Career Opportunities
Learning Support Teacher - Resource
Job Code: 2746922
School District #40 (New Westminster)
Closing Date: Ongoing
  Posted on: Nov 03, 2019 
 
 
Job Type:
Full Time
Job Category:
Teachers, Principals & Superintendents
Openings: 4
Mandatory Document:
School:
Lord Kelvin Elementary
Richard McBride Elementary
New School Name
Show All
Start Date:  Immediately
End Date: 
Salary: 
 
Job Description & Requirements
 

New Westminster Schools logo

New Westminster Schools Career Opportunity

Four (4) Positions available: 

1.0 FTE Continuing Learning Support Teacher - Resource, at Richard McBride Elementary

1.0 FTE Continuing Learning Support Teacher - Resource, at Qayqayt Elementary

1.0 FTE Continuing Learning Support Teacher - Resource, at Lord Kelvin Elementary

1.0 FTE Continuing Learning Support Teacher - Resource, at New Westminster Secondary

 

About New Westminster Schools

New Westminster is located in the center of Metro Vancouver between the larger communities of Burnaby, Coquitlam, Surrey, and Richmond. Despite its location, the city is relatively small and has retained a strong sense of history and community. The total population is approximately 70,000 and is expected to grow to 84,000 by 2021.  District schools are, in general, fully subscribed, and a modest increase in student enrollment is expected over the next few years.

The student population is reflective of the city’s population, with a full range of social and cultural backgrounds forming a diverse presence in our schools.  

Our learners:

  • Approximately 6,385 students in the K-12 system, made up of:
  • 311 Aboriginal students;
  • 1,051 English Language Learner (ELL) students;
  • 993 French Immersion students; and,
  • 538 students with identified Special Needs.
  • 12 schools; 8 elementary, 3 middle and 1 secondary

 

New Westminster School District has a rich tapestry of cultures, backgrounds and needs. Together, we are a caring, inclusive, and committed learning community dedicated to supporting each of our unique learners.

The candidate will be part of, and work closely with, a collaborative team of teachers.  An understanding of the BC Curriculum, effective teaching and learning practices, and a commitment to professional development are essential.  

The position will be effective immediately.
   

With a focus on supporting students with identified special needs, the LST-Resource delivers a range of support services to students with diverse learning needs, including but not limited to those without designations who are in need of learning support. An advocate of inclusion, the LST-Resource has a sound understanding of IEPs, differentiation and UDL principles. The LST- Resource is an integral member of school based support services, and a valued member of the School Based Team.

Required Qualifications & Desired Attributes:

  • Valid BC Teachers Certificate in Elementary education
  • Diploma (UBC or equivalent 30 credit program) or Masters Degree in Special Education, preferably comprising of coursework in the following areas:  students with special needs, strategies for adapting and modification of curriculum, learning disabilities, giftedness, assistive technology or augmentative communication, ASD, Functional Behaviour Assessment, Positive Behaviour Support, and differentiation
  • Level B Assessment qualification (EPSE 421 or equivalent)
  • Ability to provide direct service to students in small group, “pull-out,” and “push-in” situations
  • Ability to provide direct and consultative support to teachers and school based teams
  • Ability to support teachers in differentiating, adapting, and modifying curricula, instruction, and assessment
  • Ability to work collaboratively as part of a team
  • Advocate of inclusion and of students with diverse learning needs

 

Preferred Experience & Attributes:

  • Minimum of 2 years of classroom teaching experience at level as required by the positions
  • Drafting, reviewing, and revising IEPs for a wide range of students (high incidence and low incidence)
  • Writing and/or implementing Functional Behaviour Assessments and Positive Behaviour Support Plans
  • Knowledge of BoardMaker, Read & Write, and/or other assistive technologies
  • Demonstrated ability in the area of UDL and differentiation


Please note, a native-like fluency in written and oral French is an asset for schools that offer French Immersion.


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