K-12 Inclusive Intervention Teacher

Lower-Nicola-Indian-Band-; Merritt; On-site; CAD 70,000 - 100,000; Full time

Job summary

The LNIB K-12 Inclusive Intervention Teacher coordinates targeted academic, behavioural, social-emotional, counselling-informed, functional, and inclusive interventions for K-12 students needing additional support.

The role integrates school counselling, special and inclusive education, and OT-informed strategies within a teacher-led model, focusing on direct student work and collaborative planning.

Qualifications

• Bachelor of Education (B.Ed.) from a recognized post-secondary institution.
• Minimum ten (10) years of successful K-12 teaching experience in Public and/or First Nation Schools.
• Formal training or certification in Special Education and/or Inclusive Education/Learning.
• Clinical counselling training with a current credential or progress toward one.
• Experience supporting diverse and complex academic, behavioural, social-emotional, and self-regulation needs.
• Knowledge of IEP development, differentiated instruction, accommodations, and intervention planning.

Skills

Child development

Inclusive education

Tiered intervention

Observation & assessment

Intervention planning

Progress monitoring

Confidentiality & ethics

Caseload management

Professional collaboration

Communication

Education

Bachelor of Education (B.Ed.)

Special/Inclusive Education training

Clinical counselling training

Job description

The LNIB K-12 Inclusive Intervention Teacher is a specialized educator responsible for coordinating and delivering targeted academic, behavioural, social-emotional, counselling-informed, functional, and inclusive learning interventions for K-12 students requiring additional support.

The role integrates key functions commonly associated with school counselling, special and inclusive education, Education Assistant intervention, behaviour support, and Occupational Therapy-informed school strategies within a teacher-led model. The position is designed to close the gap between identification of a student need and effective monitored intervention.

A central expectation is direct work with students. Consultation, assessment, documentation, coaching, and case coordination support the work but do not replace an active student caseload and purposeful individual, small-group, and classroom-based intervention.

KNOWLEDGE, SKILLS & ABILITIES

• Advanced understanding of child and adolescent development, inclusive education, diverse learning needs, and tiered intervention.
• Ability to establish safe, trusting, professional relationships with students experiencing significant challenges.
• Strong observation, assessment, problem-solving, intervention-planning, and progress-monitoring skills.
• Ability to distinguish behaviour requiring intervention from behaviour communicating an underlying unmet need.
• Ability to translate assessment information and specialist recommendations into practical classroom and school strategies.
• Ability to provide both direct student intervention and professional consultation/coaching to other teaching professionals.
• Ability to manage a complex caseload, prioritize according to level of need, and follow identified concerns through to resolution.
• Sound judgement regarding confidentiality, informed consent, documentation, professional boundaries, referrals, child safety, and scope of practice.
• Ability to communicate sensitive information professionally and respectfully, and to work independently while remaining accountable to LNIB Education Department.

Professional Expectations

• Maintain the highest standards of confidentiality, ethical conduct, reliability, and professional boundaries.
• Work within demonstrated professional competence and scope of practice and recognize when specialized or regulated professional services are required.
• Maintain required professional certification and participate in ongoing professional learning relevant to the role.
• Follow applicable legislation, organizational policy, professional standards, child-safety requirements, and reporting obligations.
• Demonstrate a student-centred, family-respectful, collaborative, strengths-based, culturally responsive approach.

Required Qualifications

• Bachelor of Education (B.Ed.) from a recognized post-secondary institution.
• Minimum ten (10) years of successful K-12 teaching experience in Public and/or First Nation Schools.
• Formal training, certification, specialization, or recognized postgraduate study in Special Education and/or Inclusive Education/Learning.
• Clinical counselling training with a current recognized counselling credential/designation, or documented progress toward an appropriate recognized professional counselling credential.
• Demonstrated experience supporting students with diverse and complex academic, behavioural, developmental, social-emotional, and self-regulation needs.
• Demonstrated knowledge of IEP development and monitoring, differentiated instruction, accommodations, modifications, intervention planning, and progress monitoring.
• Experience collaborating with families, teachers, Education Assistants, administrators, and multidisciplinary professionals.
• Strong written communication, documentation, case-management, organizational, and professional judgement skills.

Preferred Qualifications & Experience

• Master's degree or graduate-level coursework in Special Education, Inclusive Education, Counselling, Educational Psychology, or a related discipline.
• Recognized professional counselling designation or advanced progress toward such a designation.
• Training in trauma-informed practice, crisis response, suicide prevention, mental-health first aid, or comparable student-wellness approaches.
• Training or experience in Positive Behaviour Interventions and Supports, functional behaviour approaches, behaviour support planning, or comparable evidence-informed practices.
• Training or experience related to autism, ADHD, learning disabilities, developmental disabilities, executive functioning, neurodiversity, complex behaviour, or sensory regulation.
• Experience implementing Occupational Therapy recommendations and school-based sensory, functional, or environmental strategies.
• Experience providing intensive literacy and/or numeracy intervention.
• Experience supporting students experiencing anxiety, grief, trauma, school avoidance, emotional dysregulation, or significant behavioural challenges.
• Experience working in First Nations schools, communities, or Indigenous education environments and demonstrated knowledge of culturally responsive Indigenous education practice.

PREFERENCE

The Lower Nicola Indian Band (LNIB) follows Section 25 of the Human Rights Code, giving preference to Indigenous applicants where applicable.