Description
Who we are and what we value:
Parkland School Division (PSD) is a large progressive school jurisdiction serving Spruce Grove, Stony Plain, Fort Chipewyan and Parkland County. PSD meets the diverse educational needs of over 12,000 rural and urban students among 23 sites, including outreach schools and alternative education programs.
Our values are what guide us. We assure supportive learning environments, meaningful experiences and healthy relationships that create opportunities to develop resilience, to gain diversity in perspectives and to achieve enduring success for both staff and students.
The Parkland School Division currently has TWO Probationary/Continuing Full-Time (1.0 FTE) teaching positions in the REAL program available at École Broxton Park School in Spruce Grove, Alberta.
The ideal candidates:
Students are busy and active - so you are too. Adaptability is important because every day will be different and you will have to navigate your way through rapidly changing environments with enthusiasm, problem-solving skills and humour.
You are flexible, curious, creative, and able to multi-task
You enjoy working effectively with a multidisciplinary team of therapy staff and dedicated Educational Assistants, to deliver child-focused services
You are patient, resourceful and have a resilient personality
The successful candidates will be responsible for:
Creating, delivering and assessing programming to support students in developing their academic, social, emotional, and personal management skills
Designing learning opportunities that meet individual students’ needs
Working effectively as a team member with classroom staff, school staff, school support team members, and community agency personnel
Ensuring strong supervision and monitoring processes are in place
Supporting families in addressing needs related to their child’s learning
Planning for the effective use of educational assistants within the context of the classroom and school
Knowledge, Skills, and Experience
Exemplary classroom experience
Excellent communication skills; both orally and in writing
Proven track record of ability to work as part of a collaborative team focused on developing effective, solution focused plans
Exemplary ability to build positive relationships
Clear understanding of the learning process and ways to adapt or modify curricular outcomes to meet the needs of all students
Clear understanding of how to design a classroom environment for students with significant and multiple disabilities
Evidence of commitment to ongoing professional learning
Familiarity with and experience using various communication systems with students
Models strong self-care practices and works to maintain a balanced lifestyle
Qualifications:
Masters or Bachelor of Education Degree with coursework related to programming for students with severe and multiple disabilities
Experience working in an alternative setting with students with severe and multiple disabilities
Non-Violent Crisis Intervention Certificate
First Aid training would be considered an asset
NME Training would be considered an asset
Personal suitability NOTE: This position requires lifting and carrying demands that require the ability to bend at the waist, stoop, and twist frequently, the ability to lift up to 40 lbs, the ability to carry, push and pull up to 40 lbs, and the ability to stand, walk and sit frequently.
Function and Purpose of Position
Our teachers collaborate and engage with students, parents, therapists and their Educational Assistants as a team to create and implement learning tasks and environments to promote student success. You value the inclusion and diversity in our schools along with supporting student well-being, integrity and fairness to contribute to all students.
Teachers will:
• Work under the supervision of the Principal
• Work one-on-one or in small groups with EA support, in a variety of specifically designed spaces to allow for the flexible learning, sensory regulation, and maximum engagement of our diverse learners.
• Work as part of a multidisciplinary team with consultation from OT, PT and SLP as required.
• Work as a member of a Professional Learning Community with other REAL classroom teachers and/or other school staff as needed.
As a teacher, you are responsible to demonstrate the competencies and abilities of the Alberta Teachers’ Association Teaching Quality Standards. You will work with students to model, teach and practice the programs of study and have the ability to differentiate and adapt the curriculum for all learners. As a member of the school, you will collaborate with staff to enable a welcoming, safe and respected environment for every student.
Instructional Support
• Apply effective planning, instruction, and assessment practices to meet the learning needs of every student, some of which will be implemented by the EA team and then monitored by the teacher.
• Able to provide evidence to support student learning by using a wide range of assessment tools and strategies. (checklists, video sampling, work samples, etc.)
• Able to use and integrate technology as a tool for teaching and learning for students to meet learning outcomes.
Able to use and integrate student specific communication devices or visuals as recommended by therapy staff.
• In collaboration with the student support team, design and implement a detailed Individual Program Plan (IPP). A Behavior Support Plan or Individual Care plan may need to be designed and implemented as well.
.• Able to use a variety of teaching and learning strategies that can accommodate the learning needs of all learners as documented on the IEP which also works as the students’ report card.
• Able to integrate age respectful and engaging academic tasks and experiences as well as real life learning opportunities within a life skills and functional literacy and numeracy focussed curriculum.
• Provide timely feedback and reinforcement to maximize student learning and growth.
• Able to differentiate, modify and adapt the program for individual students.
• Apply foundational knowledge about First Nations, Métis and Inuit for the benefit of all students.
Behavior
• Observe, document and monitor individual student progress and behavior.
• Maintain a safe and secure environment for both students and staff through the application of behavioral management strategies such as de-escalation methods and nonviolent crisis intervention techniques.
• Problem solve and manage student behavioral and regulation needs as they occur.
Design, model, trial and implement classroom behavioral strategies and regulatory tasks to maximize student growth and appropriate social engagement. Documentation to be made within the students Behavior Support Plan and/or Safety plan within their IEP.
Speech Therapy/Occupational Therapy/Physical Therapy
• Develop students’ language and communication skills, as instructed by Speech Pathologist.
WIth consultation and support from the therapy teams and your Educational Assistants, be able to monitor, use and integrate into the daily tasks and routines, any of the student specific therapy equipment and learning aids. For example: communication devices or visuals, student specific seating and mobility aids and safety equipment, student specific fine motor tools and equipment for printing, cutting, feeding; student specific bathroom equipment and aides as recommended and supported by therapy staff.
• monitor and take data and evidence of students’ engagement and effectiveness in using the above strategies and equipment for Individual Program Plan purposes.
Communication and Reporting
• Able to establish and maintain positive relationships with students, staff, parents, and the greater community
• Maintain up-to-date records of assessments, attendance, planning, reports and communication to parents.
• Maintain an open and engaging home-school communication using various techniques i.e paper agenda, google classroom , emails, verbal conversation, etc.
Classroom Preparation
• Able to develop a safe, engaging and appropriate learning environment for a variety of complex student needs.
• Design, model and develop appropriate individual and small group or large group learning tasks to be implemented by yourself or your EA staff.
• Effective time and classroom management strategies to maximize student engagement and regulation with a diverse group of student strengths and needs.
• Provide a safe classroom setting of trust and respect for all which allows and encourages students to develop their skills in problem solving, critical thinking for a community of future lifelong confident learners.
Supervise Students
• Supervise and assist students in preparing for field trips and/or special activities
• Able to work in a variety of learning environments and conditions
• Able to provide active supervision and support with students in typical school related physical activities for full work hours (including gym, playground equipment, track and field, classroom and hallways).
• Supervise small groups during field trips or special activities.
• Assist students boarding and disembarking from buses, if needed.
Community Living and Vocational Skills
• Assist students to be integrated into the regular classroom if applicable.
• Facilitate the development of appropriate social skills with their peers and adults.
• Assist students in a variety of recreation and life skills activities (crafts, preparing meals, recycling, laundry).
• Travel with individuals or small groups to community outings.
Student Personal Development
• Promote building positive self-esteem and self-confidence of students through carefully thought out and designed age respectful tasks within their specific abilities and interests and past experiences.
• Encourage students to attend, engage or participate in classroom activities and tasks as appropriate to build their confidence, expand their experiences social skills.
• Provide and encourage routine and repetitive personal care to students.
• Administer first aid as required..
Education and Experience:
a) Education:
i) Bachelor of Education Degree
ii) Valid Alberta Teaching Certificate
iii) Nonviolent Crisis Intervention, First Aid and Mental Health First Aid would be an asset.
b) Experience:
i) Experience teaching Special Education would be an asset
ii) Differentiating instruction experience is an asset
Equivalencies will be considered.
This work is most rewarding for those who enjoy working with people (especially physically, emotionally and behaviorally challenged children), having clear rules and guidelines for their work, and finding innovative ways to handle situations.
Working Conditions
Teachers work indoors except when supervising children outdoors or going on field trips.
Teachers may have a holiday schedule including a long summer break as well as winter and spring breaks. However, they typically work over ten-months and are paid out over twelve months.
The scheduled hours to be worked will be determined by each specific position.
Additional Information
Teachers must agree to respect the confidentiality and personal integrity of students, parents, teachers and other staff.
This position requires an original copy of a current clean criminal record check with vulnerable sector and an original copy of a child intervention record check.
ONLY ONLINE APPLICATIONS SUBMITTED THROUGH APPLY TO EDUCATION WILL BE ACCEPTED.
How to Apply:
Applying is a two-step process. First you must register and create a portfolio, then you must apply to the job posting by following the steps below:
Click the position title of the job that you wish to apply to and then scroll down to the bottom of the page and click 'APPLY'.
Jobs that you have applied to will appear under the ‘Jobs Applied To’ tab in the Job Postings section. You will also receive a confirmation email.
For technical support while applying to a position online, please contact our service provider for assistance:
Apply to Education
Phone: 1-877-900-5627
Email: info@applytoeducation.com
Hours: 5:30am-5:00pm, Monday through Friday
We thank all applicants for their interest, however only those candidates selected for an interview will be contacted.
