Design and deliver interdisciplinary, personalized inclusive instruction for all students in a safe, purposeful, and powerful learning environment.
Participate in teacher learning teams using collaborative models to co-plan, co-teach, and co-assess using invisible interventions.
Provide mentorship to students over time to reflect on how personal interests and strengths overlap with emerging career-life opportunities.
Use technology for planning, attendance monitoring, communicating classroom 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 and support the Response to Intervention (RTI) process.
Meet diverse behavioral and emotional needs of students using a behavioral approach.
Plan and deliver 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.
Teach ELL at the primary level and support inclusive education/ELL programming.
Work effectively with multi-age/grade groupings
Requirements summary
Valid B.C.
Teaching Certificate.
University training (or equivalent) relevant to the position, including Early Primary.
Successful teaching experience relevant to the position, including teaching ELL at the primary level.
Minimum Diploma in Inclusive Education (preference for a Master’s Degree in Inclusive Education).
TESOL certificate.
Familiarity with BC Student Performance Standards and the new BC Curriculum and Competencies.
University coursework and demonstrated experience planning and delivering curriculum/programs for high and low incidence students.
Training/experience administering and interpreting norm-referenced assessment instruments to level B.
Experience providing leadership for IEP preparation, curriculum adaptation/modification, and case management for students with diverse needs and significant behavioural challenges.
Demonstrated understanding of implementing Response to Intervention (RTI).
Ability to meet diverse behavioral and emotional needs of students.
Experience and training in literacy and differentiated instruction.
Reliable vehicle and valid BC Driver’s License.
Experience working in multi-age/grade groupings.
Transcripts for all related coursework required when applying.
Criminal Records Check required for prospective employees new to School District No.
48 (Sea to Sky)
Diploma in Inclusive Education (minimum)Preference: Master’s Degree in Inclusive EducationUniversity training (or equivalent) relevant to the position, including Early PrimaryTESOL certificateUniversity level coursework relevant to inclusive education/ELLDifferentiated instructionCurriculum adaptation and modificationCo-planningInclusive educationCo-teachingIndividual Education Plans (IEPs)Literacy instructionBehavioral and emotional supportIndigenous ways of knowing, being and doingFour Blankets of ResilienceCo-assessingMulti-age/grade grouping instruction
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><b><br></br></b></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/ELL </b><b><br></br></b></p><p><b>0.30 </b><b>F.T.E. Effective, September 8, 2026</b></p><p><b>0.20 F.T.E. Term, September 8, 2026, to June 30, 2027</b></p><p>
</p><p><b>MYRTLE PHILIP COMMUNITY 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>possess relevant university training, or its equivalent, including Early Primary;</li><li>possess TESOL certificate;</li><li>possess relevant, successful teaching experience teaching ELL at the primary level;</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>possess a reliable vehicle and a valid BC Driver’s License; and,</li><li>have experience working in multi-age/grade groupings.</li></ul><p>PLEASE
Invisible interventions
Case management for students with diverse needs
Administering and interpreting norm-referenced assessment instruments
Consultative services with parents, teachers, and outside agencies
ELL (English Language Learners) instruction
Collaborative teacher learning teams
Response to Intervention (RTI) process
Leadership in inclusive programming
Technology use for planning, attendance monitoring, communication, and reporting
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>
In British Columbia, inclusive education and ELL roles are often shaped by school-based needs for student support, language development, and classroom inclusion. These positions are competitive because districts typically look for a valid B.C. Teaching Certificate, relevant primary and ELL experience, and additional training in inclusive education; requirements and benefits on this platform are AI-summarized from the original job description, saving you research time. Before applying, confirm your experience aligns with early primary and ELL expectations and tailor your application to that mix.
