LSAT Teacher

The Mission Public School District is located on the traditional, ancestral, unsurrendered, and shared territories of Stó:lo people, of Leq'á:mel, Semá:th, Máthxwi, Sq'éwlets and Qwó:ltl'el First Nations, stewards of this land since time immemorial.

Halq'eméylem is the language of this land and of Stó:lo ancestors. The place from where Halq’eméylem (Upriver dialect) originates is Leq’á:mel. The language comes from the land, and it has been this way since time immemorial.

We invite applications for the position of:

School: École Mission Senior Secondary

Position: LSAT Teacher

FTE: 1.0

Grade: 10-12

Status:
Temporary

Start Date:

ASAP to June 30, 2027 or until the full or partial return of the incumbent

In order to provide school based inclusive support for students with social, emotional and behavioural needs, a caring and strength- based, trauma informed approach is most effective. The secondary focused Learning Specialist Alternate Teacher has the specialized knowledge, skills, and experience necessary to work with students with a variety of learning, and social/emotional behavioural issues including but not limited to (category R, H and Q).

The direct role of the Learning Specialist Alternate Teacher secondary focused is to provide support to students within the classroom setting. The indirect role of the LSAT is to act as an advocate for students, a case manager for students with an IEP and as a resource to school staff and parents who are supporting students with difficulties in behaviour and learning.

• Bachelor of Education and/or PDP
• Master’s or Bachelor’s degree in Inclusive Education or post-graduate diploma in Inclusive Education
• Training in Trauma Informed Practice
• Understanding of Social Emotional Learning
• Success in implementing the First People’s Principals of Learning
• Successful teaching experience in middle and/or secondary grades
• Recent successful training and experience in Level B testing, interpretation and assessment an asset
• Experience teaching students with a variety of learning issues and designations as outlined by the Ministry of Education
• Understanding of the ministry criteria for category R and H designations
• Experience as a case manager for designated students, including experience with IEP’s
• Experience implementing effective student intervention plans at the classroom level
• Experience working with students with dual designations and complex learning profiles (eg. Students with a learning disability and behavioural issues or students with complex emotional/learning needs)
• Confidence in preparing behavior plans, safety plans and student care plans where required
• Familiarity with UDL and RTI
• Strong interpersonal, communication and collaborative skills

• Encourage the use of the First People’s Principles of learning, trauma informed practice, social emotional learning and the core competencies
• Focus on prevention – explicit teaching of social emotional learning and skills for self-regulation
• Case management for students with behavior designations (R and H, and sometimes D or G where appropriate)
• In consultation with the school psychologist and school counsellor, case manage or co-case manage, design and implement IEPs/SLPs as required
• Call and chair IEP and Integrated Case Management (ICM) meetings
• Complete file reviews, assist with file organization and documentation to support the behavior designation for audit purposes
• Collaborate with classroom teachers to support inclusion for students with intensive behaviour or serious mental illness
• Provide opportunities for health and career education and life skills development
• Maintain a safe and caring environment in the classroom
• Connect with youth, especially those who have faced systemic and structural barriers, in a…