School District #78 (Fraser-Cascade) Looking for 2022-077 0.5 FTE Temporary District Inclusive Education Teacher at British Columbia Full Time

INTERNAL/EXTERNAL POSTINGS

No. 2022-077

Effective: Immediately to June 29, 2023

DISTRICT 0.5 F.T.E. TEMPORARY INCLUSIVE EDUCATION TEACHER (ITINERANT – Currently posted at Hope Seconary but could change)

The District Inclusive Education Teacher will possess the skills and experience to work cooperatively and collaboratively with members of the school staff, Inclusive Education teachers, Administration and District staff to support priority learners in our schools. This position may also include working with Indigenous students and families on and off reserve.

The District Inclusive Education Teacher will participate as a member of a collaborative team, and consult with school based, District and outside agency personnel and parents to:

assist teachers and special education assistants (SEA’s) to integrate, into regular classes, learners with low incidence designations;

teach to meet the diverse learning needs of all students;

utilize appropriate teaching practices to provide instructional opportunities for full class, small group and individual student learning;

support classroom teachers by providing guidance, direction and strategies to ensure the necessary levels of support;

participate in the yearly placement review process;

co-ordinate/write Individual Education Plans (IEP’s);

provide information and support regarding the role of SEAs;

provide/arrange in-service regarding integration issues;

model and provide information regarding inclusive practices;

facilitate transitions from preschool to kindergarten, elementary to secondary school.

The Inclusive Education Teacher must also:
carry a case load of identified students and manage their IEPs and learning goals;

be prepared to have a teaching load related to supporting student’s learning;

provide direct and indirect service within classrooms;

coordinate and administer assessments, and maintain detailed records;

attend and be an active participant/lead school-based team meetings (SBT);

work with students who demonstrate a wide range of learning and behavioural need;

plan collaboratively with students, parents, teachers and support staff to develop appropriate plans to ensure the student learning (IEP/AIP);

have experience in differentiating and providing inclusive learning opportunities that reflect the unique needs and interests of all students;

use technology (e.g.: computers, Smartboards, digital portfolios, voice-mail, e-mail, websites, MyEd BC) for communication, planning, classroom instruction and reporting purposes;

be knowledgeable of current curriculum goals and instructional practices;

participate in on-going professional development/in-service in both regular and inclusive education, which includes participating in regular district inclusive education training;

be committed to integration;

communicate effectively with other professionals, support personnel, community agencies and parents.

Because District Integration Support Teachers work as part of a collaborative team where a variety of unique expertise is represented and shared, special areas of training and experience will be required from time to time (e.g. autism, developmental disabilities, physical disabilities, multi-disabilities, behaviour management).

MINIMUM ACADEMIC QUALIFICATIONS/EXPERIENCE:
valid B.C. Teaching Certificate;

Bachelor of Education degree or equivalent;

Diploma of Inclusive Education or satisfactory teaching experience in a similar teaching position and training.Training may be acquired through successful completion of summer session courses prior to commencement of the duties of the vacant position;

minimum of two years satisfactory teaching experience in either a regular or special setting where integration was a significant focus.

PREFERRED QUALIFICATIONS/EXPERIENCE:
have training and/or experience as a Learning Assistance Teacher or Resource Teacher

REPORTING STRUCTURE:
The personnel in this position are accountable in the execution of their assigned duties to the principal of the school(s) to which they are assigned and to the District Vice Principal of Inclusive Education.

All District staff must be willing and prepared to work at both the elementary and secondary levels.

All itinerant based positions are district positions and the location (s) of assignments are determined by the Inclusive Education Department and may be changed subject to operational and student needs.

If you are applying to more than one position for which you hold qualifications, then please list the positions to which you are applying in order of preference and forward to:

Email: [email protected]

By Thursday, January 19, 2023 4:00 pm