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- 4567 Learning Support/Instruction, Grades 8 to 12, CLE/CLC

1.0 F.T.E., Effective September 3,

2024

PEMBERTON

SECONDARY SCHOOL The successful candidate must: possess a Master Degree in

Special Education;

possess relevant,

successful experience as a teacher 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

be familiar with the BC Student Performance Standards;

and

have a solid understanding and knowledge of the new Ministry

curriculum and competencies.PLEASE NOTE: WHEN APPLYING FOR THIS

POSITION, TRANSCRIPTS FOR ALL RELATED COURSEWORK WILL BE REQUIRED.Salary range : $59,432.34 per to $108,341.34 per year, based on category as

assigned by the Teachers Qualification Service (TQS) and previous teaching

experienceIf 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.