We invite applications for the position of:
|Hatzic Middle School
||Inclusion Support Program Teacher (ISP)
||Low Incidence Focus
||ASAP to June 30, 2023 or until the partial or full return of the incumbent
The Inclusive Support Program is designed to support students with complex support needs. The Inclusive Support Program Teacher will support students through direct teaching (life skills, functional academic skills) in small groups or larger group settings as well as indirect service to meet educational, behavioral 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 is responsible for developing the students IEPs and selecting courses, in consultation with the school team and the parents. The ISP teacher will coordinate the teaching of skills with the classroom teacher, and work towards specific goals in the IEP. The ISP teacher will also provide colleagues with specific strategies and interventions relating to behavioral and social skills development that will enable students with diverse needs to be successful in an inclusive setting.
The ISP teacher will also provide colleagues with specific strategies and interventions relating to behaviour and social skills development that will enable students with diverse needs to be successful in an inclusive 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. The ISP teacher will ensure transition planning to adulthood as part of the case management duties.
- Master of Education in Special Education or a Bachelor of Education, with emphasis on Special Education in the middle and/or secondary years.
- Experience teaching the middle and/or secondary grades (English, Math, Science and Social Studies)
- Experience teaching students with a variety of cognitive, behaviourial, social and emotional support needs 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 low incidence students.
- Completion of Non-Violent Crisis Intervention training
- Commitment to the philosophy of UDL and RTI
- Knowledge of First People's Principals of Learning and an understanding of equity and reconciliation in schools
- Strong interpersonal, communication and collaborative skills
- 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 to lead the transition to adulthood
- Teach life skills and self-determination/self-efficacy as assigned
We humbly work and learn on the Traditional, Ancestral, Unceded, and Shared lands of the Stó:lō 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.
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.