Elementary Teacher, Autism Intensive Support Program (ISP) - Primary/Junior

Toronto District School Board; Toronto; On-site; CAD 65,000 - 90,000; Full time

Job summary

The Toronto District School Board (TDSB) seeks an Elementary Teacher for the Autism Intensive Support Program (ISP) at Lord Roberts Junior Public School. This 3-year term (10-month) position requires leadership in inclusive education and collaboration with a support staff member to address the needs of students with autism.

The role emphasizes equity, anti-ableism, and adherence to Ministry policies, with a strong focus on data-driven planning and IEP development within the Ontario Curriculum

Qualifications

• Proven commitment to equitable practices.
• Ability to promote human rights and anti-ableism in school settings.
• Experience promoting inclusion in diverse learning environments.

Responsibilities

• Lead inclusive programming for students with autism.
• Collaborate with multidisciplinary team and families.
• Align instruction with Ontario Curriculum and Growing Success.

Skills

Equity advocacy

Inclusion facilitation

Anti-ableism

Collaboration

Education

OTCQ Certificate of Qualification (TEACHERS)

Primary and Junior divisions qualifications

Special Education AQ (Autism)

Job description

Elementary Teacher, Autism Intensive Support Program (ISP) - Primary/Junior

Our staff members are the backbone of our system. Becoming a part of the TDSB team means joining a talented community of educators and support staff dedicated to enriching the lives of all diverse students and helping them to achieve success.

The TDSB is one of the largest and most culturally diverse school boards in Canada, with approximately 246,000 students in 584 schools and approximately 40,000 employees. We offer a dynamic, challenging work environment and unmatched career opportunities for our staff. Please review the information provided and explore the exciting career possibilities the TDSB has to offer as we continue to establish ourselves as the leading school board of the new millennium.

The Toronto District School Board adheres to equitable hiring, employment and promotional practices.

The TDSB is committed to the implementation of the Truth and Reconciliation Commission of Canada: Calls to Action, and the United Nations Declaration on the Rights of Indigenous Peoples, as a guiding principle and a strategic direction.

The candidate must also have a demonstrated ability to advance human rights and take actions that address racism in all its forms, while promoting Equity and demonstrating Anti-Oppressive pedagogy.

Additionally, the candidate must have a demonstrated ability to advance human rights and take actions that address anti-ableism in all its forms, while promoting Equity, Inclusion and Anti-Oppressive pedagogy.

Job Description

This position is subject to restructuring, reorganization and/or possible renewal.

Department: Special Education and Inclusion

Section/Unit: Intensive Support Program

Panel Type: Elementary

Location: Lord Roberts Junior Public School

Term: 3-year term (10-month position)

Term Dates: TBD- 31/08/2029

FTE: 1.0

Semester: NA

Assignment Type: Term

Number of Positions: 1

Overall Purpose

The goal of the Autism ISP is to address the needs of students with a diagnosis of autism that require a high level of support within an intensive support program, and regular and meaningful integration and inclusion in subject areas. The Autism ISP teacher will work in partnership with a support staff member to support student needs.

The teacher will report to the school principal.

Summary of Duties

Inclusion and Anti-Ableism

• Provide leadership in fostering equity and inclusion in the development and implementation of programs and services;
• Create a positive, supportive, and inclusive learning environment that honours students’ voices, identities, abilities, choices, and lived experiences;
• Promote equity, human rights, inclusion, and anti-ableism by identifying and removing barriers to learning;
• Uphold the Board’s commitment to Truth and Reconciliation and the Calls to Action;
• Support student participation in regular programs, school-wide events, and activities as appropriate; and
• Perform other duties as assigned, recognizing the unique needs of the program.

Assessment and Instruction

• Maintain high expectations for each student in the areas of achievement, independence, and well-being, aligned with the Multi-Year Strategic Plan (MYSP);
• Plan and deliver an education program that aligns with Ontario Curriculum expectations;
• Select from and implement a variety of Autism programming interventions, strategies and resources that may include, among others: predictable daily routines, use of visual instructional materials;
• Participate in scheduled meetings with Autism Intensive Support Program teachers to share best practices and enhance program development;
• Use technology effectively as a tool to support students’ academic development, digital fluency, engagement and as a tool for pedagogical documentation; and
• Perform other related duties as assigned, recognizing the unique needs of the program.

Compliance and Processes

• Implement the requirements of relevant legislation, Ministry memoranda and Board policies (including PPM 090, PPM 140 and PPM 156 and also ABA principles) into classroom programs and Individual Education Plans (IEPs); and
• Perform other related duties, recognizing the unique needs of the program.

Collaboration and School Support

• Work collaboratively with a multidisciplinary team, including community partners/agencies and school staff to support student programming, inclusion, transition planning, and integration into school and community activities when appropriate;
• Communicate regularly with parents/guardians and members of the school team;
• Support student participation in regular programs, school-wide events, and activities as appropriate; and
• Perform other related duties, recognizing the unique needs of the program.

Supporting Data-Driven Decision Making

• Implement current Ministry assessment and evaluation practices as outlined in Growing Success; and
• Perform other duties as assigned, recognizing the unique needs of the program.

Monitor and Evaluate Progress

• Develop, implement, monitor, and revise IEPs in consultation with parents/guardians, outside agencies, and other staff as needed, that reflect appropriate strategies to promote academic achievement and independence;
• Implement current Ministry assessment and evaluation practices as outlined in Growing Success; and
• Perform other duties as assigned, recognizing the unique needs of the program.

Qualifications and Skills

• Ontario College of Teachers’ Certificate of Qualification in good standing;
• TDSB – Occasional Teachers on the Elementary Eligible to Hire (ETH) List;
• Qualifications in Primary and Junior divisions;
• Additional Qualification in Special Education (Part 1 minimum; focus on Autism Spectrum Disorders preferred);
• Proven ability in promoting equitable practices which value inclusion and diversity;
• Demonstrated commitment to maintaining a learning/working environment which actively promotes and supports human rights;
• Demonstrated success supporting students with ASD in an inclusive educational setting;
• Demonstrated excellence in the delivery of classroom programs and services for children with Autism Spectrum Disorders;
• Strong knowledge of PPM 090, PPM 140, PPM 156, ABA-informed practices, and other relevant policies and procedures;
• Ability to promote equitable, inclusive, anti-ableist and anti-oppressive practices;
• Demonstrated ability to work collaboratively within multidisciplinary and school-based teams;
• Knowledge of system and community resources for students with autism;
• Experience delivering professional development and/or in-service for staff supporting students with special education needs;
• Deep knowledge of the TDSB Special Education Plan and Board policies and procedures, as well as legislative and Ministry requirements;
• Strong interpersonal, communication, and problem-solving skills, with the ability to adapt to change;
• Demonstrated competence in assistive and information technologies, including SEIP, Google Workspace, email, and technology that supports students with Autism Spectrum Disorders; and
• Behavior Management Systems (BMS) training.

Information for Candidates

• The successful candidate’s salary will be in accordance with the teacher’s salary grid.
• If a Position of Responsibility Allowance is currently held, that Allowance does not transfer to this position.
• Candidates who are selected for an interview will be notified as soon as possible after the closing date.
• At the end of the term, the successful candidate will either apply for a central position or return to their home school, subject to staffing/surplus/placement procedures.

Additional Information

Please ensure the following documents are submitted:

• 2026 - 2027 Contract Vacancy Application Form;
• A copy of their Eligible to Hire letter;
• Covering letter indicating an interest in the position (Employee number, Ontario College of Teachers number and current work location clearly marked; and
• Copy of your up-to-date Ontario College of Teachers Qualification Certificate (which can be found at www.oct.ca ).

We strive to meet the accommodation needs of persons with disabilities. Applicants are encouraged to make their needs for accommodation known in advance during the application process.

TDSB uses artificial intelligence (AI) tools to support parts of the recruitment process, including the initial review of applications. These tools operate based on predefined criteria and do not make final hiring decisions. If you have questions or concerns about the use of AI in the recruitment process, please contact [e-mail] .