Hume Elementary has a vacancy for a 0.2 FTE Term Inclusion Support Teacher to join our high functioning team. This position is due to a leave. This position is ideally one full day per week. There may be some flexibility of the day the position falls on. For more details contact the principal at [email protected]
School District #8 (Kootenay Lake) is located in the southern Interior of British Columbia, Canada and serves the Lower Kootenay Band and the communities of Kaslo, Meadow Creek, Crawford Bay, Creston, Wynndel, Yahk, Nelson, Salmo, South Slocan, Winlaw, Slocan, and the surrounding rural areas. Our area is beautiful, vibrant, a fantastic place to raise children, has a world-renowned arts and entertainment community, and easily accesses a variety of amazing outdoor pursuits.
Kootenay Lake School District serves the learning needs of approximately 4700 students in several diverse communities and in an array of learning environments throughout the Kootenays. Our visionary, creative team of approximately 900 staff focuses on providing the best opportunities for students and their families. Our mission is to inspire and support each learner to thrive in a caring learning environment.
The School Board Office is located in Nelson, B.C. Our schools are dispersed geographically and range in size and composition:
- online learning and blended programs
- an extensive array of program options, including Aboriginal Education, Late French Immersion, Outdoor Programs, and a strong International Program.
Salary Range; $68,589 - $114,833 per year, in accordance with the current SD8–Kootenay Lake / KLTF Collective Agreement. Placement on the salary grid is based on qualifications and years of teaching experience as evaluated by the BC Teacher Qualification Service (TQS).
SD8 – Kootenay Lake; INCLUSION SUPPORT TEACHER in Schools
School District 8 – Kootenay Lake has a diverse student population, and our Inclusion Support Teacher (IST) provides invaluable assistance to classroom teachers to determine in class and supplemental supports to accommodate students' varied learning needs. The IST primarily supports implementation of universal in-class strategies for students, depending on student need. As well, in consultation with the school-based resource team, the IST works with the classroom teacher to determine best ways to provide targeted essential supports to small groups and individual students.
Our collective goal is to support and enhance all students' learning experiences and growth. In schools, the ISTs play an invaluable role in helping teachers use a Universal Design for Learning (UDL) model to ensure there are universal supports, access points for all students, and essential supports where needed. ISTs help classroom teachers in understanding how to implement competency-based goals and objectives in Individualized Education Plans (IEPs) in an inclusive environment.
In addition, in elementary school environment, ISTs work mostly in the primary grades (K-3) to provide support to classroom teachers and to students as they develop early literacy skills. This includes working with teachers to support the Early Learning Profile (ELP) and literacy strategies for emerging readers and writers, as well as supporting strategies in social emotional learning (SEL).
OUR CANDIDATES WILL POSSESS
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A demonstrated commitment to BC’s inclusive education philosophy and practice.
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A demonstrated commitment to equity, reconciliation and inclusion.
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Excellent verbal, written, facilitation and organizational skills.
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Social-emotional competencies of self-awareness, empathy, flexibility, and relationship-building.
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Commitment to collaboration with students, parents and staff (both school and District) to enhance the school as a learning community. A demonstrated ability to develop and maintain rapport with students, staff and parents in a welcoming manner.
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A comprehensive understanding of BC’s revised curriculum, First Peoples’ Principles of Learning, and social-emotional learning (SEL) practices.
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Training and a deep understanding of neurodiversity.
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Proven ability to implement effective strategies to engage and support academic success for all learners in an inclusive environment.
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A deep understanding of universal design for learning, inclusion, individual education plans and student support plans.
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An understanding of Indigenous approaches to teaching and learning, as well as Indigenizing curriculum in the classroom for diverse learners.
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Training and experience in implementing and leading trauma-informed practices.
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Training and experience with analyzing student behaviour and collaboratively creating realistic behaviour plans.
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Experience with practicing and leading positive behaviour support, and a willingness to support the implementation of school-wide, culturally aligned behaviour support systems.
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Experience in designing and applying various assessment techniques to measure and monitor student progress.
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Commitment to professional learning with a desire to learn and implement new methodologies and strategies to support a creative, engaged, and inclusive classroom experience.
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Demonstrated ability to apply current, relevant computer technologies to teaching and learning.
NECESSARY QUALIFICATIONS
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Must possess valid BC certification through the BC-TRB.
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Masters’ Degree or Diploma in Special Education/Inclusive Education.
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A Bachelors’ of Education Degree (or K-12).
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Successful experience teaching of at least 5 years at the Elementary or Secondary level (ideally at both).
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Successful completion of two university Level B assessment courses with the ability to administer Level B assessments.
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Knowledge of positive behaviour intervention and support (PBIS), and a willingness to support the implementation of culturally aligned connection and regulation support systems.
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Successful experience and demonstrated ability in using Ministry Special Education criteria to set up and implement supplemental and replacement programs.
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Successful experience and demonstrated ability in creating extensive, competency-based individualized education plans (CB-IEPs) for students.
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Successful experience creating District files for students with Ministry designations, and implementing them in a collaborative manner with students, parents, and school/District staff.
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Demonstrated knowledge and skill in developing and implementing trauma-informed strategies to assist classroom teachers.
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Strong communication skills in working with students, parents, school staff, District staff, and other agencies (such as MCFD, IHA, CLBC etc).
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Knowledge and experience in developing inclusive supports for students who have complex developmental disabilities.
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Demonstrated successful experience collaborating with colleagues, students, parents, District staff and other agencies to support students.
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Demonstrated experience working with technology – software platforms, learning apps, assistive technologies, etc.
DESIRED QUALIFICATIONS
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Training and experience with augmentative technology, medical supports, and personal care would be an asset.
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An understanding of accessible environments would be an asset.
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Experience in administering Level B assessments would be an asset.
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Experience working with a School-Based Team would be an asset.
For more information, please contact Principal, Sacha Kalabis at [email protected]
School District 8 supports equity hiring for Indigenous applicants.
- While we appreciate all applications, we will contact only those who have been shortlisted.
- If you are experiencing any technical issues with your application process to contact Make A Future's customer service line as HR cannot upload or assist with these types of issues. We also cannot accept documents via email such as cover letters/resumes/transcripts/teaching reports via email as they do need to be part of the employee's Make a Future profile.
