1.00 FTE Term, Student Support Services (361-T BO)

Pembina Trails; Winnipeg; On-site; CAD 42,000 - 64,000; Full time

Job summary

Pembina Trails School Division invites applications for a Resource Teacher – all levels. The role is an Inclusion leader driving the implementation of Appropriate Educational Programming and inclusive practices across the school. Strong planning, collaboration with staff and families, and adaptability are essential.

Primary location is École R.H.G. Bonnycastle School, Winnipeg, with salary under the MTS Collective Agreement.

Qualifications

• Research based leadership, planning and strategies.
• Knowledge of high yield inclusive practices
• Ability to provide 21st century innovative practices for all students
• Plan successful interventions
• Participate in school based and divisional professional learning
• Knowledge of initiatives at universities and professional organizations

Responsibilities

• Coordinate inclusion support and lead in Appropriate Educational Programming as described in Manitoba guidelines.
• Develop and implement targeted interventions and plans for students with special needs.
• Consult, collaborate and coach with teaching staff; co‑teach and team‑teach where needed.
• Facilitate case management, intake procedures and documentation for student support.
• Coordinate with families and outside agencies to support student progress and transitions.

Skills

Leadership

Planning

Inclusive practices

Interventions

Professional learning

Collaboration

Job description

or until incumbent returns.Ecole R.H.G. Bonnycastle SchoolRESOURCE TEACHERS – ALL LEVELSThe Resource Teacher is an Inclusion leader in the school and leads in the area of the implementation of the Appropriate Educational Programming (A Handbook for Resource Teachers in Manitoba, Man. Ed. 2014).The following outlines roles and responsibilities:Research based leadership, planning and strategies:Knowledge of high yield inclusive practicesAbility to provide 21st century innovative practices for all studentsPlan successful interventionsParticipate in school based and divisional professional learningKnowledge of initiatives at universities and professional organizations2. Continuum of Student Specific Planning:Knowledge of inclusive practices and understanding of the classroom teacher’s roleKnowledge of curriculum outcomes for Grade level(s)Knowledge of a wide variety of adaptations and the adaptation planning processAbility to Consult, Collaborate and CoachAbility to Co- teach, team teach and be a teacher leaderAbility to facilitate Case management and In-Take ProceduresUnderstanding of Differentiation, Adaptation, and Modification and IndividualizationKnowledge of Manitoba education documents on InclusionStudent Specific Planning for students with special needs:Ability to support and facilitate the Individual Education Plan or Individual Transition Plan; Behaviour Intervention Plan; Individual Transition Plan; Targeted Intervention Plan; Daily PlansUnderstanding of the PATH/MAPS process and able to facilitate and/or leadKnowledge of individual students and their strengths, need and interests, and an understanding of common disabilitiesAbility to consult and team with divisional staff in planning for studentsAbility to organize meetings and facilitate productive plansKnowledge of outside agencies and supportsAbility to collaborate with familiesConfidentialityManagement and storage of Pupil Files as per policyContinuous recording Notes (documentation, storage)Able to manage electronic record keeping4. Provide or coordinate service for studentsAbility to co teach (i.e. Mentoring, modeling or contracting for a period of time with a specific goal)Ability to work with small groupsKnowledge of learning materials and other resourcesAbility to develop and facilitate support, training management, scheduling and professional development for Educational AssistantsAbility to support transitions at a variety of different points5. Knowledge of the Continuum of AssessmentKnowledge of assessment principles and best practices in classroom assessmentKnowledge of how to administer and interpret a variety of assessment tools (both informal and formal)Observational skills and Data CollectionAbility to differentiate and adapt academic assessment and behavioural assessmentAbility to use information from assessments for planningUnderstanding of Adaptive Skills AssessmentAbility to Referral for Specialized Assessment with knowledge of the pre-referral/referral process6. EAL programmingUnderstanding of Reception ProtocolFundamentals of second language learningAbility to collaborate with EAL teacher

1.00 FTE Term, Student Support Services (361-T BO)

Job Description

Pembina Trails School Division is committed to removing barriers to ensure employment opportunities are accessible for all applicants. If you require accommodation supports during the recruitment process, please contact: [e-mail]

Pembina Trails School Division is committed to the principles of equity, diversity and inclusion. We encourage applications from members of equity-deserving groups with diverse abilities, backgrounds, cultures, and identities.

1.0 FTE Term, Student Support Services

Effective: As soon as possible, to December 04th, 2026 or until incumbent returns.

RESOURCE TEACHERS – ALL LEVELS

The Resource Teacher is an Inclusion leader in the school and leads in the area of the implementation of the Appropriate Educational Programming (A Handbook for Resource Teachers in Manitoba, Man. Ed. 2014).

• Research based leadership, planning and strategies:
• Knowledge of high yield inclusive practices
• Ability to provide 21 st century innovative practices for all students
• Plan successful interventions
• Participate in school based and divisional professional learning
• Knowledge of initiatives at universities and professional organizations

2. Continuum of Student Specific Planning:

• Knowledge of inclusive practices and understanding of the classroom teacher’s role
• Knowledge of curriculum outcomes for Grade level(s)
• Knowledge of a wide variety of adaptations and the adaptation planning process
• Ability to Consult, Collaborate and Coach
• Ability to Co- teach, team teach and be a teacher leader
• Ability to facilitate Case management and In-Take Procedures
• Understanding of Differentiation, Adaptation, and Modification and Individualization
• Knowledge of Manitoba education documents on Inclusion
• Student Specific Planning for students with special needs:
• Ability to support and facilitate the Individual Education Plan or Individual Transition Plan; Behaviour Intervention Plan; Individual Transition Plan; Targeted Intervention Plan; Daily Plans
• Understanding of the PATH/MAPS process and able to facilitate and/or lead
• Knowledge of individual students and their strengths, need and interests, and an understanding of common disabilities
• Ability to consult and team with divisional staff in planning for students
• Ability to organize meetings and facilitate productive plans
• Knowledge of outside agencies and supports
• Ability to collaborate with families
• Confidentiality
  • Management and storage of Pupil Files as per policy
  • Continuous recording Notes (documentation, storage)
  • Able to manage electronic record keeping

4. Provide or coordinate service for students

• Ability to co teach (i.e. Mentoring, modeling or contracting for a period of time with a specific goal)
• Ability to work with small groups
• Knowledge of learning materials and other resources
• Ability to develop and facilitate support, training management, scheduling and professional development for Educational Assistants
• Ability to support transitions at a variety of different points

5. Knowledge of the Continuum of Assessment

• Knowledge of assessment principles and best practices in classroom assessment
• Knowledge of how to administer and interpret a variety of assessment tools (both informal and formal)
• Observational skills and Data Collection
• Ability to differentiate and adapt academic assessment and behavioural assessment
• Ability to use information from assessments for planning
• Understanding of Adaptive Skills Assessment
• Ability to Referral for Specialized Assessment with knowledge of the pre-referral/referral process

6. EAL programming

• Understanding of Reception Protocol
• Fundamentals of second language learning
• Ability to collaborate with EAL teacher

Primary Location École R.H.G. Bonnycastle School

Salary Range Provincial MTS Collective Agreement (available for viewing online)

PEMBINA TRAILS SCHOOL DIVISION
181 Henlow Bay
Winnipeg MB R3Y 1M7
P: 204.488.1757
[e-mail]