0.9302 FTE Continuing Inclusion Support, Counselling, and Elementary Prep Coverage Teacher

School District 8 (Kootenay Lake) is nestled in the Southeast corner of British Columbia. We are a vibrant area, covering 6 "families of schools" in the centres of Creston, Crawford Bay, Kaslo/Meadow Creek, Nelson, Salmo, and the Slocan Valley. 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.

Our FOCUS.LEARN.EXCEL philosophy and our Board of Education's Learning Goals of: Literacy, Numeracy, Indigenization and Inclusion guide our practice with our students. We focus on excellence for all learners in a nurturing environment.

Crawford Bay Elementary Secondary School is looking for an experienced and dynamic teacher for Inclusion Support (0.5 FTE), Counselling (0.2 FTE) and Elementary Prep (0.2302 FTE). The ideal candidate will have a strong background in trauma informed teaching, be supportive of outdoor learning, and will have the ability to positively, and effectively, manage a multi-age classroom with a lively and diverse group of children. This assignment includes teaching of literacy and numeracy, ADST, PE and Science. Knowledge of current best practice for early literacy and numeracy (i.e Adrienne Gear, Faye Brownlie, Carole Fullerton) are a must.

Inclusion Support Teacher

Please see the job description for further information.

School District 8 – Kootenay Lake has a diverse student population, and our Inclusion Support Teaching (IST) team provides invaluable assistance to teachers and students to determine appropriate supplemental supports to accommodate students' varied learning needs. The IST team 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 differentiate their instruction 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 the elementary school environment, ISTs work mostly in the primary grades 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.

• A background in psychology and an understanding of a wide range of behavioural theories (including, but not limited to ABA, Choice Theory, and Alfie Kohn’s work)
• An understanding of Indigenous approaches to teaching and learning
• Training in trauma-informed practices
• The ability to work collaboratively with staff members and families to analyze student behaviour and create workable behaviour plans that fit with the school culture
• Knowledge of positive behaviour support, and a willingness to support the implementation of school-wide, culturally aligned behaviour support systems
• Knowledge and understanding of neurodiversity
• Proven, positive classroom management skills

This is a District non-enrolling position, located in the school environment. The Inclusion Support Teacher reports directly to the Director of Instruction for Inclusive Education and to the School Principal.

OUR CANDIDATES WILL POSSESS

• A demonstrated commitment to BC’s inclusive education philosophy and practice.
• Excellent verbal, written, facilitation and organizational skills.
• Social-emotional competencies of self-awareness, empathy, flexibility, relationship-building and responsible decision-making.
• A demonstrated ability to develop and maintain rapport with students, staff and parents in a welcoming manner.
• A comprehensive understanding of BC’s revised curriculum, First Peoples’ Principles of Learning, and social-emotional learning (SEL) practices.
• Proven ability to implement effective strategies to engage and support academic success for all learners in an inclusive environment.
• Experience in designing and applying various assessment techniques to measure and monitor student progress.
• Commitment to professional learning with a desire to learn and implement new methodologies and strategies to provide a creative, engaged, and inclusive classroom experience.
• Demonstrated ability to apply current, relevant computer technologies to teaching and learning.
• Commitment to collaboration with students, parents and staff (both school and District) to enhance the school as a learning community.

NECESSARY QUALIFICATIONS

• Must possess valid certification or eligibility for certification through the BC-TRB.
• A Bachelor of Education Degree in Elementary or Secondary Education.
• Successful experience teaching of at least 3 years at the Elementary or Secondary level.
• Masters’ Degree or Diploma in Special Education/Inclusive Education. Candidates without this credential may be considered if they are pursuing relevant coursework toward certification.
• Successful completion of a university Level B assessment course (eg: Queen’s University).
• Knowledge of positive behaviour support (PBS), and a willingness to support the implementation of school-wide, culturally aligned behaviour support systems.
• Successful experience and demonstrated ability in using Ministry Special Education criteria to set up and implement supplemental and replacement programs.
• Successful experience and demonstrated ability in creating extensive, individualized education plans (IEPs) for students.
• Successful experience creating District files (red binders) for students with Ministry designations, and implementing in a collaborative manner with school and District staff.
• Demonstrated skill in developing and implementing instructional and behavioral strategies to assist classroom teachers.
• Strong communication skills in working with students, parents, school staff, District staff, and other agencies (such as CLBC, MCFD, IHA, etc).
• Knowledge and experience in developing inclusive supports for students who have significant developmental disabilities.
• Demonstrated successful experience collaborating with colleagues, students, parents, District staff and other agencies to support students.
• Demonstrated experience working with technology – computer platforms, learning apps, assistive technologies, etc.

DESIRED QUALIFICATIONS

• Training and experience with augmentative technology, medical supports, and personal care would be an asset.
• An understanding of accessible environments would be an asset.
• Experience with student transitions (into school, from school to school, and upon graduation/completion) would be an asset.
• Experience in administering Level B assessments would be an asset.
• Experience working with a School-Based Team would be an asset.
• Trauma-Informed Practice training and implementation experience would be an asset.

Counselling

The teaching assignment will include co-teaching and providing emotional and instructional support for at-risk students. This is not a clinical counselling role, but rather a teacher counsellor in a school setting.


The awarded applicant will have recent demonstrated successful experience working in a multi-graded environment; collaborating with school staff; and supporting at-risk students with learning, emotional or behaviour challenges. The applicant will be innovative, creative, and have a strong understanding of best practices, resources and instruction for elementary counselling support. They will demonstrate understanding of the BC Ed Plan, the First Peoples Principles of Learning, the district’s Strategic Plan, the Ministry of Education and Childcare’s Mental Health in Schools Strategy, the BC Manual of Policies, Procedures and Guidelines for Special Education Services, district directions and inclusion support strategies.


The successful applicant will be a person who is continually striving to improve pedagogy in a changing educational environment with a view towards contributing to school culture, and student success and achievement.


Required Abilities, Qualifications and Experience:

• Master’s degree, recognized by the Teacher Regulation Branch, in counselling psychology or Special Education. An advanced certificate in teacher counselling, counselling psychology, or special education may be considered

• At least 5 years’ demonstrated successful teaching experience in a public K-12 school setting in BC, ideally in a similar role

• knowledge of, and demonstrated application of the Ministry of Education’s current philosophy, teaching practices, and evaluation/assessment/reporting procedures as outlined in the Manual of Policies, Procedures and Guidelines for Special Education Services, particularly as it relates to behavior and mental health support

• a clearly demonstrated understanding of the role of teacher counsellor in the public school context and within the parameters of the individual’s educational background and training, including a clear understanding of and commitment to working within the guidelines set out by the district for teacher counsellors

• a clearly demonstrated understanding of the ethics of counselling in the school environment and to the extent of the individual’s training and credentials

• demonstrated ability to collect behavioural information and performing behavioural screening and/or assessments

• knowledge of and demonstrated experience in the implementation and evaluation of IEPs in consultation with the classroom teacher(s), Inclusion Support teacher and district personnel

• extensive academic training, professional preparation and qualifications in teaching at the level of this assignment

• knowledge of, and demonstrated application of the Ministry of Education’s current philosophy, teaching practices, and evaluation/assessment/reporting procedures as applied to all areas of this assignment

• demonstrated ability to collaborate with the school-based team and Inclusion Support teacher to provide a continuum of services (consultation, coordination, education) that support the educational, personal, social, emotional and career development of students (BC Graduation Program) – dependent on educational background

• demonstrated ability to collaboratively support the implementation of competency-based IEPs for students in Ministry Categories R and H, and to provide consultation services for other Ministry categories

• demonstrated ability to access & coordinate school, district and community services/resources, including Interagency Care Teams

• willingness to support colleagues to implement proactive, research-based teaching practices that support social emotional learning and mental health literacy in the classroom (for example, Trauma-Focussed Schools and Open Parachute)

• demonstrated knowledge of and experience with Trauma Informed practices, conflict resolution and restorative practices

• demonstrated ability to implement protocols and procedures related to threat and risk assessment (VTRA, Community Suicide Intervention Protocol, Reporting Child Abuse & Neglect, School Crisis Management Team)

• demonstrated ability to provide direct instruction to students (peer helping, conflict resolution, social skills, life skills) and to support colleagues to meet the social-emotional needs of students

• demonstrated ability to support transitions to into and out of the school (ie – elementary to middle; middle to secondary)

• demonstrated ability to teach/co-teach in a flexible, multi-graded learning environment, including teaching whole class and small groups in areas such as resilience, regulation, social emotional learning, and so on

• demonstrated understanding of the BC Ministry of Education and Child Care’s Mental Health in Schools Strategy

• demonstrated understanding of, and commitment to implementing the First Peoples Principles of Learning

• demonstrated excellent classroom management, the ability to establish and maintain positive, compassionate, respectful and collaborative relationships with colleagues, students, parents/guardians, and community partners within an inclusive, diverse and equitable school environment


Teachers applying for this position must also possess the following attributes:

• Willingness to work closely with parents, school based teams and community partners
• Knowledge of current instructional practices and curriculum
• Strong interpersonal, communication and collaboration skills
• Strength in developing trusting relationships with students
• Knowledge of Trauma informed theory and practices
• A demonstrated ability to work with colleagues to build support for and with staff and students
• Excellent organizational skills and a demonstrated ability to be flexible, encouraging and engaging
• Strong written and verbal communication skills
• Strong ability to use technology to support student learning

For more information, please contact Sarah Wick, Principal, at sarah.wick@sd8.bc.ca

*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.