Description of Assignment
Full Time, Continuing.
The Inclusive Education Teacher supports students with diverse abilities, including students with complex needs and intellectual disabilities, through a balanced model of inclusive classroom participation and targeted, direct instruction.
Aligned with the BC Ministry of Education Inclusive Education Policy (2024) and district practices, this role focuses on developing the academic, functional, and life skills required for successful transition to adulthood.
This position is not a segregated program and not solely a push-in model. The teacher works directly with students both in classrooms and in targeted instructional settings based on student need.
Key Responsibilities
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Provide case management for students with complex needs
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Develop, implement, and monitor IEPs/CBIEPs aligned with classroom practice
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Deliver direct instruction (individual and small group) targeting:
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Functional literacy and numeracy
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Life skills and independence
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Social-emotional development and self-regulation
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Support students within general education classrooms through collaboration, adaptation, and direct support
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Provide targeted instruction outside the classroom to build essential skills aligned with IEP goals
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Plan and support transition programming, including:
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Work experience
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Community-based learning
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Collaboration with external agencies (e.g., Community Living BC)
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Participate in and contribute to School-Based Team (SBT) processes
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Maintain clear, current, and compliant documentation
Instructional Approach
Programming is flexible, student-centered, and aligned with IEP goals. It includes a combination of:
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In-class support and co-teaching to support meaningful participation
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Planned, targeted teaching blocks where the teacher provides direct instruction (individual or small group), particularly for students with complex needs, including those on an Evergreen pathway
These targeted blocks focus on functional academics, life skills, and transition planning to support independence, community access, and successful transition to adulthood. Entry into the Evergreen pathway is determined through the transition planning process (typically beginning in Grade 9).
Time in and out of the classroom is purposeful and responsive, ensuring students are both included and explicitly taught the skills they need.
Salary
The salary of this assignment is based on our current salary grid and upon verification of your BC TQS as well as verification of years of service from previous employers. The current salary range is $63, 347.00 to $116,190.00 per annum, paid over 10 months, and pro-rated to the FTE of the assignment.
Special Qualifications Required
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Legally eligible to work in Canada (this position does not qualify for an LMIA supported job offer)
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Valid BC Teaching Certificate
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Special Education training or experience (preferred)
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Experience supporting students with complex needs and intellectual disabilities
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Demonstrated ability to:
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Develop and implement IEPs/CBIEPs
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Work collaboratively within school-based teams
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Deliver targeted, functional programming
Local Area Information and Application Details
In School District 27 it is acknowledged that we humbly work, learn, and live on the traditional, ancestral, unceded, and shared lands of the Secwepemc, Tsilhqot’tin, and Dakelh people. This includes the lands of Tsq’escen̓, Stswecem̓c\Xget’tem, Esk’etemc, Xatsull, T’exelc, Tsideldel, Tl’etinqox, Yunesit̓in, Tl’esqox, Xeni Gwet’in, ?Esdilagh and Ulkatchot’en First Nations. We acknowledge that Secwepemctsi̓n, Tsilhqot’in, and Carrier are the official languages of this land.
We commit to supporting our new teachers (those with 0-2 years of experience) by facilitating a structured mentorship program. Teachers who desire mentorship but who have more than 2 years experience will qualify for mentorship based on the provisions within our collective agreement.
We also believe in providing Professional Development beyond the provisions of our collective agreement. The District has engaged in long term contracts with several (up to 6) educational leaders. Teachers can expect to see the educational leaders in our District, up to 2 days prior to a Professional Development Day, offering hands on coaching both in the classroom and in sessions (evening or during the Professional Development Day).
Our local teachers' union, the Cariboo Chilcotin Teachers' Association, also boasts strong collective agreement language regarding Professional Development as well as financial support for their members to engage in opportunities.
Relocation allowance may be offered with this position.
School District No. 27 (Cariboo-Chilcotin) is an equal opportunity employer
