T26-263 Temporary, Part-Time (40%) Resource Teacher

School District #33 (Chilliwack); Chilliwack; On-site; CAD 63,000 - 116,000; Part time

Job summary

School District #33 (Chilliwack) seeks a Resource Teacher for Promontory Heights Elementary School on a temporary, 40% contract starting immediately. The assignment runs until December 18, 2026 (or return of teacher).

The role emphasizes assessment, planning, and delivering inclusive supports for students with special needs, in collaboration with classroom teachers, parents, and district staff.

Qualifications

• Post-graduate coursework in special education and learning disabilities.
• Experience with Level B assessments and diagnostic teaching methods.
• Knowledge of BC Educators’ professional standards.
• Experience evaluating instructional materials for diverse needs.
• Ability to develop and implement CBIEPs in collaboration with teachers and families.
• Strong collaboration and leadership in school-based teams.
• Strong communication, interpersonal and organizational skills.
• Experience implementing inclusive practices (UDL) and co-teaching.

Skills

Special education

Assessment administration

Curriculum adaptation

Collaboration

Communication skills

Indigenous curriculum

Classroom management

Education

Master's degree in special education

Post-graduate diploma/certificate in special education

Post-graduate coursework

Job description

POSITION

Worksite: Promontory Heights Elementary School

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

Assignment Area(s): Resource Teacher

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

Effective Date: Immediately, until not later than December 18, 2026 (or return of teacher)

Deadline for Applications: Monday, October 19, 2026 at 12:00 P.M. Pacific Time

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 evidence of being a contributing member in a larger, dynamic school community

For Further Information Contact

604-824-4885 (Promontory) Acting Principal; Shelley Burke