POSITION DESCRIPTION

A temporary full time (1.0) Inclusion Resource Teacher is required by School District No. 60 (Peace River North) effective September 1, 2025 to June 30, 2026. The assignment will be at Learning Services.
We are dedicated to providing services that assist students to develop the attitudes, skills and knowledge required to successfully participate in educational experiences. We provide indirect and direct service to the student and/or the school community. Our collective knowledge, skills, energy, creativity and empathy support and nurture this process.
Our philosophy is consistent with our District’s mission statement, “Together, We Learn” and with that of the Ministry of Education and the Special Education Programs Branch. Our own department’s mission statement, “Achieve ~ Believe ~ Connect!” demonstrates our commitment towards appropriate education and achievements for all children. We love the relevance in our logo! See for more information.

QUALIFICATIONS AND EXPERIENCE

• Valid BC Ministry of Education Teaching Certificate (or eligible for)
• Qualifications and demonstrated ability to teach the identified subjects
• Experience with universal design and differentiation to meet the diverse needs of students
• Excellent interpersonal, communications, collaboration and organization skills
• Experience/training/knowledge of Social Emotional Learning. Demonstrated ability to create a positive classroom community contributing to a safe, caring, and healthy school where every student feels a sense of belonging
• Strong belief in the philosophy of inclusion and the potential of all students to learn
• Understanding of the BC Curriculum and ability to plan both short-term and long-term in consideration of class composition
• Willingness to work in a collaborative model with staff on the foundation of enhancing student learning
• Demonstrated use of classroom management practices that are pro-active and maintain student dignity
• Demonstrated use of assessment practices that promote student learning and maintain student dignity
• Ability to participate in meetings within and beyond the regular school day to support learning
• Ability to plan and facilitate in-services or collaboration sessions with educators and Educational Assistants within and beyond the regular school day
• Masters Degree or working towards course work in special education or Inclusive Education
• Experience and/or course work in the area of supporting students with autism and other developmental disabilities
• Ability to participate in meetings within and beyond the regular school day to support learning
• Ability to plan and facilitate in-services or collaboration sessions with educators and Educational Assistants within and beyond the regular school day
• Knowledge and experience with district practice for English Language acquisition, learning challenges/disabilities, and inclusion
• Skills and experience in working with different ethnic groups and families
• Successful experience using inclusive practices at a variety of grade levels with a strong working knowledge of Language Arts, Numeracy, and Social Responsibility instruction and assessment, as well as instructional practices that support social and emotional learning such as FRIENDS, Zones, Mind Up, Circle Talks etc.
• Proficient skills to support the learning environment with strategies for UDL, Differentiation of Instruction, Response to Intervention and Formative Assessment.
• Knowledge and ability to support the development of AIPs and IEPs for students; experience with ASSESS database
• Demonstrated use of instructional technology to support all learners
• Strong knowledge of the assessment process including Class Reviews, classroom observation, curriculum based assessment and how this relates to the development and monitoring of the learning plans
• Ability to carry out a variety of assessments, including classroom observation, administration and interpretation of norm-referenced assessment instruments, curriculum-based assessment and diagnostic teaching methods
• Specific experience in language proficiency assessments and reading intervention programs; remedial programs and materials for key academic areas, early reading intervention programs, phonological processing training
• Knowledge of methods for evaluating and selecting instructional materials suitable for students with a variety of learning needs
• Proven skills and understanding of needs such as Learning and Intellectual Disabilities and emotional, social, behavioral and developmental disorders
• Knowledge and ability to use Positive Behavior Supports, Functional Analysis of Behavior and Collaborative Model of Support processes to develop learning plans
• Demonstrated commitment to ALL students
• Experience and knowledge of the dynamics involved in a collaborative, professional and productive learning community at school and district level
• Knowledge and experience with data driven dialogue, school growth plans, and District Framework for Student Learning
• Excellent interpersonal and relationship building skills to relate well with teachers, students, parents, school-based teams and community members
• Confidence in working with challenging class compositions in co-planning, co-teaching, and team-teaching to support a positive learning environment
• Crisis Prevention & Intervention and Conflict Resolution training to support plans for challenging behaviours
• Resourceful, creative, adaptive and organized to work in a variety of different environments, meeting a variety of different needs
• Being able to travel to all rural schools is a necessity - must have their own vehicle

Please refer the Job description for details