T26-238 Temporary, Full-Time, Primary - Grade 1_2

British Columbia Public School Employers' Association | Make a Future - Careers in BC Education; Chilliwack; On-site; CAD 63,000 - 116,000; Full time

Job summary

Little Mountain Elementary School is seeking a temporary full-time teacher for a Primary - Grade 1/2 split assignment. The successful applicant will align with the Ministry of Education standards, deliver balanced literacy and numeracy, and plan inclusive lessons for a diverse student group.

Experience with RTI frameworks, Indigenous curriculum integration, and data-driven planning is preferred. Applications require a cover letter, resume, teaching report, transcripts and two supervisors.

Qualifications

• Extensive academic training and professional preparation in teaching.
• Knowledge of BC Educators’ Professional Standards and current ministry practices.
• Ability to address diverse social-emotional learning needs and adapt instruction.

Skills

Balanced literacy instruction

Balanced numeracy instruction

Indigenous curriculum implementation

RTI literacy and numeracy intervention

Data-driven instruction (ACT, SNAP, FS

Job description

Posting Number: T2 6- 238

Date Issued: September 4, 2026

Position

Worksite: Little Mountain Elementary School

Contract Type: Temporary, Full-Time

Assignment Area(s): Primary - Grade 1/2 Split

Salary Range: $63,347 to $116,190 (based on length of service and qualifications in accordance with the collective agreement)

Effective Date: Immediately, but not later than June 30, 2027

Deadline for Applications: Tuesday, September 15, 2026 at 12:00 PM Pacific Time

Electronic Applications must be submitted through Make a Future www.makeafuture.ca and include a Cover Letter, Resume, Teaching Report, Transcripts & the names of two (2) current supervisors who can comment on your teaching.

Required Abilities, Qualifications and Experience:

• Extensive academic training, professional preparation, and qualifications in teaching in all areas of this assignment.
• Knowledge of, and demonstrated application of, the Ministry of Education's current philosophy, teaching practices, and evaluation/assessment/reporting procedures as applied to all areas of this assignment.
• Knowledge of and demonstrated ability to implement teaching practices that align with the Professional Standards for BC Educators.
• Demonstrated ability to plan for and teach all required subjects at this grade level, to effectively address the academic and social/emotional learning needs of a diverse group of students.
• Consistent use of the most current instructional practices to create a powerful balanced literacy program to meet the diverse needs of learners; preference will be given to candidates with successful experience with small group targeted literacy instruction.
• Consistent use of the most current instructional practices to create a powerful balanced numeracy program to meet the diverse needs of learners; preference will be given to candidates with successful experience with small group targeted numeracy instruction.
• Willingness to use District and Ministry data sets (ACT, SNAP, FSA, PM/RR) to identify student need and drive informed teaching practice and team teacher planning.
• Demonstrated ability and commitment to Indigenizing curriculum using the First Peoples Principles of Learning.
• Demonstrated experience intervening, supporting, and motivating struggling learners through a Response to Intervention (RTI) lens, particularly in literacy and numeracy key concepts.
• Demonstrated ability to recognize and acknowledge individual student differences and adjust instructional practices accordingly through informal adaptations and formal Competency Based Individual Education Plans (CBIEP's).
• Demonstrated ability in the application of current brain-based strategies as they relate to self-regulation, mindful behaviour and social emotional learning (i.e. Calm, Strong Kids, Alert & Learning, Mind Up).
• Knowledge of and demonstrated ability to support students through a variety of social/emotional strategies and trauma informed practices.
• Demonstrated ability to engage and motivate students in day-to-day lessons through the appropriate integration of technology.
• Demonstrated ability to set and clarify learning standards and to establish effective classroom procedures and relationships.
• Demonstrated excellent classroom management, behaviour management and classroom organization skills; experience with Positive Behaviour and Support (PBS) is an asset.
• Commitment to supporting social responsibility throughout the school (i.e. Student Leadership, Check-in and Classroom Circles).
• Demonstrated willingness to implement the goals and strategies of the School Growth Plan.
• Demonstrated commitment to working with students, staff, parents and administration in an open, accepting manner to promote a strong and caring professional learning community.
• Demonstrated commitment and involvement in professional development and collaboration that supports the enhancement of student learning (literacy/numeracy/social responsibility/application of technology/engaging learners) as is applies to the areas of this assignment.

Further information contact: 604-792-0681 (LME) Terry Bateman, Principal; Jamie Locke, Vice Principal