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We invite applications for the position of:
School
School
Position
FTE
Grade
Status
Start Date
Cherry Hill and Windebank
Inclusion Support Program Teacher (ISP)
1.0
(Schedule for each school to be determined)
Elementary K-6
Temporary
ASAP to June 30, 2023
The Inclusive Support Program is designed to support students with complex support needs. To meet the diverse needs of a school population, the ISP teacher will support students through direct and indirect service to meet educational, behaviourial and social goals documented in their IEP. Services provided by the ISP teacher will vary from student to student, depending on their individual needs. The ISP teacher will be the case manager for students with ministry of education designations, providing support in order that students are integrated whenever possible into age-appropriate placements. At times, students may require direct teaching of skills in an alternate setting. The ISP teacher will collaborate with the classroom teacher, and work towards specific goals in the IEP. Student needs will vary greatly – with goals ranging from those that focus on behaviour and social skills to functional academic goals. The long term goal would be for students to be able to transfer goals taught in the smaller setting to the larger classroom environment.
The ISP teacher will also provide colleagues with specific strategies and interventions relating to behaviour and social skills development that will enable low incidence students to be successful in an integrated setting. These students will have the most complex and diverse support needs in schools – requiring a teacher with a skill set that encompasses work in the areas of behaviour, development of social skills and development of programs and interventions for those students designated under the low incidence categories including those students with intellectual disabilities.
Qualifications:
Masters of Education in Special Education or a Bachelor of Education, with emphasis on Special Education in the Elementary years
Experience teaching students with a variety of cognitive, behaviourial, social and emotional issues as well as extreme delays in adaptive or functional skills
Coursework and teaching experience should include extensive knowledge of learner characteristics of students with Complex Developmental and Behaviourial Conditions (CDBC), Autism Spectrum Disorder (ASD), Fetal Alcohol Spectrum Disorder (FASD), and developmental disabilities as well as the high incidence learners with learning disabilities and those with a mild intellectual disability
Experience developing programs with strategies appropriate for students with learning and behaviourial characteristics as a result of neurological disorders such as ASD, FASD and CDBC
Recent successful training and experience in Level B testing, interpretation and assessment would be an asset
Recent successful training and experience in standardized Level A and B assessment would be an asset
Additional coursework or specific training in the areas of autism – through POPARD and the Reference and Regulate Therapy. Knowledge of sign language and augmentative communication systems is an asset given the needs of the students in the ISP program
Knowledge and experience in program development for students with severe behaviourial disordered often diagnosed as conduct disorder, oppositional defiant disorder and other externalizing behaviours
Experience working with classroom teachers to provide differentiated instructional strategies for students requiring diverse learning supports
Ability to work with outside agencies, POPARD, CYMH, etc.
Knowledge of First People’s Principals of Learning and an understanding of equity and reconciliation in schools
Completion Non-Violent Crisis Intervention training
Familiarity with UDL and RTI
Strong interpersonal, communication and collaborative skills
Job Duties:
As the case manager, the ISP teacher will write IEPs to meet Ministry of Education guidelines with goals consistent with the funding category is essential
Support the philosophy of inclusion and integration of students
Promote and support differentiated instruction at the classroom level
Act as an in-school consultant to the school administrator, teachers and paraprofessionals – when students experience academic, behaviourial and/or social difficulties
Work with parents as part of the school team toward goals as stated in the IEP
Work in collaboration with teachers modeling instructional strategies for teachers, providing additional resources as well as providing additional instruction for students that have learning difficulties
Work collaboratively with district staff and other specialists to coordinate required information and services for students with special needs
Ability to coordinate support personnel in the school, including educational assistants and youth care workers
Provision of specific, targeted teaching to individuals or groups requiring additional help
Collect, monitor and disseminate student information as well as keep detailed records where needed
Ability to work collaboratively with outside agencies, including multidisciplinary assessment teams, POPARD, Child and Youth Mental Health, etc.
Plan appropriate goals and steps for necessary transitions
Why Mission?
We humbly work and learn on the Traditional, Ancestral, Unceded, and Shared lands of the Stó: lo people, of Sq’éwlets, Leq’á: mel, Sema: th, Matheqwí and Qwó: ltl’el , peoples of this land since time immemorial. We appreciate and embrace the vital role of all Indigenous peoples, groups, organizations, and associations residing on and within these lands. We also acknowledge and share traditional teachings of Indigenous Elders and Knowledge Keepers and the sharing of Indigenous Knowledge and Worldviews in the curriculum and throughout our workspaces.
Mission Public Schools benefits from being a medium-sized district with rural and urban schools. We are large enough to provide a variety of programs and services, and small enough to build meaningful relationships with our students, parents, colleagues, and other stakeholders.
About Mission
The district is focused on following the Strategic Plan which sets the direction for the organization and supports student learning. Click here to learn more about the strategic plan and related priorities. Finally, we are committed to forming safe and inclusive workspaces and schools. To learn more, review our policy for Respectful Schools and Workplaces .
What opportunities do we offer?
District Mentorship/ Leadership Groups
In-house training, online training, leadership training, and professional development opportunities
A great place to live that is relatively affordable compared to other lower mainland cities
Variety of staff benefits: pension, extended health/ medical, LTD, sick leave, mat leave, paid stat holidays, family responsibility leave, mileage, and more
Thank you for your interest. Please note only short-listed applicants will be contacted.