Special Education Teacher - Early Childhood

Anova Education; Alberta; On-site; CAD 52,000 - 70,000; Full time

Job summary

A leading educational institution in Alberta, Canada, seeks a Special Education Teacher for early childhood education. Responsibilities include preparing differentiated lessons, developing individualized education plans, and assessing student performance. Candidates should possess a Bachelor's degree in a relevant field and hold the necessary teaching license. The role emphasizes collaboration with parents and building a supportive learning environment. Ideal for educators passionate about inclusive education practices.

Qualifications

• A Bachelor's degree in a relevant field is required.
• Must hold a Virginia Provisional, Collegiate, or Postgraduate Professional License.
• Three years of successful teaching experience preferred.

Responsibilities

• Prepare and deliver lessons using differentiated strategies.
• Develop individualized goals for student curriculum support.
• Assess student performance and provide tutoring as needed.
• Collaborates with administrators and parents; maintains records of student performance.
• Supports development of individualized goals and accommodations for students.

Skills

Differentiated instruction

Curriculum development

Classroom management

Collaboration with parents

Classroom management

Education

Bachelor's Degree

Virginia Provisional, Collegiate, or Postgraduate Professional License

Job description

JOB DESCRIPTION

POSITION TITLE: SPECIAL EDUCATION TEACHER - EARLY CHILDHOOD

CONTRACT YEAR: 10 – MONTH TEACHER CONTRACT

SALARY: TEACHER SCALE COMMENSURATE WITH EXPERIENCE (Based on FY 2025-26 Salary Scale)

START DATE: AUGUST 1

JOB DESCRIPTION: The candidate for this position will prepare and deliver lessons that emphasize differentiated strategies and activities to promote the skill development of identified students. The candidate for this position works with a caseload of students to identify and develop individualized goals and accommodations to support the delivery of curriculum for students in specific subject areas. This candidate will be responsible for teaching/co‑teaching one to two subjects within that content area depending on documented certifications. This candidate will deliver lessons to different classes of students throughout the day. The candidate will develop weekly lesson plans, assess student performance and progress, meet with administrators and parents as needed, and tutor students who need extra support in a given subject area.

Direct Accountability and Report: Works under the supervision of the school principal, who is responsible for carrying out the guidance and direction. An annual evaluation will be based on the job description, district and personal goals and objectives specific to the school or the position, student achievement data, and the performance of the teacher.

QUALIFICATIONS

EDUCATION

• Bachelor's Degree from an accredited institution in the content area for the position applied.
• Holds a Virginia Provisional, Collegiate, or Postgraduate Professional License in a specific content area applied.

EXPERIENCE

• Minimum of three (3) years of successful, full‑time teaching experience preferred.

ESSENTIAL PERFORMANCE RESPONSIBILITIES

Duties of the classroom teacher include, but are not limited to, the following:

PROFESSIONAL KNOWLEDGE

• Effectively addresses appropriate curriculum standards.
• Integrates key content elements and facilitates students’ use of higher‑level thinking skills in instruction.
• Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real‑world experiences and applications.
• Demonstrates an accurate knowledge of the subject matter.
• Demonstrates skills relevant to the subject area(s) taught.
• Bases instruction on goals that reflect high expectations and an understanding of the subject.
• Demonstrates an understanding of the intellectual, social, emotional, and physical development of the age group.
• Communicates clearly and checks for understanding.

INSTRUCTIONAL PLANNING

• Uses student learning data to guide planning.
• Plans time realistically for pacing, content mastery, and transitions.
• Plans for differentiated instruction.
• Aligns lesson objectives to the school’s curriculum and student learning needs.
• Develops appropriate long‑ and short‑range plans and adapts plans when needed.

INSTRUCTIONAL DELIVERY

• Engages and maintains students in active learning.
• Builds upon students’ existing knowledge and skills. Differentiates instruction to meet the student’s needs.
• Reinforces learning goals consistently throughout lessons.
• Uses a variety of effective instructional strategies and resources.
• Uses instructional technology to enhance student learning.
• Communicates clearly and checks for understanding.

ASSESSMENT OF AND FOR STUDENT LEARNING

• Uses pre‑assessment data to develop expectations for students, differentiate instruction, and to document learning.
• Involves students in setting learning goals and monitoring their own progress.
• Uses a variety of assessment strategies and instruments that are valid and appropriate for the content and for the student population.
• Aligns student assessment with established curriculum standards and benchmarks.
• Uses assessment tools for both formative and summative purposes and uses grading practices that report final mastery in relationship to content goals and objectives.
• Uses assessment tools for both formative and summative purposes to inform, guide, and adjust students’ learning.
• Gives constructive and frequent feedback to students on their learning.

LEARNING ENVIRONMENT

• Arrange the classroom to maximize learning while providing a safe environment.
• Establishes clear expectations, with student input, for classroom rules and procedures early in the school year, and enforces them consistently and fairly.
• Maximizes instructional time and minimizes disruptions.
• Establish a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic.
• Promotes cultural sensitivity.
• Respects students’ diversity, including language, culture, race, gender, and special needs. Actively listens and pays attention to student’s needs and responses.
• Maximizes instructional learning time by working with students individually as well as in small groups or whole groups.

PROFESSIONALISM

• Collaborates and communicates effectively within the school community to promote students’ well‑being and success.
• Adheres to federal and state laws, school and division policies, and ethical guidelines. Incorporates learning from professional growth opportunities into instructional practice.
• Sets goals for improvement of knowledge and skills.
• Engages in activities outside the classroom intended for school and student enhancement.
• Works in a collegial and collaborative manner with administrators, other school personnel, and the community.
• Builds positive and professional relationships with parents/guardians through frequent and effective communication concerning students’ progress.
• Serves as a contributing member of the school’s professional learning community through collaboration with teaching colleagues.
• Demonstrates consistent mastery of standard oral and written English in all communication.

STUDENT ACADEMIC PROGRESS

• Sets acceptable, measurable, and appropriate achievement goals for student learning progress based on baseline data.
• Documents the progress of each student throughout the year.
• Provides evidence that achievement goals have been met, including the state-provided progress data when available as well as other multiple measures of student academic progress.
• Uses available performance outcome data to continually document and communicate student academic progress and develop interim learning targets.

SPECIAL EDUCATION SERVICES

• Serve as a member of an interdisciplinary team whose purpose is to provide appropriate educational programs for disabled students.
• Serve as the Child Study Chair for all grade levels taught.
• Assist in developing short and long range goals for the student’s Individualized Education Plan (IEP).
• Work cooperatively with classroom teachers who have Special Education students in regular classes by interpreting the abilities and disabilities of these students and assisting students with regular class assignments.
• Maintain ongoing records of student performance in order to evaluate progress in a prompt, accurate, and timely manner.
• Conduct an annual review and update short‑term objectives in a prompt, accurate, and timely manner.
• Hold periodic parent conferences and/or home visits.

Brunswick County Public Schools is committed to a policy of non‑discrimination based upon race, color, national origin, religion, sex, disability, and age in the administration of any of its educational programs, activities, or with respect to employment.