T26-233 Temporary English , English First , Learning Assistance -12 and Career Education

Posting Number:
T26-233

Date Issued:
September 3, 2026

Position

Worksite: Sardis Secondary School

Contract Type: Temporary, Full-Time

Assignment Area(s): English 9-12, English First Peoples 10-11, Learning Assistance 9-12 and Career Education 9-12

Salary Range: $63,347 to $116,190 (based on length of service and qualifications in accordance with the collective agreement)

Effective Date: Immediately until not later than June 30, 2027

Final date to receive applications: Monday, September 14, 2026 at 12:00 PM Pacific Time

• Extensive academic training, professional preparation, and qualifications in teaching in all areas of this assignment.
• Knowledge of, and demonstrated application of, the Ministry of Education's current philosophy, teaching practices, and evaluation/assessment/reporting procedures as applied to all areas of this assignment.
• Knowledge of and demonstrated ability to implement teaching practices that align with the Professional Standards for BC Educators.
• Bachelors of Arts degree with a major in Secondary English
• A minimum of two years experience teaching Secondary English (grades 9-12)
• A knowledge and commitment to the Ministry of Education Secondary curriculum and a willingness to explore and implement concepts and competencies from the curriculum
• Willingness to work with highly motivated students to ensure maximum success beyond graduation
• demonstrated ability to motivate, and provide success for struggling learners in Secondary English and Social Studies
• demonstrated ability to devise and use a variety of instructional and assessment processes that effectively allow students to demonstrate their learning
• demonstrated ability to consistently incorporate a wide range of effective classroom management strategies that maintain the dignity of students with an emphasis on a proactive approach
• an exemplary work ethic with proven ability to work as an effective team member
• proven ability as a curricular leader including exemplary organizational and time management skills, creative problem-solving skills, effective team building skills and strong communication skills
• Demonstrated ability and commitment to Indigenizing curriculum using the First Peoples Principles of Learning.
• demonstrated commitment to a vertically aligned curriculum
• demonstrated commitment to the use of technology to enhance and leverage effective instructional practice and track student learning
• demonstrated commitment to use technology as part of a larger initiative to communicate consistently and effectively with parents
• demonstrated sensitivity, awareness and understanding of adolescent development and enthusiasm for developing positive relationships with adolescents
• willingness to work in a collaborative manner with staff, administration, and parents
• Knowledge of and demonstrated ability to implement teaching practices that align with the Professional Standards for BC Educators.
• Extensive academic training, professional preparation and qualifications in teaching Humanities at the Secondary School level.
• Demonstrated ability to plan for and teach all required subjects at this grade level, to effectively address the academic and social/emotional learning needs of a diverse group of students.
• Demonstrated experience intervening, supporting, and motivating struggling learners, including through a Response to Intervention (RTI) lens.
• Demonstrated ability to recognize and acknowledge individual student differences and adjust instructional practices accordingly through informal adaptations and formal Competency Based Individual Education Plans (CBIEP's).
• Knowledge of and demonstrated ability to support students through a variety of social/emotional strategies and trauma informed practices.
• Demonstrated desire and ability to collaborate with staff, parents and other professionals to contribute to general school effectiveness and individual student learning.
• Demonstrated ability to establish effective classroom procedures and incorporate a wide range of effective classroom management strategies which respect and maintain the dignity of students.
• Demonstrated sensitivity, awareness and understanding of adolescent development and enthusiasm for working with and developing positive relationships with students.
• Proven ability to inspire confidence and self-worth in adolescents.
• Commitment to becoming involved and positively contributing to the culture of the school.
• Proven ability to demonstrate excellent interpersonal skills with…