Chilliwack School District No. 33 Looking for T24-193 Continuing, Full-Time Coordinator: Inclusive Education at Chilliwack, British Columbia, Canada Full Time

Date Issued: June 11, 2024

POSITION

Worksite: Student Services / Various School

Contract Type: Continuing, Full-Time

Assignment Area(s): Coordinator: Inclusive Education

Salary Range: $57,973 to $106,217 (range based on length of service and qualifications in accordance to the collective agreement)

Effective Date: September 1, 2024

Please Note: The assignment within this position in September may not be identical to the assignment in this posted position.

Deadline for Applications: June 19, 2024 – 12:00 pm

Electronic Applications must be submitted through Make A Future www.makeafuture.ca and include a Cover Letter, Resume, Teaching Report, Transcripts & the names of 2 supervisors who can comment on your teaching.

Required Abilities, Qualifications And Experience

The Integrated Care Services Coordinator will provide an innovative and comprehensive approach to addressing the diverse needs of students across our system. They will aim to provide specialized support for students with complex needs. By creating a supportive and structured environment, the services set up will focus on helping students gain essential communication skills, improve self-regulation and foster meaningful connections. Additionally, this role will coordinate a multi-disciplinary approach, including play therapy, music and art therapy, canine therapy, and OT/PT services, ensuring a holistic approach to student development. Students will remain connected to their home schools. They will only attend ICS for portions of their day or week; therefor this role will require close collaboration with school, parents and community resources to create a consistent and effective support plan.

• previous experience as a Classroom Teacher (minimum 5 years) and as Resource Teacher (minimum 5 years) with demonstrated experience in collaborating, co-planning, and co-teaching with elementary, middle, and secondary teachers to provide an inclusive model of support built on sound lesson design and differentiated instructional strategies beneficial for all students but necessary for students with disabilities within the classroom
• demonstrated leadership and proven experience in adult learning with an emphasis on coaching and training at the elementary, middle, and secondary levels through the provision of current research-based support services, workshops, learning series, and professional development opportunities
• develop and implement positive behaviour support plans based on collected data
• ability to come alongside school teams and help them implement positive behaviour support plans
• ability to coordinate complex schedules and multiple service providers
• demonstrated commitment and ability to work closely within a team structure that includes administration, coordinators and other student services staff members
• evidence of working collaboratively and innovatively with school-based staff, parents, district personnel and community supports
• excellent skills in communication, consultation, coaching and collaboration with a range of multi-disciplinary personnel
• extensive academic training, professional preparation and qualifications in teaching in all areas of this assignment with advanced course work in Inclusive Education
• knowledge of, and demonstrated application of the Ministry of Education’s current philosophy, teaching practices, and evaluation/assessment/reporting procedures as applied to all areas of this assignment
• demonstrated extensive knowledge of Ministry of Education, Special Education Policies, Procedures and Guidelines with regards to students with special needs
• demonstrated ability to provide planning, consultation and support to teachers, parents, and school-based team members regarding students with special needs and inclusive education
• demonstrated commitment to ongoing professional development and professional learning in the area of inclusive education and adult learning
• proven commitment to student success within an inclusive education model
• demonstrated extensive experience and leadership in the field of Inclusive Education
• knowledge of research and best practice in instructional strategies, programs and resources to meet the needs of a broad range of students with special needs
• demonstrated ability in supporting the intake, transition and successful planning for students with varying needs
• an understanding of a systems approach to instruction and intervention (Example – RTI)
• applicants must possess a valid BC Driver’s License and have the use of a vehicle

For Further Information Contact: Salvina Sharp, District Principal – Student Services , Jessica Adams-Loupret, District Vice Principal – Student Services (604) 794-5553