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.

Vision
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.

Job Summary
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.

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

Salary Range
$62,657 - $113,004

Location
Sites to be determined

Collaborative Planning and Coordination

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

School‑Based Consultation

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

Direct Instruction

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

Assessment and Evaluation to Level B

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

Your Experience, Education and Skills

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

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