FTE Continuing Inclusion Support Teacher, Kootenay River Secondary​/Wildflower School Creston

Kootenay River Secondary and Wildflower School (Creston) have a vacancy for a 1.0 FTE Continuing Inclusion Support Teacher to join our high functioning team.

School District 8 – Kootenay Lake has a diverse student population, and our Inclusion Support Teacher (IST) provides invaluable assistance to classroom teachers to determine in class and supplemental supports to accommodate students' varied learning needs. The IST primarily supports implementation of universal in-class strategies for students, depending on student need. As well, in consultation with the school-based resource team, the IST works with the classroom teacher to determine best ways to provide targeted essential supports to small groups and individual students.

Our collective goal is to support and enhance all students' learning experiences and growth. In schools, the ISTs play an invaluable role in helping teachers use a Universal Design for Learning (UDL) model to ensure there are universal supports, access points for all students, and essential supports where needed. ISTs help classroom teachers in understanding how to implement competency-based goals and objectives in Individualized Education Plans (IEPs) in an inclusive environment.

In addition, in elementary school environment, ISTs work mostly in the primary grades (K-3) to provide support to classroom teachers and to students as they develop early literacy skills. This includes working with teachers to support the Early Learning Profile (ELP) and literacy strategies for emerging readers and writers, as well as supporting strategies in social emotional learning (SEL).

• A demonstrated commitment to BC's inclusive education philosophy and practice.
• A demonstrated commitment to equity, reconciliation and inclusion.
• Excellent verbal, written, facilitation and organizational skills.
• Social-emotional competencies of self-awareness, empathy, flexibility, and relationship-building.
• Commitment to collaboration with students, parents and staff (both school and District) to enhance the school as a learning community. A demonstrated ability to develop and maintain rapport with students, staff and parents in a welcoming manner.
• A comprehensive understanding of BC's revised curriculum, First Peoples’ Principles of Learning, and social-emotional learning (SEL) practices.
• Training and a deep understanding of neurodiversity.
• Proven ability to implement effective strategies to engage and support academic success for all learners in an inclusive environment.
• A deep understanding of universal design for learning, inclusion, individual education plans and student support plans.
• An understanding of Indigenous approaches to teaching and learning, as well as Indigenizing curriculum in the classroom for diverse learners.
• Training and experience in implementing and leading trauma-informed practices.
• Training and experience with analyzing student behaviour and collaboratively creating realistic behaviour plans.
• Experience with practicing and leading positive behaviour support, and a willingness to support the implementation of school-wide, culturally aligned behaviour support systems.
• Experience in designing and applying various assessment techniques to measure and monitor student progress.
• Commitment to professional learning with a desire to learn and implement new methodologies and strategies to support a creative, engaged, and inclusive classroom experience.
• Demonstrated ability to apply current, relevant computer technologies to teaching and learning.

• Must possess valid BC certification through the BC-TRB.
• Masters’ Degree or Diploma in Special Education/Inclusive Education.
• A Bachelors’ of Education Degree (or K-12).
• Successful experience teaching of at least 5 years at the Elementary or Secondary level (ideally at both).
• Successful completion of two university Level B assessment courses with the ability to administer Level B assessments.
• Knowledge of positive behaviour intervention and support (PBIS), and a willingness to support the implementation of culturally aligned connection and regulation support…