T26-219 Temporary, Full-Time, Resource Teacher, & Learning Assistance Teacher

Posting Number: T26-219 Date Issued: August 25, 2026 POSITION Worksite: Mount Slesse Middle School Contract Type: Temporary, Full-Time Assignment Area(s): Resource / Learning Assistance Teacher Salary Range: $63,347 to $116,190 (range based on length of service and qualifications in accordance to the collective agreement) Effective Date: September 1, 2026, to not later than December 18, 2026 (or return of teacher) Please Note: The assignment within this position in September may not be identical to the assignment in this posted position. Deadline for Applications: Wednesday, September 2, 2026, by 12:00 pm Electronic 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 and post-graduate coursework in the following areas: students with special needs; assessment/testing theory and practice (Level B); strategies for adapting and modifying curriculum 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 demonstrated experience and ability in being able to carry out a variety of assessments, including classroom observation, curriculum-based assessment and diagnostic teaching methods, administration and interpretation of Level B Assessments including the WIAT, PPVT, Key Math and TOWL demonstrated experience in and knowledge of methods for evaluating and selecting instructional materials suitable for students with a variety of special needs and learning disabilities demonstrated understanding of and successful experience in teaching students with moderate to severe intellectual disabilities, autism, chronic health and physical disabilities, and multiple disabilities as defined by the Ministry of Education knowledge of and demonstrated experience in the development, implementation, and evaluation of Competency-Based IEPs in consultation with the classroom teacher(s), parent(s), student, and district personnel 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 willingness to attend District training to learn and implement Competency Based IEP's demonstrated ability to lead, coordinate and integrate competency-based and inclusive support services through the school-based team (consultation, collaborative planning, coordination, case management, direct instruction/intervention, transition planning) for students proven ability to collaborate with school-based team members and staff to support all diverse learners willingness to team teach and co-teach to provide whole class support with a pull-out / push-in model demonstrated excellent communication, interpersonal and organizational skills demonstrated ability to organize, maintain, and integrate a continuum of support services and resources at the school level, including scheduling and supporting the work of Educational Assistants demonstrated ability to collaboratively lead, develop and oversee the implementation of Competency-Based IEPs that ensure students have multiple access points to the curriculum and can demonstrate their learning through multiple modalities and digital portfolios proven ability to coordinate services and partner with school, district, community and provincial organizations and resources (for example, POPARD, SET-BC, MCFD) demonstrated knowledge of Ministry accountability and audit requirements and processes demonstrated ability to collaborate with teaching colleagues to implement and support inclusive practices (inquiry/project based/experiential learning), UDL, and alternate demonstrations of learning and co-teaching demonstrated ability and a desire to participate in a professional learning community that fosters innovation, risk-taking and collaboration demonstration of, and commitment to Indigenizing curriculum using the First Peoples Principles of Learning demonstrated excellent classroom management, the ability to establish and maintain positive, respectful, and collaborative relationships with colleagues, students, parents/guardians, and community partners within an inclusive, diverse, and equitable school environment For Further Information Contact: Devin Atkins, Principal or Scott Millington, Vice Principal (604) 824-7481

The Resource and Learning Assistance Teacher provides inclusive support services and direct instruction for students with diverse learning needs. Responsibilities include developing Competency-Based IEPs, conducting Level B assessments, and collaborating with school-based teams to implement inclusive practices.

Candidates must have extensive academic training in special needs and experience with Level B assessments such as WIAT and PPVT. Proficiency in implementing Ministry of Education policies and a commitment to Indigenizing curriculum are required.

Relevées dans la description du poste. Confirmez les exigences importantes ci-dessus.

• Special Education
• Assessment and Testing
• Curriculum Adaptation
• IEP Development
• Classroom Management
• Collaborative Planning
• Inclusive Support Services
• Co-teaching
• Case Management
• Diagnostic Teaching
• Universal Design for Learning
• Interpersonal Communication
• Educational Assistant Supervision
• Digital Portfolios
• Indigenizing Curriculum
• Student Evaluation

• Education
• Social Services
• Government & Public Sector

Formation minimale

Maîtrise

Expérience minimale

5+ ans

Postuler avant le

25 sept. 2026

Langue de l’offre

anglais

Heures de travail

40 heures par semaine

Niveau d’expérience

Mid-Senior level