T26-254 Temporary, Part-Time, (40%) Primary - Grade 2

Résumé du poste

Posting Number: T26-254Date Issued: September 18, 2026PositionWorksite: Vedder Elementary SchoolContract Type: Temporary, Part-Time (40% Thursday and Friday)Assignment Area(s): Primary - Grade 2Salary Range: $63,347 to $116,190 (based on length of service and qualifications in accordance with the collective agreement)Effective Date: Immediately, until not later than June 30, 2027 (or return of the teacher)Deadline for Applications: Monday, September 28, 2026 at 12:00 PM Pacific TimeElectronic Applications must be submitted through Make a Future and include a Cover Letter, Resume, Teaching Rep…

Détails du poste

Posting Number: T26-254Date Issued: September 18, 2026PositionWorksite: Vedder Elementary SchoolContract Type: Temporary, Part-Time (40% Thursday and Friday)Assignment Area(s): Primary - Grade 2Salary Range: $63,347 to $116,190 (based on length of service and qualifications in accordance with the collective agreement)Effective Date: Immediately, until not later than June 30, 2027 (or return of the teacher)Deadline for Applications: Monday, September 28, 2026 at 12:00 PM Pacific TimeElectronic Applications must be submitted through Make a Future and include a Cover Letter, Resume, Teaching Report, Transcripts & the names of two (2) current supervisors who can comment on your teaching.Required Abilities, Qualifications and Experience:Extensive academic training, professional preparation, and qualifications in teaching in all areas 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.Knowledge of and demonstrated ability to implement teaching practices that align with the Professional Standards for BC Educators.Demonstrated ability to plan for and teach all required subjects at this grade level, to effectively address the academic and social/emotional learning needs of a diverse group of students.Consistent use of the most current instructional practices to create a powerful balanced literacy program to meet the diverse needs of learners; preference will be given to candidates with successful experience with small group targeted literacy instruction.Consistent use of the most current instructional practices to create a powerful balanced numeracy program to meet the diverse needs of learners; preference will be given to candidates with successful experience with small group targeted numeracy instruction.Willingness to use District and Ministry data sets (ACT, SNAP, FSA, PM/RR) to identify student need and drive informed teaching practice and team teacher planning.Demonstrated ability and commitment to Indigenizing curriculum using the First Peoples Principles of Learning.Demonstrated experience intervening, supporting, and motivating struggling learners through a Response to Intervention (RTI) lens, particularly in literacy and numeracy key concepts.Demonstrated ability to recognize and acknowledge individual student differences and adjust instructional practices accordingly through informal adaptations and formal Competency Based Individual Education Plans (CBIEP's).Demonstrated ability in the application of current brain-based strategies as they relate to self-regulation, mindful behaviour and social emotional learning (i.e. Calm, Strong Kids, Alert & Learning, Mind Up).Knowledge of and demonstrated ability to support students through a variety of social/emotional strategies and trauma informed practices.Demonstrated ability to engage and motivate students in day-to-day lessons through the appropriate integration of technology.Demonstrated ability to set and clarify learning standards and to establish effective classroom procedures and relationships.Demonstrated excellent classroom management, behaviour management and classroom organization skills; experience with Positive Behaviour and Support (PBS) is an asset.Commitment to supporting social responsibility throughout the school (i.e. Student Leadership, Check-in and Classroom Circles).Demonstrated willingness to implement the goals and strategies of the School Growth Plan.Demonstrated commitment to working with students, staff, parents and administration in an open, accepting manner to promote a strong and caring professional learning community.Demonstrated commitment and involvement in professional development and collaboration that supports the enhancement of student learning (literacy/numeracy/social responsibility/application of technology/engaging learners) as is applies to the areas of this assignment. For further information, contact: 604-858-4759 (Vedder) Sharilyn Mordaunt, Acting Principal; Celine Derksen, Acting Vice Principal

Compétences indiquées

• caring · Souhaitée
• assessment · Souhaitée
• Check-in · Souhaitée
• Collaboration · Souhaitée
• balanced · Souhaitée
• responsibility · Souhaitée
• Classroom management · Souhaitée
• management · Souhaitée
• Development · Souhaitée
• Time · Souhaitée
• future · Souhaitée
• Classroom organization · Souhaitée