T26-275 Temporary, Part-Time (60%), Resource Teacher and Learning Assistance

School District #33 (Chilliwack); Chilliwack; Presencial; CAD 63.000 - 116.000; A tiempo parcial

Descripción de la vacante

School District #33 (Chilliwack) is seeking a qualified Resource Teacher/Learning Assistant for McCammon Elementary School. This temporary, 60% position runs on Tuesdays, Thursdays, and Fridays, starting immediately and ending no later than January 15, 2027.

The role involves assessment, IEP development, and inclusive education practices. The successful candidate will have extensive post-graduate training in special education, experience with Level B assessments (WIAT, PPVT, Key Math, TOWL) and

Formación

• Advanced training in special needs assessment and testing theories.
• Experience with Level B assessments and diagnostic teaching methods.
• Knowledge of BC Eductional Standards and policies.
• Experience developing and evaluating CBIEPs with teachers and parents.
• Strong communication, collaboration and organizational skills.

Responsabilidades

• Lead, coordinate and integrate competency-based and inclusive support services.
• Collaborate with the school-based team to support diverse learners.
• Develop and oversee competency-based IEPs with multiple access points to curriculum.
• Coordinate services with district and community organizations.

Conocimientos

Special education assessments

Curriculum adaptation

CBIEPs development

UDL and inclusive practices

Collaboration with school team

Communication and organization

Leadership of school-based team

Indigenous curriculum integration

Educación

Master's degree in special education

Post-graduate coursework in special education

Descripción del empleo

Posting Number : T2 6 - 275

Date Issued: November 5, 2026

POSITION

Worksite: McCammon Elementary School

Contract Type: Temporary, Part-Time (60% - Tuesdays, Thursdays, Fridays)

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 January 15, 2027 (or return of teacher)

Deadline for Applications: Monday, November 16, 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]