Teacher (Temporary) - Grade 1 (1.0 FTE

Are you interested in working with our dynamic and progressive school division to pursue excellence in education for students, professional learning opportunities, a flexible health benefits package, and a workplace that embraces diversity? Then we are the place for you!

Parkland School Division (PSD) is a large progressive school jurisdiction serving Spruce Grove, Stony Plain, Fort Chipewyan, and Parkland County. PSD meets the diverse educational needs of over 12,000 rural and urban students among 23 sites, including outreach schools and alternative education programs.

Our values are what guide us. We strive for learning opportunities that are purposeful, essential, relevant, authentic, and responsive while aiming for excellence in achievement. PSD also values trustworthy, respectful relationships that promote resilience as students and staff work towards our Ultimate Goal:
Student Success & Well-being.

The Parkland School Division currently has a Temporary Full-Time (1.0 FTE) teaching position at Muir Lake School in Stony Plain, Alberta. The successful applicant will teach students in an inclusive Grade 1 classroom.

• Creating, delivering, and assessing programming to support students in developing their academic, social, emotional, and personal management skills
• Delivering programming to integrate students into a typical classroom and support students as they transition
• Designing learning opportunities that meet individual students’ needs
• Working effectively as a team member with school staff, school support team members, and community agency personnel
• Ensuring strong supervision and monitoring processes are in place
• Supporting families in addressing needs related to their child’s learning.
• Ensuring strong routines and consistent expectations are maintained

Our teachers collaborate and engage with students, parents, and our communities to create learning environments to promote student success. You value the inclusion and diversity in our schools, along with supporting student well-being, integrity, and fairness to contribute to all students.

• Work under the supervision of the Principal
• Work one-on-one, in small groups, and/or in a classroom setting with students
• Work with a particular special needs student or a group of students within a class or in a special program
• Work as part of a multidisciplinary team
• Work as a member of a Professional Learning Community

• Apply effective planning, instruction, and assessment practices to meet the learning needs of every student.
• Able to provide evidence to support student learning by using a wide range of assessment tools and strategies.
• Able to use and integrate technology as a tool for teaching and learning for students to meet learning outcomes.
• Able to use a variety of teaching and learning strategies that can accommodate the learning needs of all learners.
• Able to integrate experiential and/or inquiry-based learning opportunities into the curriculum.
• Continuously enable students to develop literacy and numeracy skills
• Provide timely feedback on student learning.
• Able to differentiate, modify, and adapt the program for individual students.
• In collaboration with the student support team, implement Individual Program Plan (IPP).
• Apply foundational knowledge about First Nations, Métis, and Inuit for the benefit of all students.

• Prepare, observe, document, and monitor individual student progress and behaviour.
• Maintain a safe and secure environment for both students and staff through the application of behavioural management strategies such as de-escalation methods and nonviolent crisis intervention techniques.
• Deal with student behaviour and determine classroom discipline, if required.

• Help the student with speech language difficulties, as instructed by the Speech Pathologist.
• Update progress on a daily basis for Individual Program Plan purposes.
• Provide physiotherapy program as directed.
• Model and practice speech program.
• Liaise with members of the Therapy Team to monitor student progress and use of…