Plan and deliver programs for students with a range of exceptionality.
Facilitate the Individual Education Plan (IEP) planning and delivery process with the school-based team and enrolling teachers.
Plan and deliver a teacher assistant program with enrolling classrooms.
Support learning of exceptional learners using computer technology.
Integrate appropriate Aboriginal content and resources into educational programs.
Collaborate with teaching and non-teaching staff and parents/guardians.
Collaborate on a learner-focused education system and support School Improvement Plans, the District (Aboriginal Education) Partnership Agreement, and the District Framework for Enhancing Student Learning
Requirements summary
Bachelor of Education (elementary) or equivalent academic qualifications.
Certificate of qualification issued under the Teachers Act.
Recent successful teaching experience and/or training at the Elementary level.
Degree or Diploma in Special Education.
Academic training and experience planning and delivering programs for students with exceptionality (including at least three of: Mild Intellectual Disabilities, Moderate to Profound Intellectual Disabilities, Autism Spectrum Disorder, Physically Dependent or Physical Disability, Chronic Health Impairment, or other Ministry-recognized designation).
Ability to facilitate IEP planning and delivery with the school-based team and enrolling teachers.
Ability to plan and deliver a teacher assistant program with enrolling classrooms.
Ability to use computer technology to support learning of exceptional learners.
Thorough knowledge and understanding of local Aboriginal culture, history and communities.
Willingness to integrate appropriate Aboriginal content and resources into educational programs.
Excellent interpersonal skills and demonstrated strong classroom management skills.
Willingness to integrate appropriate technologies into educational programs.
Ability to work cooperatively with staff and parents/guardians.
Willingness to work collaboratively toward improving student achievement by supporting district plans and frameworks
Bachelor of Education (elementary) or equivalent academic qualificationsDegree or Diploma in Special EducationCertificate of qualification issued under the Teachers ActInterpersonal skillsClassroom managementElementary teachingCollaboration with parents/guardiansSupporting student achievement strategies and structuresIntegrating Aboriginal content and resourcesIntegrating appropriate technologies into educational programsSpecial education program planning and deliveryIndividual Education Plan (IEP) facilitationTeacher assistant program planning and deliveryUse of computer technology to support learningCollaborative teamwork with school-based team
Job description
<p></p> <p>School District No.
52 (Prince Rupert) is located within traditional Ts’msyen Territory on the beautiful north coast of B.C. and services the small communities of Hartley Bay and Port Edward in addition to the City of Prince Rupert.
Currently we have one secondary school, one middle school, five elementary schools, one store-front site and one “on reserve” school (Hartley Bay, K-12).
Our student population is approximately 2,000 students, 62% of which are aboriginal.</p> <p>Our small community boasts an excellent recreation facility (ice arena, swimming pool and gymnasium), an 18-hole golf course, racquet centre, tennis court, museum and a 700-seat performing art centre.</p> <p>School District No.
52 is an exhilarating place to work where new ideas and opportunities are embraced.
School District No.
52 has often been described as “cutting edge” in terms of instruction and assessment practices and is well known for the forward thinking work of the Aboriginal Education and Support Services Department and their initiative and involvement in many projects.</p> <p>School District No.
52 has the following opportunity:</p> <p> <br></br></p><p><strong><u> Lax Kxeen Elementary School</u></strong></p><p> Continuing, full-time ( 1.0 f.t.e.) effective September 8th 2026.
Initial assignment to LST and Prep</p><p> <b>Necessary qualifications include:</b></p><ul><li><b>Bachelor of Education (elementary) or the equivalent academic qualifications; </b></li><li><b>Recent successful teaching experience and/or training at the Elementary level </b></li><li><strong>Degree or Diploma in Special Education;</strong></li><li><b>Academic training and experience in the planning and delivery of programs to students with a range of exceptionality including at least three of Mild Intellectual Disabilities, Moderate to Profound Intellectual Disabilities, Autism Spectrum Disorder, Physically Dependent or Physical Disability or Chronic Health Impairment or other designation recognized by the Ministry of Education.</b></li><li><b>Demonstrate readiness and ability to facilitate the Individual Education Plan planning and delivery process working with the school-based team and enrolling teachers in the school;</b></li><li><b>Demonstrate ability to work effectively on the planning and delivery of a teacher assistant program with enrolling classrooms;</b></li><li> <b>Ability to make use of computer technology to support the learning of exceptional learners;</b></li></ul><p><strong><u>Generic Qualifications </u>(All Vacancies)</strong></p><p>The following qualifications are generic and necessary to all teaching positions in School District #52 (Prince Rupert).
Collaboration with teaching and non-teaching staff
Aboriginal culture, history and community knowledge
Applicants must have:<br></br></p><ul> <li> a certificate of qualification issued under the Teachers Act;</li> <li> a Bachelor of Education or equivalent;</li> <li>a thorough knowledge and understanding of local Aboriginal culture, history and communities;</li> <li>willingness to integrate appropriate Aboriginal content and resources into educational programs;</li> <li> excellent interpersonal skills;</li> <li>demonstrated strong classroom management skills;</li> <li>willingness to integrate appropriate technologies into educational programs;</li> <li>the demonstrated ability to work co-operatively with teaching and non-teaching staff and parents/guardians;</li> <li>be willing to work collaboratively on a team that is committed to the principles of a learner-focused education system;</li><li>willingness to work collaboratively toward improving student achievement by actively supporting the strategies and structures in the School Improvement Plans, the District (Aboriginal Education) Partnership Agreement, and the District Framework for Enhancing Student Learning (formerly known as the Achievement Plan)</li></ul> <p> </p> <p><br></br> </p>
Market context
Classroom teacher roles in British Columbia
Classroom teacher roles in British Columbia are often shaped by steady demand for educators who can support diverse learners and meet district curriculum needs. These positions can be competitive because employers may look for current teaching credentials, classroom experience, and evidence of instructional planning, while the salary range of CAD 70,437–112,872 reflects the role’s scope. Review the AI-summarized requirements and benefits here to save research time, and confirm any credential or certification details before applying.
