Temp ; Teacher Deaf and Hard of Hearing

Position Description

A temporary full time (1.0) Teacher of the Deaf and Hard of Hearing is required by School District No. 60 (Peace River North) effective September 1, 2026 to June 30, 2027. The assignment will be at Learning Services.

We are dedicated to providing services that assist students to develop the attitudes, skills and knowledge required to successfully participate in educational experiences. We provide indirect and direct service to the student and/or the school community. Our collective knowledge, skills, energy, creativity and empathy support and nurture this process.

Our philosophy is consistent with our District’s mission statement, “Together, We Learn” and with that of the Ministry of Education and the Special Education Programs Branch. Our own department’s mission statement, “Achieve ~ Believe ~ Connect!” demonstrates our commitment towards appropriate education and achievements for all children. We love the relevance in our logo!

• Valid BC Ministry of Education Teaching Certificate (or eligible for)
• Ability to participate in meetings within and beyond the regular school day to support learning
• Ability to plan and facilitate in-services or collaboration sessions with educators and Educational Assistants within and beyond the regular school day
• Masters degree or willing to enrol in a Masters of Education Degree in the area of Deaf and Hard of Hearing, or certification by the Canadian Association of Educators of the Deaf and Hard of Hearing (CAEDHH)
• This program and position are eligible for the BC Student Loan Forgiveness Program. Click for more information.
• Knowledge and experience with district practice for English Language acquisition, learning challenges / disabilities, and inclusion
• Skills and experience in working with different ethnic groups and families
• Successful experience using inclusive practices at a variety of grade levels with a strong working knowledge of Language Arts, Numeracy, and Social Responsibility instruction and assessment, as well as instructional practices that support social and emotional learning such as FRIENDS, Zones, Mind Up, Circle Talks etc.
• Proficient skills to support the learning environment with strategies for UDL, Differentiation of Instruction, Response to Intervention and Formative Assessment.
• Knowledge and ability to support the development of Annual Instructional Plans (AIPs) and Competency-Based Individualized Education Plans (CB-IEP)
• Demonstrated use of instructional technology to support all learners
• Ability to carry out a variety of assessments, including classroom observation, administration and interpretation of norm-referenced assessment instruments, curriculum-based assessment and diagnostic teaching methods
• Knowledge of methods for evaluating and selecting instructional materials suitable for students with a variety of learning needs
• Proven skills and understanding of needs such as Learning and Intellectual Disabilities and emotional, social, behavioural and developmental disorders
• Knowledge and ability to use Positive Behaviour Supports, Functional Analysis of Behaviour and Collaborative Model of Support processes to develop learning plans
• Demonstrated commitment to ALL students
• Experience and knowledge of the dynamics involved in a collaborative, professional and productive learning community at school and district level
• Knowledge and experience with data driven dialogue, school growth plans, and District Framework for Student Learning
• Excellent interpersonal and relationship building skills to relate well with teachers, students, parents, school-based teams and community members
• Confidence in working with challenging class compositions in co-planning, co-teaching, and team-teaching to support a positive learning environment
• Crisis Prevention & Intervention and Conflict Resolution training to support plans for challenging behaviours (or willing to receive training)
• Resourceful, creative, adaptive and organized to work in a variety of different environments, meeting a variety of different needs
• Being able to travel to all rural school is a necessity - must have their own vehicle