Date Issued: April 17, 2024POSITION-

Worksite: Leary Integrated Arts & Technology Elementary School

Contract Type: Continuing, Full-Time

Assignment Area(s) : Inclusive Design Teacher, SBT Coverage, Teacher Preparation

Salary Range: 57,972 to 106,217 (range based on length of service and qualifications in accordance to the collective agreement)

Effective Date: September 1, 2024

Please Note: If we have no qualified applicants, we are willing to consider applicants who do not possess the qualifications for this assignment but who are willing to undertake a program of professional study to become fully qualified as per the criteria set out in this posting. There will also be required in-service for the successful candidate to complete. The assignment within this position in September may not be identical to the assignment in this posted position.

Deadline for Applications: April 25, 2024 12:00 pm

Electronic Applications must be submitted through Make A Future www.makeafuture.ca and include a Cover Letter, Resume, Teaching Report, Transcripts & the names of 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 Educations current philosophy, teaching practices, and evaluation/assessment/reporting procedures as outlined in the Manual of Policies, Procedures and Guidelines for Special Education Services to guide individualized instruction

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

specialized course work in the following areas of ELL/ESD: teaching methodology, cross-cultural sensitization, multicultural studies, and applied linguistics

knowledge of ELL/ESD Ministry of Education eligibility criteria for 1701 reporting

experience in conducting formal, level B assessments on ELL/ESD students and developing Annual Individual Plans (AIPs)

knowledge of current best practices in education for teaching landed immigrant and international ELL/ESD students and knowledge of SIOP or a willingness to be trained in SIOP

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

cultural awareness of Indigenous Education and experience in incorporated the first peoples principles of learning, and personal commitments to Truth and Reconciliation

demonstrated ability to collaborate within an Inclusive Design Team to provide a continuum of services that support the academic, personal, social, and emotional development of students

demonstrated ability to plan inclusively using Universal Design for Learning (UDL) to allow multiple access points for learners with differing abilities, interests, and needs

demonstrated ability to design/implement/assess Project Based Learning (PBL) that explores and connects Big Ideas and concepts across disciplines

demonstrated interest, aptitude, or experience in fine arts, applied arts, media arts, or technology

demonstrated ability to facilitate authentic demonstrations, artifacts, performances, or exhibitions of learning that embed art and technology and allow for student voice and choice

commitment and demonstrated ability to work collaboratively as part of a learning community in the implementation of the school and district 4 Pillars of Integrated Arts and Technology (Integrated Disciplines; Collaborative Culture; Authentic Learning; and Visionary Staff)

knowledge of and demonstrated experience in the development, implementation, and evaluation of CBIEPs in consultation with the classroom teacher(s), parent(s), student, and district personnel

commitment and willingness to work collaboratively with staff, parents, and administration in order to support all students through an RTI system and student-centered model

demonstrated ability and proven experience coordinating and managing a complex schedule that requires flexibility and excellent organizational and communication skills

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 environmentFor Further Information Contact: Brad Driscoll, Principal or Shelley Burke, Vice Principal (604) 792-1281