T26-258 Temporary, Part Time Temporary, Part-Time, (40%) Resource Teacher, Learning Assistance Teacher

School District #33 (Chilliwack); Chilliwack; Sur place; CAD 63 000 - 116 000; Temps partiel

Résumé du poste

British Columbia Public School Employers' Association | Make a Future - Careers in BC Education seeks a Resource Teacher and Learning Assistant for McCammon Elementary School. This temporary, part-time (40%) role supports students with special needs through assessments, IEP planning, collaboration with teachers, parents, and the school team.

Immediate start through June 30, 2027. Applicants should have extensive post-graduate specialization in special education and be prepared to participate in

Qualifications

• Extensive academic training and post graduate coursework in special needs, assessment theory (Level B) and curriculum modification.
• Knowledge of BC Ministry policies and evaluation procedures for special education services.
• Experience administering Level B assessments (WIAT, PPVT, Key Math, TOWL) and interpreting results.
• Experience selecting instructional materials for students with diverse needs.
• Knowledge and experience with CBIEPs development in collaboration with teachers, parents, and district staff.
• Familiarity with Professional Standards for BC Educators and inclusive teaching practices.
• Experience teaching students with moderate to severe intellectual disabilities, autism, chronic/physical disabilities, and multiple disabilities.
• Post-graduate diploma or master's in special education or learning disabilities.
• Willingness to attend district training to implement Competency Based IEPs.
• Ability to lead and coordinate competency-based and inclusive support services via school-based teams.

Description du poste

Posting Number: T2 6 - 258

Date Issued: October 1, 2026

POSITION

Worksite: McCammon Elementary School

Contract Type: Temporary, Part-Time (40%)

Assignment Area(s): Resource Teacher and Learning Assistance

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

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

Deadline for Applications: Friday, October 9, 2026, by 12:00 pm

Required Abilities, Qualifications and Experience:

• Extensive academic training and post graduate coursework in the following areas: students with special needs; assessment/testing theory and practice (Level B); strategies for adapting and modifying curriculum.
• Knowledge of, and demonstrated application of the Ministry of Education's current philosophy, teaching practices, and evaluation/assessment/reporting procedures as outlined in the Manual of Policies, Procedures and Guidelines for Special Education Services.
• Demonstrated experience and ability in being able to carry out a variety of assessments, including classroom observation, curriculum based assessment and diagnostic teaching methods, administration and interpretation of Level B Assessments including the WIAT, PPVT, Key Math and TOWL.
• Demonstrated experience in and knowledge of methods for evaluating and selecting instructional materials suitable for students with a variety of special needs and learning disabilities.
• Knowledge of and demonstrated experience in the development, implementation and evaluation of CBIEPs in consultation with the classroom teacher(s), parent(s), student and district personnel.
• Knowledge of and demonstrated ability to implement teaching practices that align with the Professional Standards for BC Educators.
• Demonstrated understanding of and successful experience in teaching students with moderate to severe intellectual disabilities, autism, chronic health and physical disabilities, and multiple disabilities as defined by the Ministry of Education.
• Demonstrated understanding of and successful experience in teaching students with moderate to severe intellectual disabilities, autism, chronic health and physical disabilities, and multiple disabilities as defined by the Ministry of Education.
• Extensive post-graduate coursework/Diploma or master's degree in special education and/or learning disabilities
• willingness to attend District training to learn and implement Competency Based IEP's
• Demonstrated ability to lead, coordinate and integrate competency-based and inclusive support services through the school-based team (consultation, collaborative planning, coordination, case management, direct instruction/intervention, transition planning) for students
• Proven ability to collaborate with school-based team members and staff to support all diverse learners
• Demonstrated excellent communication, interpersonal and organization skills
• Demonstrated ability to organize, maintain, and integrate a continuum of support services and resources at the school level, including scheduling and supporting the work of Educational Assistants
• Demonstrated ability to collaboratively lead, develop and oversee the implementation of competency-based IEPs that ensure students have multiple access points to the curriculum and are able to demonstrate their learning through multiple modalities and digital portfolios
• Proven ability to coordinate services and partner with school, district, community and provincial organizations and resources (for example, POPARD, SET-BC, MCFD)
• Demonstrated knowledge of Ministry accountability and audit requirements and processes
• Demonstrated ability to collaborate with teaching colleagues to implement and support inclusive practices (inquiry/project based/experiential learning), UDL, and alternate demonstrations of learning and co-teaching
• Demonstrated ability and a desire to participate in a professional learning community that fosters innovation, risk-taking and collaboration
• Demonstration of, and commitment to Indigenizing curriculum using the First Peoples Principles of Learning
• Demonstrated excellent classroom management, the ability to establish and maintain positive, respectful, and collaborative relationships with colleagues, students, parents/guardians, and community partners within an inclusive, diverse, and equitable school environment
• Demonstrated commitment to anti-racism, defined as the ongoing practice of identifying, challenging, and changing the values, structures, policies, programs, practices, and behaviours that perpetuate racism.
• Demonstrated evidence of being a contributing member in a larger, dynamic school community

For Further Information Contact: Carla Thompson, Principal, or Tsandlia Van Ry, Vice-Principal [phone]