Description
is a strength and inclusion is a right. Our common goal is to design
interdisciplinary and personalized instructional approaches to create safe, purposeful and
powerful learning environments in order that all students can think
critically, create, collaborate, contribute and learn. Teachers
actively
work on teacher learning teams using collaborative models of support to
co-plan, co-teach and co-assess in an inclusive setting, using invisible
interventions. Additionally, teachers mentor students, over time,
in reflecting on where their personal interests and strengths overlap with
emerging career-life opportunities in the world.
All teachers
must be prepared to use a variety of technology for planning, attendance
monitoring, communicating classroom instruction and reporting, and be prepared
to support the School Improvement Plan and District goals through Indigenous
ways of knowing, being and doing and the Four Blankets of Resilience.
Using a
behavioral approach in the interview process, we are seeking qualified
candidates with proven success in these areas. The behavioral interview process
includes describing the situation or task, the actions you took and the results
you achieved.
For further details about our strategic plan and our education plan, Pathways
to Learning, go to:
https://drive.google.com/file/d/1dzt4Olerig7NMuK-i0R-BEFwcAtNmjdO/view
Necessary
Qualifications:
• possession of a
valid B.C. Teaching Certificate;
• university
training, or its equivalent, relevant to the posted position; and,
• successful
teaching experience relevant to the posted position.
Posting Details:
T- 4718
Learning Support/ELL, CLE/CLC
1.0 F.T.E. Term,
Effective Immediately to June 27, 2025
PEMBERTON
SECONDARY SCHOOL
The successful candidate
must:
· possess at minimum a
Diploma in Special Education with preference given to those who possess a
Master Degree in Special Education;
· possess TESOL certificate;
· possess relevant,
successful teaching experience teaching ELL at the Secondary level;
· have completed university
level coursework and demonstrated experience in planning and delivery of
appropriate curriculum and programs for high and low incidence students;
· have specific
training/experience administering and interpreting a variety of norm-referenced
assessment instruments to level B;
· be prepared to provide
leadership in the preparation of Individual Education Plans, adapting and
modifying curriculum, act as case manager for special needs' students, and
students with severe behavior issues, and provide consultative services with
parents, teachers and outside agencies;
· have demonstrated
understanding of implementation of Response to Intervention process supporting
students;
· have demonstrated ability
to work effectively to meet the diverse behavioral and emotional needs of
students;
· have experience and
training in literacy and differentiated instruction; and,
· possess a reliable vehicle
and a valid BC Driver’s License.
PLEASE
NOTE: WHEN APPLYING FOR THIS POSITION, TRANSCRIPTS FOR ALL RELATED COURSEWORK
WILL BE REQUIRED.
Salary range : $60,015 per year to $109,520 per year, based on category as
assigned by the Teachers’ Qualification Service (TQS) and previous teaching
experience
If applying for more than one position, please
note order of preference.
While we thank all applicants for their
interest, only those applicants who have been given consideration for an
interview will be contacted.
Please note that prospective employees, new to
School District No. 48 (Sea to Sky), must agree to undergo a Criminal Records
Check, as failure to do so will be grounds for refusing employment.
We ask that all applications be submitted on the
Make a Future website and that your portfolio include the
following documents:
• Cover Letter
• Resume
• Final Practicum Reports and/or teaching evaluations
• Academic Transcripts
• Three Professional References and their contact information
• Copy of Teaching Certificate issued by the Teacher Regulation
Branch of BC
School District No.48
(Sea to Sky) prioritizes those candidates who self-identify as Indigenous,
LGBTQIA2S+, a member of a visible minority and/or a person with a disability
for all positions within the School District.
