Description
Posting Number: T25-272
Date Issued: August 28, 2025
POSITION
Worksite: Sardis Secondary School
Contract Type: Temporary, Full-Time
Assignment Area(s): Learning Assistance, Careers 9-12, Counselling
Salary Range: $59,711 to $109,520 (range based on length of service and qualifications in accordance to the collective agreement)
Effective Date: Immediately, until not later than June 30, 2026
Please Note: The assignment within this position in September may not be identical to the assignment in this posted position.
Deadline for Applications: Monday, September 8, 2025 - 12:00 pm
Electronic Applications must be submitted through Make A Future and include a Cover Letter, Resume, Teaching Report, Transcripts & the names of 2 current supervisors who can comment on your teaching.
Required Abilities, Qualifications and Experience:
- Extensive academic training and post graduate coursework in the following areas: students with special needs; assessment/testing theory and practice (Level B); strategies for adapting and modifying curriculum.
- Knowledge of, and demonstrated application of the Ministry of Education's current philosophy, teaching practices, and evaluation/assessment/reporting procedures as outlined in the Manual of Policies, Procedures and Guidelines for Special Education Services.
- Demonstrated experience and ability in being able to carry out a variety of assessments, including classroom observation, curriculum based assessment and diagnostic teaching methods, administration and interpretation of Level B Assessments including the WIAT, PPVT, Key Math and TOWL.
- Demonstrated experience in and knowledge of methods for evaluating and selecting instructional materials suitable for students with a variety of special needs and learning disabilities.
- Master's degree, recognized by the College of Teachers, in counselling psychology or a related discipline with a focus on behaviour disorders and counselling.
- Knowledge of, and demonstrated application of the Ministry of Education's current philosophy, teaching practices, and evaluation/assessment/reporting procedures as outlined in the Manual of Policies, Procedures and Guidelines for Special Education Services, as it relates to behavior and mental health support.
- Demonstrated ability to collect behavioural information and performing behavioural screening and/or assessments in order to complete Functional Behavioural Assessments.
- Knowledge of and demonstrated experience in the development, implementation and evaluation of CBIEPs in consultation with the classroom teacher(s), parent(s), student and district personnel.
- Knowledge of and demonstrated ability to implement teaching practices that align with the Professional Standards for BC Educators.
- demonstrated experience in and knowledge of methods for evaluating and selecting instructional materials suitable for students with a variety of special needs and learning disabilities
- Experience teaching Learning Assistance and Careers at the Secondary Level is preferred.
- knowledge of and demonstrated experience in the development, implementation and evaluation of CBIEPs in consultation with the classroom teacher(s), parent(s), student and district personnel
- knowledge of, and demonstrated application of the Ministry of Education's current philosophy, teaching practices, and evaluation/assessment/reporting procedures as applied to all areas of this assignment at the secondary level
- demonstrated ability and experience to effectively teach secondary Learning Assistance and Career Education
- demonstrated ability to recognize individual student differences and effectively differentiate instruction and assessment to meet the learning needs of all students in a diverse classroom for all subjects in this assignment
- demonstrated strong interpersonal, communication and collaborative skills
- demonstrated ability to devise and use a variety of assessment processes, including competency-based assessments, that effectively allow students to demonstrate their learning
- an exemplary work ethic with proven ability to work as an effective team member
- demonstrated commitment to a vertically aligned curriculum
- demonstrated willingness to explore and implement concepts from the new curriculum including awareness of and experience working with the First Peoples Principles of Learning
- demonstrated commitment to the use of technology to enhance and leverage effective instructional practice and track student learning as well as part of a larger initiative to communicate consistently and effectively with parents
- demonstrated sensitivity, awareness and understanding of adolescent development and enthusiasm for developing positive relationships with adolescents
- demonstrated commitment to and engagement in lifelong professional and personal learning
