Education Assistant Instructor (SLP

Job Description Summary
The Education Assistant Department is a small, collaborative team committed to inclusive, student-centered education. Our curriculum is grounded in trauma-informed practice, social-emotional learning, and the belief that students have the right to learn in the ways that support them best. We cultivate belonging in every classroom, approach challenges with curiosity rather than judgment, and play an active role in helping students bridge barriers to success.

Our work meaningfully integrates Indigenous learning outcomes-including land-based teachings, Elder engagement, and responsiveness to the TRC Calls to Action. As a team, we support students with care and responsiveness, show up for one another, and contribute enthusiastically to our community and department initiatives.

The Education Assistant Department at Capilano University invites applications for 1 non-regular instructor. This is a unionized position, and the successful candidate will teach 1 section of EA106 - Supporting Students with Technology and AAC Systems and 1 section of EA 104-Introduction to Technology during the Fall semester. The successful candidate may be offered additional sections in future terms pending scheduling needs.

Courses have a maximum of 35 students and will be delivered at our North Vancouver campus. This position will begin on September 1, 2026.

Duties include:

• Teach subjects and skills related to your area of expertise.
• Prepare and deliver courses, which includes lectures, seminars, tutorials, labs, clinical supervision, field trips, and online or hybrid classes.
• Evaluate student learning through assessments and marking.
• Provide support to students through weekly office hours and advising.
• Engage in ongoing professional development to maintain expertise and stay current with advancements and best practices in relevant fields of study.

The successful candidate will also be expected to support the school's initiatives and provide service to Departmental, Faculty, and University wide committees. These duties include:

Create and update course materials, outlines, and curriculum.
Participate in meetings, committees, and events at the program, department, faculty, and university levels.

Course schedule:

Fall 2026

EA106 - Supporting Students with Technology and AAC Systems

Tuesday & Thursday 6:00-9:00PM

1-2 Saturdays (TBC)

EA 104 - Introduction to Technology

This course spans the full length of the program.

Fall teaching:
Tuesday & Thursday 6:00-9:00PM

1-2 Saturdays

• Minimum of a Master's Degree in Speech-Language Pathology.
• Currently registered with Professional College or Association Member in good standing with Professional College or Association
• Minimum of 5 years successful experience working in the British Columbia public school system
• Current experience and practical hands-on knowledge of classroom teaching strategies and best practices used to support children and adolescents who present with wide range of abilities in BC school systems
• Current knowledge of and experience working with children and adolescents who present with wide range of abilities in BC Public school systems within an inclusive school environment
• Current working knowledge of BC schools and curriculum
• Current experience and practical hands-on knowledge in consultation and collaboration practices involving classroom teachers and EAs for designing, implementing and monitoring individualized education plans (IEP) for children or adolescents requiring significantly adjusted or replacement curriculum in BC school systems
• Work experience with adult learners in a mentoring relationship
• Current experience in training/working with Education Assistants (EA)
• Post-secondary teaching experience (preferred)
• Exemplary communication skills
• Working knowledge of current computer technology (internet, email, zoom, MS Teams, eLearn)
• Philosophical principles related to inclusionary models presently used in BC public school settings for students who present with a wide range of abilities, including Trauma informed practices, Social Emotional Learning Principles, and First Peoples Principles of Learning
• Ability to work within a flexible, fast-paced team environment adhering to time sensitive deadlines
• Ability to clearly articulate own vision in the promotion and development of best practices in inclusive education and research
• Understanding the importance of, and consistent participation in, program activities, ancillary duties, professional development, and collegial decision-making, as per CFA guidelines