FTE; term) Inclusion Support Teacher, Hume Elementary School

Position: O.2 FTE (term) Inclusion Support Teacher, Hume Elementary School
Hume Elementary has a vacancy for a 0.2 FTE Term Inclusion Support Teacher to join our high functioning team. This position is due to a leave. This position is ideally one full day per week. There may be some flexibility of the day the position falls on.
School District #8 (Kootenay Lake) is located in the southern Interior of British Columbia, Canada and serves the Lower Kootenay Band and the communities of Kaslo, Meadow Creek, Crawford Bay, Creston, Wynndel, Yahk, Nelson, Salmo, South Slocan, Winlaw, Slocan, and the surrounding rural areas. Our area is beautiful, vibrant, a fantastic place to raise children, has a world-renowned arts and entertainment community, and easily accesses a variety of amazing outdoor pursuits.
Kootenay Lake School District serves the learning needs of approximately 4700 students in several diverse communities and in an array of learning environments throughout the Kootenays. Our visionary, creative team of approximately 900 staff focuses on providing the best opportunities for students and their families. Our mission is to inspire and support each learner to thrive in a caring learning environment.
The School Board Office is located in Nelson, B.C. Our schools are dispersed geographically and range in size and composition:
- 13 elementary schools
- 1 middle school
- 1 K-10school
- 4 secondary schools
- 2 K-12schools
- online learning and blended programs
- an extensive array of program options, including Aboriginal Education, Late French Immersion, Outdoor Programs, and a strong International Program.
Salary Range; $68,589 - $114,833 per year, in accordance with the current SD8–Kootenay Lake / KLTF Collective Agreement. Placement on the salary grid is based on qualifications and years of teaching experience as evaluated by the BC Teacher Qualification Service (TQS).
SD8 – Kootenay Lake;

INCLUSION SUPPORT TEACHER in Schools  School District 8 – Kootenay Lake has a diverse student population, and our Inclusion Support Teacher (IST) provides invaluable assistance to classroom teachers to determine in class and supplemental supports to accommodate students' varied learning needs. The IST primarily supports implementation of universal in-class strategies for students, depending on student need. As well, in consultation with the school-based resource team, the IST works with the classroom teacher to determine best ways to provide targeted essential supports to small groups and individual students.
Our collective goal is to support and enhance all students' learning experiences and growth. In schools, the ISTs play an invaluable role in helping teachers use a Universal Design for Learning (UDL) model to ensure there are universal supports, access points for all students, and essential supports where needed. ISTs help classroom teachers in understanding how to implement competency-based goals and objectives in Individualized Education Plans (IEPs) in an inclusive environment.
In addition, in elementary school environment, ISTs work mostly in the primary grades (K-3) to provide support to classroom teachers and to students as they develop early literacy skills. This includes working with teachers to support the Early Learning Profile (ELP) and literacy strategies for emerging readers and writers, as well as supporting strategies in social emotional learning (SEL).
OUR CANDIDATES WILL POSSESS   A demonstrated commitment to BC’s inclusive education philosophy and practice.
A demonstrated commitment to equity, reconciliation and inclusion.
Excellent verbal, written, facilitation and organizational skills.
Social-emotional competencies of self-awareness, empathy, flexibility, and relationship-building.
Commitment to collaboration with students, parents and staff (both school and District) to enhance the school as a learning community. A demonstrated ability to develop and maintain rapport with students, staff and parents in a welcoming manner.
A comprehensive understanding of BC’s revised curriculum, First Peoples’ Principles of Learning, and social-emotional learning (SEL) practices.
Training and a deep understanding of neurodiversity.
Proven ability to implement effective strategies to engage and…