THE INCLUSIVE EDUCATION AND EARLY LITERACY TEACHER WILL:

have a case load of identified students (who require reading intervention) and manage their Individual Education Plans, learning goals and attend School Based Team;
work in collaboration with the District staff to implement best practices and offer leadership in the area of inclusive education and early literacy;
maintain a current knowledge base of research in the foundational components of early literacy, including but not limited to: oral language development, phonological and phonemic awareness, play-based learning, reading, writing, etc.;
possess knowledge and understanding of Ministry documents and resources pertinent to early learning (e.g., The Early Learning Framework) as well as principles that foster learning, including First Peoples Principles of Learning;
possess knowledge and understanding of Ministry documents and resources pertinent to early learning (e.g., The Early Learning Framework) as well as principles that foster learning, including First Peoples Principles of Learning;
possess current knowledge of programs, support services, classroom resources, and issues related to vulnerable learners;
work collaboratively with primary teachers to provide additional literacy instruction and support to Kindergarten through Grade Three students in the foundational components of literacy;
work collaboratively with teachers to implement District supported - targeted phonemic awareness instruction;
work collaboratively with teachers to support classroom assessment models that guide instructional practice, including using District supported assessment tools (e.g., PM Benchmarks, Fountas and Pinnell etc.);
perform record keeping tasks such as the collection and monitoring of data in order to help coordinate the student’s programs and review progress with other staff and professionals.

MINIMUM ACADEMIC QUALIFICATIONS/EXPERIENCE:

valid B.C. Teaching Certificate;
Bachelor of Education degree or equivalent;
Diploma of Inclusive Education or satisfactory teaching experience in a similar teaching position and training.Training may be acquired through successful completion of summer session courses prior to commencement of the duties of the vacant position;
satisfactory Kindergarten and/or primary classroom teaching experience.

PREFERRED QUALIFICATIONS/EXPERIENCE:

training and experience with reading intervention programs such as Reading Recovery, Loftier Learning Program and/or Orton Gillingham;
knowledge, understanding of what a balanced literacy program consists of;
knowledge, understanding and experience in early literacy and childhood development;
knowledge, understanding of guided reading;
competency in literacy assessment practices (running records - administrating and analyzing them);
post-graduate courses or diploma in reading, early childhood education, or equivalent;
training and/or experience as a Learning Assistance or Resource Teacher

Please refer the Job description for details