ISP 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:
Albert McMahon Elementary

Position: ISP Teacher

FTE: 1.0

Grade: K-6

Status:
Temporary

Start Date:

October 16, 2026

End Date:
June 30, 2027 or until the return of the incumbent

The Inclusive Support Program is designed to support students with complex support needs. To meet the diverse needs of a school population, the ISP teacher will support students through direct and indirect service to meet educational, behaviourial and social goals documented in their IEP. Services provided by the ISP teacher will vary from student to student, depending on their individual needs.

The ISP teacher will be the case manager for students with ministry of education designations, providing support in order that students are integrated whenever possible into age-appropriate placements. At times, students may require direct teaching of skills in an alternate setting. The ISP teacher will collaborate with the classroom teacher, and work towards specific goals in the IEP. Student needs will vary greatly – with goals ranging from those that focus on behaviour and social skills to functional academic goals.

The long term goal would be for students to be able to transfer goals taught in the smaller setting to the larger classroom environment.

The ISP teacher will also provide colleagues with specific strategies and interventions relating to behaviour and social skills development that will enable low incidence students to be successful in an integrated setting. These students will have the most complex and diverse support needs in schools – requiring a teacher with a skill set that encompasses work in the areas of behaviour, development of social skills and development of programs and interventions for those students designated under the low incidence categories including those students with intellectual disabilities.

• Bachelor of Education and/or PDP
• Master’s or Bachelor’s degree in Inclusive Education or post-graduate diploma in Inclusive Education
• Experience teaching students with a variety of cognitive, behaviourial, social and emotional considerations as well as extreme delays in adaptive or functional skills
• Coursework and teaching experience should include extensive knowledge of learner characteristics of students with Complex Developmental and Behaviourial Conditions (CDBC), Autism Spectrum Disorder (ASD), Fetal Alcohol Spectrum Disorder (FASD), and developmental disabilities as well as the high incidence learners with learning disabilities and those with a mild intellectual disability
• Experience developing programs with strategies appropriate for students with learning and behaviourial characteristics as a result of neurological disorders such as ASD, FASD and CDBC
• Recent successful training and experience in Level B testing, interpretation and assessment would be an asset
• Recent successful training and experience in standardized Level A and B assessment would be an asset
• Additional coursework or specific training in the areas of autism – through POPARD and the Reference and Regulate Therapy. Knowledge of sign language and augmentative communication systems is an asset given the needs of the students in the ISP program
• Knowledge and experience in program development for students with…