Design and deliver interdisciplinary, personalized instructional approaches in inclusive learning environments.
Participate in teacher learning teams using collaborative models of support to co-plan, co-teach, and co-assess.
Use inclusive 'invisible interventions' to support student learning.
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, including Indigenous ways of knowing, being and doing and the Four Blankets of Resilience.
Prepare and provide leadership in the preparation of Individual Education Plans (IEPs).
Adapt and modify curriculum for high and low incidence students.
Act as case manager for special needs students and students with severe behaviour issues.
Provide consultative services with parents, teachers, and outside agencies.
Implement Response to Intervention (RTI) processes to support students.
Meet diverse behavioral and emotional needs of students.
Deliver literacy and differentiated instruction.
Administer and interpret norm-referenced assessment instruments to level B.
Collaborate to ensure all students are connected, supported, engaged, and challenged.
Apply knowledge of BC Student Performance Standards and the new Ministry curriculum and competencies
Requirements summary
Valid B.C.
Teaching Certificate.
Master’s Degree in Inclusive Education.
University training (or equivalent) relevant to the position.
Successful teaching experience relevant to the secondary level.
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.
Experience providing leadership for IEP preparation, adapting/modifying curriculum, and case management for special needs and severe behaviour issues.
Understanding and demonstrated implementation of Response to Intervention (RTI).
Ability to support diverse behavioral and emotional needs.
Experience and training in literacy and differentiated instruction.
Familiarity with BC Student Performance Standards.
Knowledge and experience collaborating on co-planning, co-teaching, and co-assessing inclusive learning environments.
Solid understanding of the new Ministry curriculum and competencies.
Reliable vehicle and valid BC Driver’s License.
Transcripts for all related coursework required when applying.
Criminal Records Check required for prospective employees new to School District No.
48 (Sea to Sky)
Master’s Degree in Inclusive EducationUniversity training/coursework relevant to the posted positionUniversity level coursework in planning and delivery of appropriate curriculum and programs for high and low incidence studentsDifferentiated instructionCo-planningInclusive educationResponse to Intervention (RTI)Co-teachingIndividual Education Plans (IEPs)Literacy instructionBehavioral and emotional supportIndigenous ways of knowing, being and doingFour Blankets of ResilienceCo-assessingTechnology 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> </p><p><b>Inclusive Education </b><strong> , Collaborative Support, CLE/CLC</strong></p><p><strong>1.0 </strong><strong> F.T.E. </strong><b> Term, September 8, 2026, to January 29, 2027</b></p><p><b>Or return of the incumbent, whichever occurs first</b></p><p><b>PEMBERTON SECONDARY SCHOOL</b></p><p>The successful candidate must:</p><p></p><ul><li>possess a Master’s Degree in Inclusive Education;</li><li>possess relevant, successful teaching experience teaching at the secondary level;</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 special needs' students, and students with severe behaviour issues, 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 behavioural 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;</li><li>be familiar with the BC Student Performance Standards;</li><li>knowledge and experience in collaborating to co-plan, co-teach and co-assess inclusive learning environments where all students are connected, supported, engaged and challenged; and,</li><li>have a solid understanding and knowledge of the new Ministry curriculum and competencies.</li></ul><p>PLEASE 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>
Norm-referenced assessment administration and interpretation
Case management for special needs students
Severe behaviour issue support
Leadership in inclusive curriculum adaptation and modification
Collaboration with parents, teachers, and outside agencies
Market context
Inclusive education roles remain specialized in B.C.
In British Columbia, inclusive education and collaborative support roles are typically competitive because districts look for candidates with both classroom experience and advanced preparation in inclusive practice. This posting calls for a B.C. Teaching Certificate, a master’s degree in Inclusive Education, and secondary-level teaching experience, which signals a role for educators who can plan differentiated programs and support a range of learner needs. Review the full posting carefully and match your experience to the required curriculum-planning work, especially with high- and low-incidence learners; the job requirements and benefits shown here are AI-summarized from the original description to save you research time.
