced assessment administration and interpretation
Planning and delivery of curriculum for high and low incidence students
Leadership in inclusive learning design
Consultation with parents, teachers, and outside agencies
NOTE: WHEN APPLYING FOR THIS POSITION, TRANSCRIPTS FOR ALL RELATED COURSEWORK WILL BE REQUIRED.</p><p></p><p></p><p></p><p><b>Salary range:</b> $60,015 per year to $109,520 per year, based on category as assigned by the Teachers Qualification Service (TQS) and previous teaching experience.</p><p>If applying for more than one position, please note order of preference.</p><p>While we thank all applicants for their interest, only those applicants who have been given consideration for an interview will be contacted.</p><p></p><p>Please note that prospective employees, new to School District No. 48 (Sea to Sky), must agree to undergo a Criminal Records Check, as failure to do so will be grounds for refusing employment.</p><p></p><p>We ask that<b> all applications be submitted on the Make a Future website </b>and that your portfolio include the following documents:</p><ul><li>Cover Letter</li><li>Resume</li><li>Final Practicum Reports and/or teaching evaluations</li><li>Academic Transcripts</li><li>Three Professional References and their contact information</li><li>Copy of Teaching Certificate issued by the Teacher Regulation Branch of BC</li></ul><p><b>School District No.48 (Sea to Sky) prioritizes those candidates who self-identify as Indigenous, LGBTQIA2S+, a member of a visible minority and/or a person with a disability for all positions within the School District.</b></p>
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Market context
Inclusive education roles remain in steady demand
In British Columbia, inclusive education and collaborative support roles are typically sought in schools that need teachers who can adapt instruction, coordinate with classroom staff, and support diverse learners. These positions are competitive because employers often look for a valid B.C. Teaching Certificate, relevant teaching experience, and specialized training in inclusive education; a master’s degree can strengthen an application. Review the AI-summarized requirements and benefits on this platform to save time, then tailor your application to show concrete examples of collaboration and student support.
