FTE School Based Resource Teacher - Temporary ; Vernon

Clarence Fulton Secondary School is offering a temporary contract position for a 1.0 FTE School Based Resource Teacher. Schedule will be in consultation with the Principal.

The position is effective September 8, 2026 and will continue until June 25, 2027, or the return of the incumbent whichever comes first.

While all applicants will be considered, preference will be given to qualified applicants who self‑declare Indigenous ancestry.

The starting annual salary ranges from $60,000 to $110,000, with placement on the range based on length of service and qualifications in accordance with the collective agreement. Positions of Special Responsibility receive an additional pay allowance based on levels 1, 2, or 3.

• Case management, diagnostic assessment, planning, evaluation, and implementation of individualized education plans (IEPs) for students either claimed or unclaimed within the Ministry of Education categories.

• Supervision and direction of Certified Education Assistants (CEAs) assigned within the school.

• Team‑oriented planning within a multi‑disciplinary team including classroom teachers, school‑based personnel, itinerant district specialists, and Provincial Outreach Program staff.

• Support classroom teachers and students in the classroom as a school based resource teacher.

• Possesses a valid BC Teaching Certificate
• Eligibility for membership in the BC Teachers Regulation Branch
• Master’s Degree in Special Education or a Post‑Graduate Diploma in Inclusive Education
• Formal training in LevelB assessment
• 5 successful years of classroom teaching experience
• 2 successful years of special education teaching experience, including long‑term or regular TOC assignments in Special Education
• Experience in collaboratively developing Individual Education Plans (IEP) for students with a variety of educational needs (autism (ASD), fetal alcohol spectrum disorder (FASD), learning disability, academic remediation, behavioural challenges, etc.) within a multi‑disciplinary team

• Inclusionary practices
• Ministry of Education, Special Education categories criteria
• Successful behavioural management programming (positive behaviour support, functional behaviour assessment, etc.)
• Wide range of teaching and management strategies

Computer technology to support and enhance learning.