The Simcoe County District School Board is accepting applications from SCDSB Elementary and Secondary Contract Teacher for the following position:

QUALIFICATIONS AND SKILLS:

• Post-secondary degree in related discipline and Ontario College of Teachers’ Certificate of Qualification;
• A minimum of four years of successful teaching experience;
• OCT’s / Completed – a requirement;
• Successful teaching experience in Science, Mathematics/Numeracy, and/or Literacy;
• Qualifications in Primary, Junior, Intermediate, and/or Senior (Must have three divisions)
• French as a Second Language (bilingualism) would be preferred;
• Additional Qualifications in Teaching English Language Learners (ESL), Equitable and Inclusive Schools (aka Inclusive Classrooms), Science, Anti-Black Racism, Mathematics, Reading, Kindergarten, Mentoring, Special Education and Guidance and Career Education would be an asset;
• Demonstrated understanding and working knowledge of Equity, Anti-Racism, Anti-Oppression, Antisemitism, Anti-Black Racism, Homophobia, and Islamophobia;
• In-depth understanding of how students develop cultural competence, mathematics, numeracy, and literacy skills;
• Demonstrated ability to engage school staff in teaching and learning practices that are both innovative and culturally relevant to the needs of students and the community;
• Proven ability to promote equitable practices which value inclusiveness and diversity;
• Demonstrated commitment to maintaining a learning/working environment that actively promotes and supports human rights;
• Substantial working knowledge of program-related Ministry curriculum and policies and their implementation;
• Experience disaggregating and triangulating provincial, district, and school data and using the information to further student achievement;
• Demonstrated currency in the use of information communication technologies to support inquiry and improve students’ digital fluency;
• Demonstrated ability to facilitate collaborative learning teams that use data to improve student achievement and are implementing Equity, Anti-Semitism, Anti-Black Racism, Homophobia, Islamophobia, and Anti-Oppression initiatives;
• Proven ability to increase teacher capacity and facilitate professional learning;
• Strong interpersonal skills, including the ability to engage, influence, and support instructional change in schools and to serve as a productive member of a team; and the
• Ability to communicate effectively with colleagues, parents/guardians, and administrators.

In collaboration with the Central Principal with responsibility for Diversity, Equity, and Inclusion & Multilingual Learning (or their designate):

• Provide leadership in fostering equity and inclusiveness in the development and implementation of programs and services;
• Provide and develop embedded professional learning on Anti-Racism, Anti-Oppression, and Anti-Bias tied to school and Board SAEP (School Action and Equity Plans) goals;
• Facilitate learning about culturally relevant, responsive, and Anti-Oppressive pedagogy within all aspects of the curriculum (K-12), school improvement processes, and system-wide initiatives tied to the current and future SCDSB Strategic Priorities;
• Engage in co-teaching, co-learning, and co-constructing with Central Principals and Vice-Principals and school-based teams to implement initiatives to improve equity, student learning, multilingualism, well-being, and achievement;
• Provide leadership as a member of an interdisciplinary team to improve instructional capacity, challenge bias, address issues connected to privilege, power, and system barriers, and develop tools and resources to create responsive and inclusive school environments;
• Engage in intensive, job-embedded professional learning with teachers to build collective teacher efficacy using evidence-based instructional strategies and practices that improve student achievement (e.g., Differentiated instruction, assessment/evaluation practices, moderated marking, and the use of technology-based pedagogy);
• Support professional learning from a Trauma-Informed Approach to enhance student belonging and well-being in SCDSB schools;
• Provide support related to Leadership Development (system-wide), Outdoor Education, Employment Equity, SCDSB Staff Affinity Groups and Well-being through learning, programming, and curriculum; and to enhance well-being and inclusion in these areas from culturally relevant, responsive, and Anti-Oppressive pedagogy;
• Facilitate the process of collecting and interpreting data at the school level and in the Learning Centre to enable staff to make informed decisions about programming and intervening with teachers for students;
• Provide leadership in building capacity in Equity, Anti-Racism, Anti-Oppression, Anti-Black Racism, Anti-Semitic Racism, Homophobia, Transphobia, and Islamophobia within schools and networks and through the development of resources;
• Support the implementation of intervention strategies and programs for students (K-12) who face greater systemic barriers;
• Liaise and collaborate with SCDSB and Ministry staff to implement Ministry policies, curricula, and initiatives, including the implementation of Ontario’s Equity and Inclusive Education Strategy;
• Identify and encourage the use of effective practices in equity, human rights, and English as a Second Language education within literacy, mathematics, science, social science and enhancing pathways instruction;
• Work in classrooms with teachers and students to model effective instruction, high expectations, and the use of differentiated assessment procedures to ensure all students can achieve success to the best of their abilities;
• Commit to, attend, and participate in ongoing personal, professional learning and capacity building with an understanding of current, evidence-based practices as directed by the Ministry and the SCDSB;
• An understanding of the inquiry report on human rights issues affecting students with reading disabilities;
• Support and attend additional Diversity, Equity, and Inclusion & Multilingual Learning system initiatives, which may occur outside regular working hours and
• Perform other duties as assigned with consideration to the unique needs of SCDSB stakeholders and beyond to meet system needs.