K-12 Inclusive Intervention Teacher

The LNIB K-12 Inclusive Intervention Teacher is a specialized educator responsible for coordinating and delivering targeted academic, behavioural, social-emotional, counselling-informed, functional, and inclusive learning interventions for K-12 students requiring additional support.

The role integrates key functions commonly associated with school counselling, special and inclusive education, Education Assistant intervention, behaviour support, and Occupational Therapy-informed school strategies within a teacher-led model. The position is designed to close the gap between identification of a student need and effective monitored intervention.

A central expectation is direct work with students. Consultation, assessment, documentation, coaching, and case coordination support the work but do not replace an active student caseload and purposeful individual, small-group, and classroom-based intervention.

• Advanced understanding of child and adolescent development, inclusive education, diverse learning needs, and tiered intervention.
• Ability to establish safe, trusting, professional relationships with students experiencing significant challenges.
• Strong observation, assessment, problem-solving, intervention-planning, and progress-monitoring skills.
• Ability to distinguish behaviour requiring intervention from behaviour communicating an underlying unmet need.
• Ability to translate assessment information and specialist recommendations into practical classroom and school strategies.
• Ability to provide both direct student intervention and professional consultation/coaching to other teaching professionals.
• Ability to manage a complex caseload, prioritize according to level of need, and follow identified concerns through to resolution.
• Sound judgement regarding confidentiality, informed consent, documentation, professional boundaries, referrals, child safety, and scope of practice.
• Ability to communicate sensitive information professionally and respectfully, and to work independently while remaining accountable to LNIB Education Department.

• Maintain the highest standards of confidentiality, ethical conduct, reliability, and professional boundaries.
• Work within demonstrated professional competence and scope of practice and recognize when specialized or regulated professional services are required.
• Maintain required professional certification and participate in ongoing professional learning relevant to the role.
• Follow applicable legislation, organizational policy, professional standards, child-safety requirements, and reporting obligations.
• Demonstrate a student-centred, family-respectful, collaborative, strengths-based, culturally responsive approach.

• Bachelor of Education (B.Ed.) from a recognized post-secondary institution.
• Minimum ten (10) years of successful K-12 teaching experience in Public and/or First Nation Schools.
• Formal training, certification, specialization, or recognized postgraduate study in Special Education and/or Inclusive Education/Learning.
• Clinical counselling training with a current recognized counselling credential/designation, or documented progress toward an appropriate recognized professional counselling credential.
• Demonstrated experience supporting students with diverse and complex academic, behavioural, developmental, social-emotional, and self-regulation needs.
• Demonstrated knowledge of IEP development and monitoring, differentiated instruction, accommodations, modifications, intervention planning, and progress monitoring.
• Experience collaborating with families, teachers, Education Assistants, administrators, and multidisciplinary professionals.
• Strong written communication, documentation, case-management, organizational, and professional judgement skills.

• Master's degree or graduate-level coursework in Special Education, Inclusive Education, Counselling, Educational Psychology, or a related discipline.
• Recognized professional counselling designation or advanced progress toward such a designation.
• Training in trauma-informed practice, crisis response, suicide prevention, mental-health first aid, or comparable student-wellness approaches.
• Training or experience in Positive Behaviour Interventions and Supports, functional behaviour approaches, behaviour support planning, or comparable evidence-informed practices.
• Training or experience related to autism, ADHD, learning disabilities, developmental disabilities,…