Learning Support Alternate/Inclusion Support Teacher - .429FTE

Il stl’i kw’els spipetstexw kw’eset ite xwelmexwelh stexwlaq temexws ye Stó : lo mestiyexw.

Mission Public School District is located on the Traditional, Ancestral, Unsurrendered, and Shared territories of Stó : lo people, of Leq'á : mel, Semá : th, Máthxwi, Sq'éwlets and Qwó : ltl'el First Nations, stewards of this land since time immemorial.

Halq'eméylem is the language of this land and of Stó : lo ancestors. The place from where Halq’eméylem (Upriver dialect) originates is Leq’á : mel.

The language comes from the land, and it has been this way since time immemorial.

Le Conseil scolaire de Mission est situé sur les terres traditionnelles, ancestrales, non cédées et partagées du peuple Stó : lo, des Premières nations, Leq'á : mel, Sema : th, Matheqwí, Sq'éwlets et Qwó : ltl'el, peuples de cette terre depuis des temps immémoriaux.

We invite applications for the positions of :

School : Hatzic Middle School

Position : Learning Support Alternate / Inclusion Support Teacher

FTE : .429FTE (Day 1 - 3 blocks)

Grade : 7-9

Status : Temporary to June 30, 2025

Start Date : as soon as possible

Qualifications :

BC teaching certificate

Bachelor of Education and / or PDP

Master’s or Bachelors in Inclusive Education or post graduate diploma in Inclusive Education

Specific coursework in Curriculum and Instruction or Inclusive Education, or Counselling Psychology is desirable

Knowledge of First People’s Principals of Learning and an understanding of equity and reconciliation in schools

Successful teaching experience with youth facing barriers, preferably in an alternate educational setting

Ability to implement a trauma-informed approach to classroom management

Generalist approach teaching English / Social Studies / Science / Math (ability with Sr. Math essential) and other ministry or locally developed courses, including Social Emotional Learning curriculum

Successful experience with students with a variety of learning / behaviour issues but not limited to (category Q, R and H), dual designations and other Special Education designations (G, D, K)

Additional coursework or specific training in areas of Autism- through POPARD and the Reference to Regulate Therapy

Demonstrated knowledge and experience developing programs for students with Complex Developmental and Behavioural conditions (CDBC), Autism Spectrum Disorder (ASD), Fetal Alcohol Spectrum Disorder (FASD), conduct disorder, oppositional defiant disorder (ODD), pathological demand avoidance (PDA)

Ability to case manage (specifically IEPs / IBPs, designations, and calling and chairing of the meetings of the ICM process) students facing barriers, with complex social, emotional, behavioural and academic needs

Successful experience adapting or modifying curriculum based on individual student needs as outlined in the IEP

Ability and / or desire to create a flexible program for students with diverse social / emotional / academic needs

Ability to relate and connect with youth facing barriers in a non-judgmental, patient and enthusiastic manner.

Strong interpersonal, communication and collaborative skills with school-based staff, district staff, parents, students, community partners.

Liaise with cross-enrolled school (ie. Mission Online Learning)

Willingness to work within a learning centre model (shared space with teachers and paraprofessionals)

Ability in using computers and a variety of technology tools for learning including but not limited to search techniques, software knowledge, Distributed Learning and online curriculum options

Competency in a variety of curriculum delivery techniques (self-paced, cooperative, project-based, integrated, instructional institute etc.)

Knowledge and liaise with a wide variety of support agencies for youth in the Mission community, including but not limited to MCFD (SW and CYMH), Xyolhemeylh, Fraser Health, Mission Community Services, Fraser House, Youth Crisis Program, Career Advisor and MY House, Provincial Outreach Program for Autism Related Disorders (POPARD

Strong organizational skills and commitment to excellence in teaching and demonstrated teaching ability

Commitment to the philosophy of UDL and RTI, promote and support differentiated instruction at the classroom level

Ability to demonstrate flexibility and responsiveness to the needs and demands of the profession

Ability to organize for instruction to maximize student potential

Training and / or certification in Non-Violent Crisis Intervention and Food Safe is desired

Willingness to practice and promote cultural sensitivity and awareness

Recent successful training and experience in Level B testing, interpretation and assessment, standardized Level A and B assessment would be an asset

Job Duties :

Design and implement a variety of assessment practices to measure and monitor student progress effectively

Utilize activities that promote a sense of belonging in class / school (social / emotional check ins and circles)

Teach daily lessons that incorporate the First People’s Principles of Learning (whole class and small group) in a variety of subjects at the middle school levels (7-9)

Teach a variety of subjects at the middle school levels (7-9) including Social Emotional Learning

Use instructional organizers, concepts, and strategies that actively engage all students in learning

Create, implement, and track progress of IEPs / IBPs / SLPs as required by the Ministry of Education and consistent with the funding category

Call and chair IEP and Integrated Case Management (ICM) meetings as required by the Ministry of Education

Collaborate and communicate weekly with parents / caregivers on the development of the IEP / IBP and community agencies on an as needed basis

Collaborate with classroom teachers, paraprofessionals to support inclusion for students with intense behaviour or serious mental illness;

collaborate with teachers modeling instructional strategies, providing additional resources as well as instruction for students that experience learning difficulties

Act as an in-school consultant to the school administrator, teachers, and paraprofessionals - when students experience academic, behavioural and / or social difficulties

Provide opportunities for health and career education, life skills development and Indigenous cultural awareness

Provide colleagues with specific strategies and interventions relating to behavioural and social skills development that will enable students with diverse needs to be successful in an inclusive setting

Assist with the development and implementation of student behaviour plans and safety plans

Complete case management duties as assigned by Principal

Complete file reviews, assist with file organization and documentation to support the behavior designation for audit purposes

Work collaboratively with district staff and other specialists to coordinate services for students with special needs

Collect, monitor and disseminate students’ information as well as keep detailed records

Ability to coordinate support personnel in the school setting, including educational assistants and youth care workers

Plan appropriate goals and steps to lead to transition to adulthood

Teach life skills and self-determination / self-efficacy curriculum as assigned

For your application to be considered, all required documents must be included with your application which include :

resume

cover letter

recent teaching reports and / or practicum reports

copy of BC Teaching Certificate and / or TQS card or information on current status

The starting annual salary for this position ranges from $57,972-$106,217, with placement on the range based on length of service, FTE and qualifications in accordance with the Collective Agreement.

Please be sure that you have received a confirmation from Make a Future that you have applied to a specific posting. Without this confirmation your application will not have been submitted.

Why Mission?

We humbly work and learn on the Traditional, Ancestral, Unsurrended and Shared lands of the Stó : lo people, of Sq'éwlets, Leq'á : mel, Sema : th, Matheqwí and Qwó : ltl'el , peoples of this land since time immemorial.

We appreciate and embrace the vital role of all Indigenous peoples, groups, organizations, and associations residing on and within these lands.

We also acknowledge and share traditional teachings of Indigenous Elders and Knowledge Keepers and the sharing of Indigenous Knowledge and Worldviews in the curriculum and throughout our workspaces.

Mission Public Schools benefits from being a medium-sized district with rural and urban schools. We are large enough to provide a variety of programs and services, and small enough to build meaningful relationships with our students, parents, colleagues, and other stakeholders.

The district is focused on following the Strategic Plan which sets the direction for the organization and supports student learning.

Click here to learn more about the strategic plan and related priorities. Finally, we are committed to forming safe and inclusive workspaces and schools.

To learn more, review our policy for Respectful Schools and Workplaces .

About Mission

Mission, British Columbia is nestled on a southern coastal mountain slope, overlooking the lush valley of the mighty Fraser River.

Ideally situated, Mission is located an hour east of Vancouver and just a 15-minute drive from the U.S. border. Mission was originally inhabited by the Sto : lo First Nations people, and today this rapidly growing and dynamic centre is home to a population of some 38,000 residents.

Come see why Mission is "the Jewel in the Valley".

What opportunities do we offer?

District Mentorship / Leadership Groups

In-house training, online training, leadership training, and professional development opportunities

A great place to live that is relatively affordable compared to other lower mainland cities

Access to school fitness facilities and wellness resources

Thank you for your interest. Please note only short-listed applicants will be contacted.