Overview of salaries statistics of the profession "Support Teacher in Canada"

SCHOOL:              Oliver Elementary SchoolPOSTING:             #07 - 2024/25 (Repost)    POSITION:            Inclusion Support TeacherAPPOINTMENT:      1.0 FTE ContinuingSTART DATE:         September 1, 2024Qualifications Required: education degree plus a Master’s degree, or an inclusive education certificate, or 5 upper-level courses (must include a Level B Assessment course); recent successful classroom teaching experience in adapting curriculum; ability to lead in the development, implementation, and evaluation of Individual Education Plans, Learning Support Plans and Annual Instruction Plans; ability to select and adapt curriculum, programs, and instruction to meet the diverse needs of all students including those with complex diverse abilities; ability to carry out a variety of assessments, including classroom observation, curriculum-based assessment and diagnostic teaching methods, and administration and interpretation of norm-referenced assessment instruments to level B; guide and support education assistant work under the direction of the school principal and provide leadership to the student support services department; serve as school representatives when  consulting with school district staff and community agencies; effective communication, interpersonal, organizational and classroom management skills; ability to integrate technologies and digital citizenship into educational programs; and BC Professional Teaching Certificate and current eligibility for Teacher Qualification Service card.CLOSING DATE FOR APPLICATIONS: 3:00 PM, May 22, 2024. For further information please contact the principal at (250) 498-3468 Ext. 84121 or [email protected]. Please review and follow Application Guidelines on our website: Click Here External and internal candidates are welcome to apply to SD53 postings.Short-listed candidates will be contacted.Teacher Pay is based on years of experience and TQS category (link July 2024 Salary Grid).Postings are filled in the following order: 1) re-engagement (currently on layoff), 2) by employer-initiated transfers, 3) by qualifications/seniority, 4) returns from leaves (when not placed in former position), and 5) applicants without seniority. Re-engagement and employer-initiated transfers may occur before, during, or after the positing process.

The Tlicho Community Services Agency is looking for positive and committed educators capable and willing to lead the implementation of four key priorities/initiatives in the Tlicho schools and classrooms: student achievement (literacy and math); health, wellness & student support; culture-based education; and the development of critical thinkers.The program support teacher (PST) reports to the principal and provides the in-school support for all teachers with respect to educational programming for all students in the school. This professional educator, acts as an instructional leader and provides support to teachers, and other staff, as they plan, deliver and assess/evaluate the education program for each of their students. The PST may work directly with students as part of their program, and is part of the school based support team which coordinates services for students. Requirements for the position: Bachelor’s Degree in Education; Prefer a Master’s Degree in Education (with a focus on Inclusion, Curriculum, Literacy, or similar); Eligibility for NWT Teacher Certification (all candidates will be required to hold a NWT teaching license); Satisfactory Vulnerable Sector Check (submitted at time of job offer); Required 3 years teaching experience, preferred 5 years with demonstrated experience within Inclusive Schooling; New to the North training (all candidates will be required to compete the N2N program as a condition of hire); and Experience in Northern Indigenous Communities is preferred. Interested applicants are asked to submit cover letter, resume and names of at least three (3) references, including your current supervisor, on the GNWT website. Positions will also be posted on Education Canada and Apply to Education but applications must be made through the GNWT job site.Tlicho Community Services Agency - Program Support Teacher (PST) Term teacher (PST) position for the upcoming/remainder the YEAR school year. A PST is required for SCHOOL NAME in COMMUNITY In all positions the successful candidate will be required to adhere to the Education Act, NWT curriculum, and all relevant territorial Directives including Inclusive Schooling, Student Assessment Evaluation and Reporting, policies including the Indigenous Language and Education Policy, and the Guidelines for Inclusive Schooling, and the NWT Inclusive Schooling Handbook. Along with regional policies and frameworks. The appropriate candidate will be prepared to actively support, model, and co-teach self-regulation, culture-based education, and an inquiry-based learning model in the classroom. All classrooms are inclusive and comprise of students who span varying ability levels so ideal applicants will be very experienced in offering individualized student support and education plans, differentiated instruction, universal design for learning, authentic assessments, social emotional learning, and trauma informed practice. The TCSA has a high focus on literacy that aligns directly to the regional strategic plan in education, so the successful applicant must be prepared to support, model, and co-teach literacy strategies across all grades and subject areas. The successful candidate must have a strong background in literacy (ex: assessment, evaluation, instruction, and intervention). The most appropriate candidate will be an exemplary educator with cross-cultural experience and a strong commitment to community, students and a cross-cultural team environment. Flexibility, organizational skills, interpersonal skills, and a willingness to improve through coaching are required. Preference will be given to proficient educators with demonstrated initiative, planning, organization, communication, writing, and high interpersonal skills. They will be known for a very high standard of professionalism and will be a strong team player committed to working well with and earning the respect of their colleagues and supervisors. The successful candidate will demonstrate strong advocacy skills, and prioritize building relationship with colleagues, service providers, students, and especially parents. The TCSA embraces a philosophy of continuing professional learning and growth specifically tied to high levels of student learning. Active and positive leadership of Professional Learning Communities are a required approach to ongoing professional growth, instructional practices, assessment, and reporting in our region. TCSA schools use the PLC model to drive continuous improvement through collective capacity to use student achievement data to drive instructional and administrative decision making. Responsibilities include: Establishing, implementing, and assessing the delivery of education with a primary focus on literacy, numeracy, Inclusive Schooling, and Tlicho Language and Culture. Leading School Based Support Teams, Assisting in the direction of Support Assistants including coaching, scheduling, and professional development; Facilitating the development and implementation of Student Support Plans and Individual Educational Programs including transition planning; Modeling, coaching, and providing advice to teachers and support staff on accommodations, differentiating, using approved materials and resources, assessing student strengths and challenges, and use of assistive technology; Leading school teams and participate in regional teams that promote safety, language and culture, supporting student engagement and inclusion, and working collaborative with other service providers; Maintaining strong communication with families to promote a positive school - community relationship and providing advocacy on behalf students; Working closely with the Regional Inclusive Schooling Coordinator and other board staff to ensure program delivery including regular meetings and delivering professional development to staff; Completing administrative responsibilities (eg: auditing student support files, reviewing report cards, monthly reports, data collection, class profiles, cumulative files, portfolios, student support files, etc); Supporting the development of self-regulating behaviours in students through a trauma informed practice; and Implementing the regional literacy and numeracy framework within all grades and subject areas.

We are currently seeking Home Learning Support Teachers on the lower mainland of BC for the 2024-2025 academic year. Summary: This position is ideal for creative and enthusiastic teachers who reside within the Lower Mainland region and enjoy learning and value the flexibility of an individualized approach to education from a Christian perspective. Home Learning Support Teachers work mostly from home while overseeing students who learn from home. Applicants should be elementary specialists, comfortable with all aspects of grades K-7 and should enjoy researching resource options that support varied learning styles. Applicants must be comfortable communicating with families and learners through online learning management systems and through in-person and Zoom visits (3 times a year) with learners and families. Strong organizational skills are an asset. Applicants are encouraged to consider teaching in our in-person & virtual classes in addition to working as a Home Learning Support Teacher. Remuneration range: $47,808 - $77,486 for a full-time position, dependent on category of certification and years of applicable prior experience. EDUCATION AND/OR TRAINING: All Home Learning Support Teachers (HLSTs) must be certified by the B.C. Teachers Regulation Branch or the Office of the Inspector of Independent Schools. HLSTs must also be Christian and must agree with RCOA’s statement of faith. EXPERIENCE:? Experience and education related to working with students in online learning is an asset but not required.

POSITION: Other Instructional Support Teacher ASSIGNMENT: Indigenous Education (all Grades or Levels) - Teacher will be presenting Indigenous Culture in various schools FTE: 1.0 LOCATION: Helen Dixon Centre EFFECTIVE DATES: Commencing September 1, 2023 to June 30, 2024 or earlier depending on the return of the incumbent Basic Qualifications: The successful candidate will hold a valid BC Teaching Certificate and be a member in good standing in the BC Ministry of Education, Teacher Regulation Branch AND possesses one or more of the following:Training Specialization: Indigenous history and cultureRelated Teaching Experience: Recent successful experience teaching Indigenous EducationA Reasonable Expectation: based on a teacher's skills, abilities, professional development and overall classroom teaching experience, that the teacher will be able to perform the duties in a successful manner in collaboration with other professional staffAdditional Qualifications: Knowledge of local Indigenous Community The successful applicant must be of Aboriginal Ancestry as approved by the Human Rights Tribunal through a special program award that is in effect from January 2024 Employment Equity Aboriginal AncestryOther: • Will be expected to work closely with teachers and the First Nations Community• Must have his/her own transportation for travel among various school sites• Reimbursement of mileage will be in accordance with the collective agreement and Board policy• In collaboration with teacher colleagues, the teacher will develop Indigenous culture curriculum to be used with students at the elementary level• The teacher will provide leadership in the development of Indigenous Culture resources necessary to support the K-12 Indigenous culture scope and sequenceThe starting annual salary for this full-time Other Instructional Support Teacher, Indigenous Education (all Grades or levels), ranges from $59,394 to $106,217, with placement on the range based on length of service and qualifications in accordance with the collective agreement. We also offer a competitive benefits package and pension.The Quesnel School District is an equal opportunity employer

DISTRICT, LEARNING SUPPORT TEACHER - TEMPORARY (1.00 FTE) effective to June 30, 2024 The Burnaby School District is on the traditional territory of the Coast Salish Nations of Musqueam, Tsleil-Waututh and Squamish. The Burnaby School District is the fourth largest in BC. The District operates 41 elementary and 8 secondary schools, including a range of district and provincial resource programs. The District supports and provides learning to 25,000 Kindergarten to Grade 12 (K-12) students and to more than 6,000 adult learners through our established Burnaby Community & Continuing Education program. With more than 100 languages spoken in the homes of its students, the District is one of the most culturally diverse in Canada. As one of the largest, most progressive and diverse urban districts in the province, Burnaby provides comprehensive educational programs and services to a diverse population of 24,000 full-time and 17,000 part-time learners. The district operates 41 elementary and 8 secondary schools, plus a number of additional facilities. Burnaby School District invites applications from qualified Learning Support Teachers effective immediately. The District Learning Support Teacher will work collaboratively with school teams and teachers with the overall goal of meaningfully including students with exceptional learning needs within the academic and social fabric of classrooms and schools. The District Learning Support Teacher will provide intensive and direct support to elementary and secondary schools with assessment, programming, and support strategies for students with exceptional learning needs. The Framework for Meeting the Needs of each Learner will be used as the foundation for promoting collaborative conversations at the school level, and enhancing student achievement for all learners, specifically those with exceptional learning needs. The successful candidate will Promote meaningful and inclusive participation of individuals with exceptionalities in their schools and communities. Collaborate with teachers and learning support teachers to demonstrate how diverse learners can be considered in classroom programming and instruction aimed at all learners within the context of BC’s redesigned curriculum. Support schools to use evidence-based practices, instructional and behavioural data, research, and professional knowledge to inform practice and improve learning outcomes for students with exceptionalities. Use principles of Universal Design for Learning in the development of all plans and programs. Use, and demonstrate how to use, principles of Response to Intervention to determine appropriate levels of support and intervention provided within classroom and school communities. Collaborate with multi-disciplinary teams, general and special education colleagues and with colleagues from other agencies to improve services and outcomes for individuals with exceptionalities. Provide mentorship to new or nearly new school based Learning Support Teachers. Work as a member of the District Staff Development Team to promote and deliver professional development for the purpose of continuous improvement of professional performance for general and special education teachers and educational assistants. Provide hands-on support to teach and model specific learning/teaching strategies with individual students, groups of students and/or whole classes. Promote the development of student independence using a variety of strategies that include the demonstration of prompt fading to increase student independence. Qualifications Bachelor of Education Degree with a minimum of 5 years’ experience as a classroom teacher and a minimum of 3 years’ experience as a school-based learning support teacher. Graduate or advanced course work and relevant experience in teaching students who are exceptional. Graduate or advanced course work/training and experience with functional behavioural assessment, positive behaviour support planning and safety response planning. Well-developed interpersonal skills, including demonstrated ability to work effectively with diverse groups of people to motivate, consult and collaborate at the school and district level. Demonstrated ability to work collaboratively with individuals, teams and community agencies. Knowledge of individual learning differences and demonstrated ability to provide appropriate programming. A solid repertoire of evidence-based strategies for instructional programming. Familiarity with current research and practice in the areas of autism and learning disabilities. Demonstrated commitment to professional growth in evidence-based practices. Ability to use multiple types of assessment information to make educational decisions. Knowledge of current technologies to support students with special needs. Demonstrated ability to program for students who require curriculum modifications. BCBA Qualifications are an assetApplication Details : If you have the following qualifications, and are passionate about public education, we welcome your application, please provide: cover letter, resume, a copy of your BC Teachers’ Certificate, professional credentials, and a copy of your transcripts to makeafuture.caSalary range for this position is $57,972 to $106,626Only those persons selected for interviews will be contacted.The Burnaby School District values inclusion and embraces diversity as a strength. Our goal is for all individuals to feel a sense of belonging in a safe, supportive and welcoming community. We encourage applications from all qualified individuals, including Indigenous, Black, people of colour, all genders, LGBTQ2+ and persons with disabilities. Thank you for your interest in the Burnaby School District!

Qualified and Passionate Student Support Teacher (Middle School - Grades 4-6/7-9) Location: Takla Landing, British Columbia, Canada Start Date: ASAP - We don’t want you to waste a breath if you are a qualified, caring and passionate Teacher!Company: Takla Lake First Nation: Full-Time Think the following through:Do you want to walk into a challenging, humbling and fulfilling role as a Teacher in a classroom filled with resilient and smiling children tomorrow morning?Are you willing to relocate to a Village School, facing a lake - you could almost drink straight from the lake! - and snow-clad mountains?Do you challenge yourself to build upon your Teaching Practice?Do you intensely believe that ‘Geography’ should not be destiny?Do you also intensely believe that ‘History’ should not be destiny?Do you have a genuine love for ‘all’ students?Are you game for frequent and world-class Professional Development?Do you passionately believe in students’ success? That all students can learn?Do you believe in challenging yourself and your students to the utmost?Do you believe in inspiring the best in the child?Will you take directions/suggestions positively - from a Principal - who intends to make Nus Wadeezulh Community School the best it can be?Are you humble enough for an assignment as interesting and challenging as this? If your answer is an affirmative to all the above questions, we would warmly embrace you into our family as a contributing member for our high-hopes and big-dreams Nus Wadeezulh Community School! Contact the Principal at [email protected] 250-996-7210250-996-7205Cc: Education Coordinator Ms. Sheena [email protected] Forget not, to attach a:• Cover Letter (Passion should be engraved in the letter!)• Full Resume or CV • Valid BC Teacher Certificate (or say you have one!)• Current Certified Criminal Record Check including vulnerable sector search (if handy)• Most recent teaching evaluations (if applicable)• Name and Contact Details of three (3) Professional References (even two good ones would do!)

New Westminster Schools Career OpportunityNew Westminster Schools is seeking qualified Special Education Teachers for the following positions:1.0 FTE Temporary Learning Support Teacher, New Westminster Secondary (position available immediately)1.0 FTE Temporary Learning Support Teacher, New Westminster Secondary (position effective May 2024) About New Westminster Schools Serving the community of New Westminster, the New Westminster School District provides high quality educational programs to over 7,000 students in a variety of learning environments. Located in the geographic centre of Metro Vancouver, New Westminster is a compact and growing urban centre with all the benefits of both city and small town life - ready access to a rich array of recreational and cultural pursuits, high quality public services, and the neighborly feel of a small community. Commitment to the success of its students and its staff makes New Westminster School District a great place to learn and to work.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 start date of these position(s) are as noted above. 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. Compensation: Salary as per Teachers' Collective Agreement. Current salary range is $57,984.00 to $107,490.00 annually plus comprehensive benefits package. Application Process: To apply for this position, click on the APPLY ONLINE button at the bottom of the page. Please include your cover letter, resume, transcripts, copies of certificates or diplomas, practicum and/or teacher evaluation report, and references..School District No. 40 (New Westminster) is an equal opportunity employer. Successful Completion of a Criminal Record Search is a legislated requirement, and only those applicants legally entitled to work in Canada will be considered. New Westminster Schools values the time you have taken to submit your application; however, only those applicants selected to move forward will be contacted. To all others, thank you for your interest.The New Westminster School District recognizes and acknowledges the Qayqayt First Nation, as well as all Coast Salish peoples, on whose traditional and unceded territories we live, we learn, we play and we do our work. School District No. 40 (New Westminster) is an equal opportunity employer. New Westminster Schools welcomes and encourages applications from women, visible minorities, indigenous persons, persons with disabilities, persons of any sexual orientation, any gender identity or gender expression. If you require an accommodation through our hiring process, please include your request in the application email to [email protected] District No. 40 (New Westminster) has been given approval from the Human Rights Tribunal for a Special Program under s.42(3) of the Human Rights Code. Under this special program, New Westminster Schools seeks to preferentially hire Indigenous persons to a variety of teaching positions. Therefore, each applicant may wish to provide, on a voluntary basis, whether they self-identify as a First Nations, Metis, or Inuit person.

Campbell River Christian School is located in Campbell River, mid-Vancouver Island in British Columbia known for the beauty of the ocean, mountains, and big blue sky. We are a vibrant Christian school serving families and students from Campbell River, Comox Valley, Quadra Island and Sayward. We are renowned for our excellence in education, serving others with humble hearts! We are now accepting applications for a full-time, LEARNING SUPPORT TEACHER teacher for the 2024-2025 school year. The successful candidate will work under the direction of the Special Education Director and the CRCS Administration team. The successful candidate will have qualifications/skills which include, but are not limited to: Possession of a valid BC Professional Teaching License Possession of a Bachelor's degree in Education (or Graduate Diploma in Education) or a related field; Special Education certification is an asset Experience as a teacher in K-12 schools Experience and comfort teaching small groups, one-to-one instruction, and in-class support Excellent understanding of Individualized Education Plans (IEPs) Familiarity and skill with computer and technology tools Strong formative and summative assessment practices Excellent understanding of and experience with differentiated instruction Ability to implement current best pedagogical and evidence-based practices for learning Ability to work with diverse students by using various teaching strategies Excellent listening and communication skills Ability to work closely with staff and families in a team approach Demonstration of excellent teaching practices using current pedagogical best practices Ability to integrate a biblical worldview into all lessons Demonstration of excellent classroom management skills Evidence of a strong understanding of and support for Christian education Ability to infuse Christian values and principles into the learning support environment. A strong personal commitment to the Christian faith A commitment to CRCS’s Mission and Vision statements and the school’s values as outlined in the CRCS handbook as well as the Statements of Faith of the Association of Christian Schools International (ACSI)Candidates interested in applying for this position are invited to please send a cover letter, résumé, a brief write-up of their personal Christian faith journey, and 3 current references including one from the pastor/minister of the Christian church they presently attend to Bérénice MacKenzie at [email protected]. Only short-listed candidates will be contacted for an interview. This position will continue to be advertised until a suitable candidate has been selected.

Lakeland Catholic Schools invites applications for aClassroom Support Teacher for the 2024-2025 School YearVarious opportunities are available across our schools within the Division. The successful candidate(s) will be assigned to specific school sites by June 1 once final staffing is determined.The Classroom Support Teacher (CST) is responsible for the coordination and delivery of Inclusive Education programming in the school. The CST will support teachers and students using a broad range of instructional supports and community services to ensure the optimal success of all students. A background and/or experiences in Inclusive Education would be considered assets. These positions will commence August 26, 2024, with the possibility of extending into the 2025-2026 school year.Lakeland Catholic School Division has 8 schools and is located in four communities, with approximately 2,700 students and over 300 employees who call Lakeland Catholic Schools home. We provide all our teachers with supports in literacy, numeracy, religion, beginning teachers, technology and instruction. Lakeland Catholic Schools are not ordinary schools. Visit our website and learn more about us at: www.lrcssd.ca.Candidates who are committed to Catholic Education are invited to apply. Your resume should highlight personal and professional qualifications, relevant experience, and your most recent professional evaluation. Please email or fax your resume, three references and a pastoral letter to:Chantel Axani, Deputy Superintendent 4810-46 StreetBonnyville, Alberta T9N [email protected]

Job Title: Elementary Learning Support Teacher Reports To: PrincipalDirect Reports: NoneLast Revision Date: December 2021Summary: As a key member of the schools instructional team, the Elementary Learning Support Teacher is primarily responsible for providing instructional services and support to students. The Teacher is the subject matter expert and takes the lead in ensuring effective instructional programs for our students. Duties and Responsibilities: Planning, preparing and providing instruction according to the BC school curriculum; Planning, preparing and providing instruction according to Bella Bella Community School languages and cultural curriculum/requirements; Providing classroom supervision and management; Working with other instructional staff, such as Special Services Coordinator, to ensure collaboration and implementation of IEPs; Implementing testing and report data as required; Modifying and adapting programs to account for a diversity of learning needs; Ensuring all HaíÅzaqv content is culturally appropriate, sensitive and significant. Consulting with Haí?zaqv teachers, community members, community leadership, and elders with regards to culture and language, as necessary; Maintaining up-to-date records; Collaborating with colleagues for the benefits of the school; Participating in school and community activities and extra-curricular activities; Working collaboratively with the First Nations Schools Association and FNESC representatives and specialists; Making referrals and providing information to specialists when necessary; Preparing relevant educational objectives and outlines for courses of study, following proper curriculum guidelines and related resources to support instruction; Evaluating student progress, recording results and issues, and informing parents of progress and issues; Participating in staff and professional meetings, educational conferences, and teacher training workshops; Participating in intercase management meetings when necessary; Completing other duties as assigned within the same scope and job level.Required Skills and Abilities: Excellent organizational and time management skills; Creative, adventurous and strong teaching skills; Commitment to high standards of professionalism and academic excellence. Sensitivity and empathy; Curiosity and desire to learn about and teach in alignment with First Nation culture. Excellent classroom management skills; Ability and willingness to focus on literacy and numeracy within the classroom; Demonstrated ability to listen well and communicate effectively both orally and in writing with discretion, tact, courtesy, and professionalism; Ability to build strong relationships with students, staff, parents and the community; Ability to work effectively as part of a team and get along well with others; Ability to work independently with demonstrated initiative; Dependable and reliable.Required Education, Experience, Certifications and Licences: BC Teacher Regulation Branch certification; Knowledge and understanding of implementation of BC curriculum; Experience developing and implementing curriculum and instructional resources; Computer literacy and ability to effectively use technology in a classroom setting; Experience working with First Nations students or schools is preferred; An understanding and appreciation of First Nations culture and history.Hours of Work: Normal hours are 8:30am to 3:45 pm with a one hour lunch break.Other Requirements: All employees must comply with all Personnel Policies outlined within the Bella Bella Community School Board Policies. Adherence to the Code of Ethics and Governing Values of the Bella Bella Community School Board.

We invite applications for the position of: School Position FTE Grade Status Start Date Windebank Elementary Learning Support Teacher (LST) 1.0 Elementary Temporary ASAP to June 30, 2024 In order to meet the diverse learning needs of a school’s student population the organization of LST service delivery will vary from school to school. A Learning Specialist Teacher has the specialized knowledge, skills, and experience necessary to identify, assess, plan, implement, report, and evaluate in collaboration with team members. The direct role of the LST is to provide focused instruction that is “in addition” to as well as “aligned with” classroom instruction. The indirect role of the LST is to act as an advocate for students, a case manager for students with an IEP and as a resource to school staff and parents who are supporting students with difficulties in learning and adjustment, or who require an individual education program. Qualifications: Bachelor of Education and/or PDP Master’s or Bachelor’s degree in Inclusive Education or post-graduate diploma in Inclusive Education Training and/or experience at writing and maintaining IEPs Recent successful training and experience in Level B testing, interpretation and assessment Recent successful training and experience in standardized Level A and B assessment Successful teaching experience with children in elementary grades Specific course work in Counselling Psychology is desirable Experience teaching students with a variety of learning issues and designations as outlined by the Ministry of Education Understanding of the ministry criteria for category R and H designations. Experience as a case manager for designated students, including experience with IEP’s Experience implementing effective student intervention plans at the classroom level Experience working with students with dual designations and complex learning profiles (eg. Students with a learning disability and behavioural issues or students with complex emotional/learning needs) Confidence in preparing behavior plans, safety plans and student care plans where required Familiarity with UDL and RTI Strong interpersonal, communication and collaborative skills Job Duties: Focus on prevention - explicit teaching of social emotional learning and skills for self-regulation Working with assigned students (designated or non-designated) in the LST blocks on skills, learning interventions and/or homework and course completion On-going curriculum/classroom-based assessment as well as level B assessments to answer questions about how best to provide instruction or support Complete file reviews, assist with file organization and documentation to support the behavior designation for audit purposes Case manager for IEP process including inclusive consultation with classroom teachers, parents and other relevant specialists and students, as well as, monitoring the implementation of the IEP An effective IEP will guide the implementation of adaptations and/or modifications to a student’s instructional program. It should be driven by quality assessment information and must be written in such a way that all current and future team members can understand it. In consultation with the school psychologist, synthesize information from psycho-educational reports, language and curricular assessments, student records, parents and other service providers (may include relevant health-related information) Adaptations - teach and support an identified special needs student’s use of adaptations towards a Dogwood graduation diploma Collaboration with classroom teachers to design or implement instructional strategies or to adapt instructional content or materials Reporting on student progress in addition to the classroom teacher’s report Development of transition plans that address specific educational, vocational, social and behavioural needs of the students as well as specify the supports and services necessary for success Coordinate collaboration between school personnel, district staff, representatives from community services (including post-secondary) professionals from other government ministries, parents and the students themselves. Liaise with a wide variety of support agencies for youth in Mission, including but not limited to MCFD (SW and CYMH), Xyolhemeylh, Fraser Health, Mission Community Services, Fraser House, Child, Youth Crisis Program, Career Advisor and MY House Identifying students who require adjudication and confirming they qualify for adaptations Documenting adaptations for test writing in IEPs and logbooks Training readers/scribes and communicating with classroom teachers the needs of students receiving adjudication Provision of instruction as required For your application to be considered, all required documents must be included with your application which include: resume cover letter recent teaching reports and/or practicum reports copy of BC Teaching Certificate and/or TQS card or information on current status The starting annual salary for this position ranges from $57,972-$106,217, with placement on the range based on length of service, FTE and qualifications in accordance with the Collective Agreement. Please be sure that you have received a confirmation from Make a Future that you have applied to a specific posting. Without this confirmation your application will not have been submitted. Why Mission? We humbly work and learn on the Traditional, Ancestral, Unsurrended and Shared lands of the Stó:lo 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 . About Mission Mission, British Columbia is nestled on a southern coastal mountain slope, overlooking the lush valley of the mighty Fraser River. Ideally situated, Mission is located an hour east of Vancouver and just a 15-minute drive from the U.S. border. Mission was originally inhabited by the Sto:lo First Nations people, and today this rapidly growing and dynamic centre is home to a population of some 38,000 residents. Come see why Mission is "the Jewel in the Valley". 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 Access to wellness resources Thank you for your interest. Please note only short-listed applicants will be contacted.

Position: Numeracy Support TeacherLocation: Berens River SchoolStart Date: September 3, 2024 FTE: 1.00 FTE Term of Employment: PermanentApplication Deadline: Open Until Filled TheDivision provides a competitive salary, comprehensive benefits,transportation and moving expense reimbursement, subsidized housing orhousing allowance and isolation allowance in qualifying communities,annual travel reimbursement, reimbursement for approved courses andmore! Berens River School is a Nursery to Grade 9 School with approximately 429 students. Berens River is a community of approximately 3,546 located on the eastern shore of Lake Winnipeg, a 4 hour drive north of Winnipeg. This lakeside town offers community services such as a general store, Northern store and a community hall. The beautiful surrounding area is a recreational paradise offering a variety of outdoor activities such as fishing, hiking and canoeing. Working in collaboration with the classroom teachers, the Numeracy Support Teacher provides the following services: Programming support and development Classroom support Individualized and small group instruction Assessments Qualifications: Bachelor of Education Degree and valid Manitoba Teaching Certificate (or eligibility for) Current knowledge of effective numeracy instruction and assessment practices Experience providing, creating and implementing individualized programming for At Risk students and students with special needs Knowledge and experience with guided Math Strong planning and communication skills A strong background in language development Knowledge and implementation of cooperative learning/small group instruction Ability to work in classrooms alongside teachers, colleagues and contribute collaboratively as a team member Applicants are required to submit the following: cover letter current resume list of three professional references including email addresses and contact numbers, all of whom must have knowledge of the applicant’s performance in the applicant’s current or recent assignment Thank you for your interest; however, only applicants selected for an interview will be contacted. By applying, you consent to the Division contacting your references. As a condition of employment, the successful candidate will be required to submit a clear Criminal Record Check (including Vulnerable Sector Check) and Child Abuse Registry Check, at their own expense. Further information is available at www.fsdnet.caReasonable accommodations are available for persons with disabilities on request.

Position: Literacy Support Teacher Location: Frontier Collegiate Start Date: September 3, 2024FTE: 1.00 FTE Term of Employment: PermanentApplication Deadline: Open Until Filled TheDivision provides a competitive salary, comprehensive benefits,transportation and moving expense reimbursement, subsidized housing orhousing allowance and isolation allowance in qualifying communities,annual travel reimbursement, reimbursement for approved courses andmore! Frontier Collegiate is a unique, well-equipped high school with dormitories located in Cranberry Portage, Manitoba. Frontier Collegiate offers a full range of Grade 9 to Grade 12 course offerings for approximately 250 students. Cranberry Portage is a scenic “cottage country” community of about 1,000 people located 50 km south of Flin Flon. Community services include a gas station, health centre with ambulance service, community recreation centre and arena and regular air service (Flin Flon & The Pas). Working in collaboration with the classroom teacher, the Literacy Support Teacher provides the following services: Programming support and development Classroom support Individualized and small group instruction Assessments Qualifications: Bachelor of Education Degree and Valid Manitoba Teaching Certificate (or eligibility for) Current knowledge of effective literacy instruction and assessment practices Experience providing, creating and implementing individualized programming for At Risk students and students with special needs Knowledge and experience with balanced literacy, guided Reading, Fountas and Pinnell Strong planning and communication skills A strong background in language development Knowledge and implementation of cooperative learning/small group instruction The ability to work alongside teachers, colleagues and contribute collaboratively as a team member Certification as a trained Reading Recovery teacher would be considered an asset. Applicants are required to submit the following: cover letter current resume list of three professional references including email addresses and contact numbers, all of whom must have knowledge of the applicant’s performance in the applicant’s current or recent assignment Thank you for your interest; however, only applicants selected for an interview will be contacted. By applying, you consent to the Division contacting your references. As a condition of employment, the successful candidate will be required to submit a clear Criminal Record Check (including Vulnerable Sector Check) and Child Abuse Registry Check, at their own expense. Further information is available at www.fsdnet.caReasonable accommodations are available for persons with disabilities on request.

Living In Yukon, Thriving in LifeOur goal is to support all learners in developing the essential skills, knowledge, and personal qualities that they need to thrive in life.School: HFESPosition: Intermediate LAT- numeracy support teacher FTE: 1.0 Permanent Start Date: August 2024We acknowledge and respect, and are grateful for the opportunity to work, learn and play within the traditional territories of the Kwanlin Dün First Nation and the Ta’an Kwäch’än Council.We strive to strengthen the relationships and partnerships between home, school, students and the community. We sincerely hope that you will feel welcome and be willing to participate as a partner in your student's education. All Yukon schools seek to support students in reaching their full potential. QUALIFICATIONS AND EXPERIENCE:Please clearly demonstrate on your cover letter and resume, how you meet the following qualifications and experience:• Bachelor of Education or equivalent.• Experience teaching mathematics in a variety of grade levels; • Experience within the last two years implementing numeracy interventions in an elementary school setting;• Experience organizing and utilizing data to drive instruction and a whole school focus in mathematics; • Experience using First Peoples ways of Knowing, Doing and Being to support and instruct students;• Experience providing leadership as part of a multi-disciplinary school-based team regarding programing for students with diverse learning needs and behavioral challenges.• Experience providing instructional leadership to teachers;• Experience developing, implementing, and revising Individual Educational Plans and Learning Plans to maximize student potential.• Experience teaching Catholic education programs and experience integrating Catholic education throughout the curriculum;• NCI training would be an asset;• Experience working within the NME model would be an asset. DESIRED KNOWLEDGE, SKILLS AND SUITABILITY:Candidates should have and may be assessed on their:• Ability to support social emotional learning, positive well-being, and restorative practices in the school setting;• Strong planning and organizational skills;• Strong communication and interpersonal skills with the ability to work positively and collaboratively with students, staff, and the school community;• Willingness and ability to work as a member of a team and to participate in the total school programs and initiatives;• Excellent communication and interpersonal skills with the ability to establish trusting relationships and work with students, parents, staff members, consultants, and administrators;• Knowledge and sensitivity to the culture and aspirations of the First Nations people of Yukon and a culturally diverse student population;• A strong commitment to the practice of differentiated instruction, UDL, and assessment within the classroom to meet student needs;• Strong commitment to and proven dedication to support the philosophy, values, and beliefs of the school. ADDITIONAL INFORMATION:• To be a Teacher in Yukon, you must hold a Teacher Certification in another Canadian province/territory first; • Successful applicants will be required to undergo a Criminal Record Check including a Vulnerable Sector Check.• Preference will be given to the candidate who is a practicing member of the Roman Catholic Church, committed to excellence in Catholic Education. To receive preference, it is required to include a current Roman Catholic Pastoral Reference, current Teacher Faith Letter and current Baptismal Certificate.Go to our website for the documents. Go to our website for the documents here and here. Please submit the documents to [email protected] more information about the position, please contact Heather Dickert, Human Resources Consultant at [email protected] you have any questions regarding your E-Recruitment profile, please contact [email protected] more information about Yukon, visit Travelyukon.com

SCHOOL DISTRICT NO. 87 P.O. BOX 190DEASE LAKE, B.C. V0C 1L0Tel. (250) 771-4440Fax (250) 771-4441Competition #2 4 - 08 School Community Counsellor / Learning Support Teacher Dease Lake School, Full Time Continuing Start Date: August 29, 2024 This position is eligible for a $ 7 , 0 0 0.00 hiring incentive School District 87 serves students and families within the unceded traditional territories of the Tahltan, Kaska and Tlingit First Nations and we honour these relationships. We respect and value the relationships with all other First Nations, Métis, and Inuit peoples who reside in these territories. This land has always been a place of learning and we are thankful to live, work, and learn here. It is with respectful consideration that the programs and services provided to students and staff acknowledge their histories, cultural contributions, and contemporary concerns.The Counsellor / Learning Support Teacher will work as a member of the student services team which includes learning assistant teachers, speech and language pathologists, student assistants and student services consultants. The successful candidate should have excellent interpersonal skills in a cross-cultural setting and an ability to work closely with students, parents and educational personnel, as well as strong counseling skills in an educational setting.The successful candidate will be expected to: Develop and promote positive behavioural change and personal growth in clients, while assisting families in understanding the importance of education and developing family support skills. Identify clients for service, assessment of needs, and provision of social and behavioural interventions. Collaborate with and participate in school-based teams. Provide career counselling. Work collaboratively with community-based programs and agencies. Provide referrals and consult with other community social agencies; Provide leadership in case conferencing; Individual clinical therapy one-on-one pertaining to various issues such as: Trauma, Stress and Anxiety, Grief and Loss, Addiction, Depression, Emotional Regulation, Anger Management, Gender and Sexuality. Provide crisis intervention and follow up. Level B Assessment Qualifications and / or willingness to acquire qualifications. Facilitating school team-based meetings to support the goals of IEP's through a consultative model ensuring that assessment referrals are complete and accurate.The successful candidate will have: Experience in educational programs and/or social services programs. B. Ed. certification. Training and qualification in one or several of the following: Bachelor or Masters in Psychology Bachelor or Masters of Social Work Bachelor or Masters in Child and Youth Mental Health Masters in secondary and/or elementary counsellingSchool District 87 offers the highest salaries in the province; a relocation allowance upon arrival, annual personal travel allowances for employee and dependents living with them, a substantial professional development package and an excellent benefit package (100% medical, extended health, dental and group health insurance). In summary: This position is eligible for a n employment signing bonus of $ 7 , 0 0 0.00 in return for a successful candidate accepting a job offer for this position. Competitive Salary ($ 71,769 -$1 19,708 ) Moving Relocation Allowance: $ 2207.45 ($1471.64 upon hire/735.81 after 2 yrs.) Recruitment and Retention Allowance: $ 3006.00 Isolation Allowance: $ 1673.83 Travel Allowance: $2 251.61 A long term service award is provided at 4 and 8 years of continuous service. We also provide modern furnished and unfurnished accommodation (no sharing required) at a reasonable rate ($450-$650 per month).For additional information, contact Mr. Brian Manning, Director of Instruction, at 250-771-4440 or [email protected] .Applications with supporting documentation including references should be submitted to:[email protected] Deadline: Open Until Filled We thank all applicants for their interest, however, only those selected for an interview will be contacted. Posted: April 23, 2024

Prairie South Schools is honoured to be named one of Canada’s Best Employers in 2024 by Forbes. #72.STUDENT SUPPORT TEACHER AT BENGOUGH SCHOOL Category: Teachers. Principals & SuperintendentsSchool Year: Teacher 2024-2025 School YearDate Posted:  May 7, 2024Date of Closing:  May 17, 2024 Date of Availability:  August 27, 2024Location: Bengough SchoolJobCode: 3742241   Position Details :0.5 FTE Continuous ContractTerm:This position will commence August 27, 2024.Assignment:Student Support Teacher and Classroom TeacherSubjects and Grades to be determined.Qualifications:As outlined in the Education Act, 1995 Bachelor of Education degree Must hold or be eligible for a Saskatchewan Professional A teacher certificate  Salary & Benefits:Salary and benefits are in accordance with the currently negotiated Provincial Collective Bargaining Agreement and Locally Negotiated Teacher Agreement. For further information regarding the details of the assignment contact:Theresa Mooney, Principal, Bengough SchoolPhone: (306) 268-2172Email: [email protected] Procedure:Accepting online applications only. This posting will be removed from our website at 3:00 pm on the closing date. Selection Procedure:Your eligibility to be considered for this position will be based on the information in your application. The successful candidate (if external) will be subject to a clear criminal records check and vulnerable sector check as outlined in Administrative Procedure 406 Criminal Records Checks.While we thank all applicants for their interest in this position, only those selected for an interview will be notified. 

Prairie South Schools is honoured to be named one of Canadas Best Employers in 2024 by Forbes. #72. STUDENT SUPPORT TEACHER AT MORTLACH SCHOOL Category: Teachers. Principals & Superintendents School Year: Teacher 2024-2025 School Year Date Posted:  May 8, 2024 Date of Closing:  May 19, 2024 Date of Availability:  August 27, 2024Location: Mortlach School JobCode:   3743254   Position Details:  0.56 FTE Teaching Assignment0.4 FTE Continuous Contract and 0.16 FTE Temporary Amendment. Term:  This position will commence August 27, 2024 with the 0.16 temporary amendment ending June 30, 2025. Assignment:  Student Support TeacherQualifications:As outlined in the Education Act, 1995 Bachelor of Education degree Must hold or be eligible for a Saskatchewan Professional A teacher certificate   Salary & Benefits: Salary and benefits are in accordance with the currently negotiated Provincial Collective Bargaining Agreement and Locally Negotiated Teacher Agreement. For further information regarding the details of the assignment contact:Rayleen Eberl, Principal, Mortlach SchoolPhone: (306) 355-2332Email: [email protected]  Application Procedure:Accepting online applications only. This posting will be removed from our website at 3:00 pm on the closing date.Selection Procedure: Your eligibility to be considered for this position will be based on the information in your application. The successful candidate (if external) will be subject to a clear criminal records check and vulnerable sector check as outlined in Administrative Procedure 406 Criminal Records Checks. While we thank all applicants for their interest in this position, only those selected for an interview will be notified.  

Prairie South Schools is honoured to be named one of Canada’s Best Employers in 2024 by Forbes. #72. STUDENT SUPPORT TEACHER AT BENGOUGH SCHOOL Category: Teachers. Principals & Superintendents School Year: Teacher 2024-2025 School Year Date Posted: May 7, 2024 Date of Closing: May 17, 2024 Date of Availability: August 27, 2024 Location: Bengough School JobCode: 3742241 Position Details :0.5 FTE Continuous ContractTerm :This position will commence August 27, 2024.Assignment :Student Support Teacher and Classroom TeacherSubjects and Grades to be determined.Qualifications :As outlined in the Education Act, 1995 Bachelor of Education degree Must hold or be eligible for a Saskatchewan Professional A teacher certificate Salary & Benefits: Salary and benefits are in accordance with the currently negotiated Provincial Collective Bargaining Agreement and Locally Negotiated Teacher Agreement. For further information regarding the details of the assignment contact :Theresa Mooney, Principal, Bengough SchoolPhone: (306) 268-2172Email: [email protected] Procedure :Accepting online applications only. This posting will be removed from our website at 3:00 pm on the closing date. Selection Procedure :Your eligibility to be considered for this position will be based on the information in your application. The successful candidate (if external) will be subject to a clear criminal records check and vulnerable sector check as outlined in Administrative Procedure 406 Criminal Records Checks.While we thank all applicants for their interest in this position, only those selected for an interview will be notified.

About Qualicum School District Qualicum School District is centrally situated on east Vancouver Island and covers the area of Nanoose Bay to Bowser and spans from Errington across the Strait of Georgia to Lasqueti Island. We serve a student population of approximately 4700 students. Qualicum School District consists of eight elementary schools (Grades K-7), two secondary schools (Grade 8-12), an alternate school (PASS/Woodwinds) and a Distributed Learning program to support home-learning families called the Collaborative Education Alternative Program (CEAP). False Bay School on Lasqueti Island is entirely off-grid with an immense solar project recently completed. Qualicum School District also embraces many community organizations through various school programs. The area’s natural beauty, never-ending beaches, mild climate and small-town charm make it a popular tourist destination and a great opportunity to have a career in paradise. Assignment: Learning Support Teacher (At this time, initial assignment at QBES) The assignment may change due to the itinerant nature of the position, or to meet the needs of the school’s educational program, grade organization, and/or enrollment.0.80 FTE CONTINUING Commencing September 1, 2024.The successful candidate will be expected to :Collaborative Planning, Teaching and Coordination: Assist classroom teachers with the design and implementation of an appropriate educational program complete with universal and essential supports as required to meet the individual needs of students; Support the development, implementation, communication, monitoring and evaluation of support plans (Class Support Plans, IEP, behaviour plans, safety plans) for students who require additional supports; Work to support the needs of students in classroom and/or small group settings; Support staff and students in the use of compensatory strategies such as assistive technology to build success and independence; Integrate use of Information and Communication Technology (ICT) to support teaching and learning, manage information, and carry out professional communication; Participate as a member of the School-based Team (may serve as chair), coordinate district referrals, and attend the district Screening Committee meetings as required; Work collaboratively with parents, district staff, outside professionals and community agencies while also maintaining healthy boundaries; Attend Learning Support staff meetings.Consultation: Communicate effectively with students, parents, staff and outside professionals; Support the work of the school toward enhancing student achievement; Provide UDL focused classroom-based support for teachers and their students; Advise teachers about universal and essential supports for classroom environments; Consult with students and families regarding support strategies; Create an engaging, respectful and inclusive learning environment for students; Support classroom teachers in providing direction and support to Educational Assistants.Assessment and Evaluation: Completes criterion-references or norm-references assessment as appropriate to answer questions about how to best provide instruction or support; Provides observation and collection of behavioural data to establish baseline/progress data or describe functional behaviours; Synthesizes information from students, families, student records, outside professionals/agencies and health related information to inform the assessment process.The successful candidate will have the following qualifications: A valid BC Teaching Certificate and familiarity with the BC curriculum at elementary level; A Master’s Degree or Diploma in Inclusive Education, Special Education and/or Supporting Diversity; A minimum of two years successful classroom teaching experience; Training and/or experience teaching beginning reading; Training and experience administering and interpreting Level B testing materials; Training and/or experience in the use of adaptive software, assistive technology and augmentative communication tools; Experience modifying and adapting curriculum and assessment to meet the diverse and individual needs of learners at the elementary level; Experience collaboratively planning, writing, implementing and overseeing comprehensive student support plans (Class Support Plans, IEP, behaviour plans, safety plans) with classroom teachers.Salary Grid Link:https://www.bctf.ca/docs/default-source/services-guidance/salary-grids/2023/69-Salary-Grid-2023.pdfMake a Future / Qualicum School District Please note to submit your application to the actual job posting you must click onto the job posting, then click the “APPLY” button. For further information please contact Denise Kinney, Human Resources Assistant at 250 954 3069 or [email protected]. We thank all applicants for their interest, however, only those selected for interviews will be contacted.

Prairie South Schools is honoured to be named one of Canadas Best Employers in 2024 by Forbes. #72. STUDENT SUPPORT TEACHER AT MORTLACH SCHOOL Category: Teachers. Principals & Superintendents School Year: Teacher 2024-2025 School Year Date Posted: May 8, 2024 Date of Closing: May 19, 2024 Date of Availability: August 27, 2024Location: Mortlach School JobCode: 3743254 Position Details : 0.56 FTE Teaching Assignment0.4 FTE Continuous Contract and 0.16 FTE Temporary Amendment. Term : This position will commence August 27, 2024 with the 0.16 temporary amendment ending June 30, 2025. Assignment : Student Support TeacherQualifications :As outlined in the Education Act, 1995 Bachelor of Education degree Must hold or be eligible for a Saskatchewan Professional A teacher certificate Salary & Benefits: Salary and benefits are in accordance with the currently negotiated Provincial Collective Bargaining Agreement and Locally Negotiated Teacher Agreement. For further information regarding the details of the assignment contact :Rayleen Eberl, Principal, Mortlach SchoolPhone: (306) 355-2332Email: [email protected] Application Procedure :Accepting online applications only. This posting will be removed from our website at 3:00 pm on the closing date.Selection Procedure : Your eligibility to be considered for this position will be based on the information in your application. The successful candidate (if external) will be subject to a clear criminal records check and vulnerable sector check as outlined in Administrative Procedure 406 Criminal Records Checks. While we thank all applicants for their interest in this position, only those selected for an interview will be notified.