Inclusion Teacher (Elementary)

Inclusion Teacher (Elementary) Applicants must have completed advanced study in Inclusive Education, including courses in Children with Exceptionalities (intellectual disabilities, autism spectrum disorder, neuro-developmental disabilities, sensory impairments, chronic health impairments, physical disabilities, behaviour disorders and mental illness), assessment of learning difficulties (Level “B” Assessment), programming for students with special needs, and creating positive learning environments in inclusive education. Applicants must also be able to: work collaboratively with the classroom teacher and school teams to co-plan, co-teach, and co-assess so that all students have access to learning within their classroom communities demonstrate an understanding of inclusion and transition issues be able to design and implement transition programming demonstrate strong interpersonal and communication skills demonstrate exceptional time management and organizational skills assist school administration to coordinate support staff participate as a member of the SBT team provide 1:1 and/or small group instruction for students with diverse abilities and disabilities case management develop, implement, and oversee Competency Based Individualized Education Plans (CB-IEPs) support classroom teachers in the implementation of the student’s CB-IEP by coaching/mentoring support staff design, implement and evaluate programming for students with diverse ability and disability in K-6 educational settings collaborate in developing and implementing school wide SEL supports, programming, and initiatives work collaboratively with administrators, teachers, parents, students, certified educational assistants, community support personnel and Inclusive Education colleagues demonstrate a solid understanding of the BC Ministry of Education and Childcare Curriculum modify and/or adapt curriculum in accordance with BC Ministry of Education and Childcare Special Education Manual of Policy, Procedures and Guidelines In addition, all applicants must be prepared to use technology (e.g.: computers, voicemail, e-mail, MyEducation BC, etc.) for planning, attendance monitoring, communication, classroom instruction and reporting purposes; and be prepared to support and promote the District Strategic Plan and the School's Learning Priorities. Preference will be given to candidates who: have current/recent training in Non-Violent Crisis Intervention have completed the District Social Emotional Learning Series have experience working with assistive technology and/or is willing to attend training sessions to enhance skills in these areas. are trained or willing to be trained in programs that focus on positive decision making, conflict resolution, anger management strategies, and collaborative problem solving. have experience working collaboratively in classrooms with teachers to develop classroom-based intervention plans for students with lagging skills. have experience providing liaison with external agencies, school, and home for children in need of social, emotional, and behavioural support. Have training/experience and be willing to use Quality Assessment practices (i.e. differentiated instruction, assessment for, of and as learning, etc.) The starting annual salary for this teaching position ranges from $57,972 to $106,217, with placement on the range based on length of service and qualifications in accordance with the collective agreement. Please contact Leanne Zorn at [email protected] to inform her of your updated application.