Inclusion support Teacher

Inclusion Support Teacher

Nanaimo Ladysmith Public Schools is committed to multiple approaches and pathways to success for all students. Students will imagine, reflect, and innovate within a safe, equitable, and responsive learning environment that develops their academic, social and emotional growth and holistic well‑being.

Guided by our commitment to Justice, Equity, Diversity, and Inclusion (JEDI) principles and the Syeyutsus Reconciliation Framework for Truth and Reconciliation, our vision in the district is to create an inclusive and equitable learning community where every individual thrives.

NLPS is looking for Inclusion Support Teachers (ISTs) for part‑time and full‑time temporary and continuing opportunities. ISTs provide a coordinated and integrated set of supports for students in a school setting including Tier 2 & 3 intervention and support for students with diverse abilities and disabilities, modelling the Professional Standards for BC Educators.

ISTs are committed to inclusive practices and work in collaboration with a school‑based team, itinerant staff, medical professionals, family members, and community agencies.

Part‑time & full‑time, temporary and continuing opportunities

$62,657 - $113,004

Sites to be determined

• Play an active role in the identification, assessment, planning, implementation, reporting and evaluation process
• Develop, implement, and oversee Inclusive Education Plans (IEPs) for students
• Participate as an active member of School‑Based Team
• Provide collaborative consultation; assist with pre‑referral interventions and work closely with teachers and the school‑based team to plan for, organise, and access supports and interventions for students with diverse needs
• Collaborate with medical professionals in providing support for learners with complex medical needs

• Collaborate with classroom teachers to design or implement instructional strategies or to adapt instructional content or materials
• Advise teachers concerning Tier 1 supports for classroom environments
• Consult with parents and students regarding learning strategies and organisational skills
• Consult with district and community resource personnel
• Provide collaborative planning and coordination with the school-based team
• May be required to provide instructional supervision to Practicum Students, Education Assistants or Responsible Adults

• Support students to develop learning strategies and compensatory skills to build success and independence in learning
• Provide intensive, individualized instruction for academic skills
• Integrate the use of technology to support teaching and learning and/or communication

• Provide criterion‑referenced or norm‑referenced assessment as appropriate, to answer questions about how to best provide instruction or support
• Provide systematic observation and collection of behavioural data to establish baseline/progress data, or describe functional behaviours
• Create a synthesis of information from parents, student records, other service providers and health‑related information to aid in the assessment process
• Conduct in‑depth interviews with students to determine their knowledge of personal learning needs and strategies

• Professional Certification through the BC Teacher Certification Branch
• Graduate Diploma in Inclusive Education or Master's Degree in Inclusive Education
• Certified in Level B Assessment
• A minimum of five years successful classroom teaching experience
• Current Training or experience in the use and application of inclusive classroom practices, program planning and assessment for students with complex needs, tier 1 interventions, individualized access to technology
• Demonstrated knowledge of the BC Curriculum model and a concept/competency‑driven curriculum
• Demonstrated ability to create individualized educational programmes for students with complex communication or functional programming needs
• Demonstrated ability to work successfully with students with complex and challenging learning and behavioural needs
• Demonstrated ability to build effective teams for students with complex and challenging learning and behavioural needs
• Demonstrated ability to adapt and modify curriculum for learners with diverse learning needs, within inclusive classroom settings
• Demonstrated understanding and incorporation of Indigenous teachings and learnings