Program Support Teacher

The successful candidate

will demonstrate strong advocacy skills, and prioritize building relationship with colleagues, service providers, students, and especially parents.

The TCSA embraces a philosophy of continuing professional learning and growth specifically tied to high levels of student learning.

Active and positive leadership of Professional Learning Communities are a required approach to ongoing professional growth, instructional practices, assessment, and reporting in our region.

TCSA schools use the PLC model to drive continuous improvement through collective capacity to use student achievement data to drive instructional and administrative decision making.

Responsibilities include : Establishing, implementing, and assessing the delivery of education with a primary focus on literacy, numeracy, Inclusive Schooling, and Tlicho Language and Culture.

• Leading School Based Support Teams, Assisting in the direction of Support Assistants including coaching, scheduling, and professional development;
• Facilitating the development and implementation of Student Support Plans and Individual Educational Programs including transition planning;
• Modeling, coaching, and providing advice to teachers and support staff on accommodations, differentiating, using approved materials and resources, assessing student strengths and challenges, and use of assistive technology;
• Leading school teams and participate in regional teams that promote safety, language and culture, supporting student engagement and inclusion, and working collaborative with other service providers;
• Maintaining strong communication with families to promote a positive school community relationship and providing advocacy on behalf students;
• Working closely with the Regional Inclusive Schooling Coordinator and other board staff to ensure program delivery including regular meetings and delivering professional development to staff;
• Completing administrative responsibilities (eg : auditing student support files, reviewing report cards, monthly reports, data collection, class profiles, cumulative files, portfolios, student support files, etc);

Supporting the development of self-regulating behaviours in students through a trauma informed practice; and Implementing the regional literacy and numeracy framework within all grades and subject areas.