T2627-437 1.0 FTE Temporary French Learning Support Teacher

School District 71 is an inclusive learning community that embraces diversity, fosters relationships and empowers all learners to have a positive impact on the world. Our mission is to work with our educational partners to inspire engaged, compassionate, resilient lifelong learners and cultivate a collaborative community together.

We invite applications for the temporary position of:

• 1.0 FTE French Learning Support Teacher

• Written and oral French language fluency is required. Previous teaching experience in French Immersion is preferred.

Position Overview

The Secondary Learning Support Teacher (LST) works collaboratively with students, families, classroom teachers, school teams, district personnel, and community partners to support student learning, participation, achievement, and successful transitions within inclusive secondary educational environments.

The LST provides consultation, assessment-informed planning, targeted intervention, and direct instructional support for students experiencing learning challenges and serves as case manager for students with both low and high incidence designations or documented support needs. Through collaborative problem-solving and evidence-based instructional practices, the LST supports students in accessing curriculum, developing self-advocacy skills, achieving graduation goals, and planning successful transitions to post-secondary education, employment, community involvement, and adult services.

The LST is a member of the School-Based Team and works closely with teachers, educational assistants, counsellors, administrators, families, and district staff to develop responsive supports that promote student success and meaningful participation in school.

Responsibilities

• Providing direct instructional support and targeted intervention for students experiencing learning challenges.
• Delivering evidence-based interventions that support academic achievement, literacy, numeracy, executive functioning, self regulation, and learning strategies.
• Collaborating with classroom teachers to identify student strengths, needs, barriers, and supports.
• Supporting classroom teachers in the implementation of inclusive instructional practices, accommodations, adaptations, modifications, and intervention strategies.
• Assisting in the development, implementation, monitoring, and review of Individual Education Plans (IEPs) and Learning Plans.
• Conducting educational assessments and utilizing assessment information to inform instructional planning and intervention.
• Administering and interpreting assessment tools within training and qualifications, including Level B assessments where appropriate.
• Participating as an active member of the School-Based Team.
• Facilitating collaborative problem-solving and planning processes involving students, families, school staff, and district personnel.
• Supporting educational planning for students pursuing Dogwood Diploma, Evergreen Certificate, Adult Graduation Diploma, and other individualized pathways.
• Supporting adjudication processes and accommodations for provincial assessments and graduation requirements.
• Coordinating transition planning for students moving to post-secondary education, employment, community-based programs, and adult services.
• Supporting the implementation of assistive technology and inclusive technology tools.
• Providing guidance, consultation, and support to educational assistants and classroom staff regarding student programming and interventions. 
• Maintaining clear documentation, progress monitoring, and communication related to student learning, graduation progress, and transition planning.

Preferred Qualifications

• Valid BC Teaching Certificate.
• Degree, Diploma, or Master's Degree in Inclusive Education, Special Education, Learning Assistance, or a related field.
• Training and/or experience in assessment, intervention, and support for students with diverse learning needs.
• Qualifications and experience administering and interpreting educational assessments, including Level B assessments.
• Knowledge of current inclusive education practices and Ministry of Education requirements.

A Master's Degree or Special Education qualifications are preferred but not required.

The Successful Candidate Will Demonstrate

• Successful teaching experience at the secondary level and a strong understanding of the BC curriculum.
• Demonstrated ability to support students across a broad range of learning needs and abilities.
• Ability to support classroom teachers in designing and implementing accommodations, adaptations, modifications, and intervention strategies.
• Experience developing, implementing, and monitoring Individual Education Plans (IEPs) and Learning Plans
• Knowledge of Universal Design for Learning (UDL), differentiated instruction, and inclusive educational practices.
• Strong organizational, communication, documentation, and interpersonal skills.
• Demonstrated commitment to culturally responsive and relationship-based practices with Indigenous students and families.
• Demonstrated commitment to equity, inclusion, and meaningful participation for all learners.

Ecole Secondaire Mark R. Isfeld Secondary is a dual track school committed to learning through universal design and differentiation in flexible learning environments.

Our educational team is committed to engaging learners to develop creativity, critical thinking, collaboration, communication and social competencies. Our educators use and develop best practices through meaningful and purposeful collaboration and inquiry. As lifelong learners themselves, our educators embrace diversity, apply assessment for learning approaches, and integrate technology in meaningful ways to personalize learning. Successful candidates will demonstrate a willingness to embrace and share the district’s commitments outlined above and model its principles in their practice.

Salary range is in accordance with the BC Teachers Federation and can be found by clicking this link: 

To Apply:

School District 71 welcomes diverse candidates and encourages applications from members of groups experiencing barriers to equity.  As an inclusive learning community we are committed to actively creating and fostering a culture of inclusivity where voices are heard, people are seen, and values are respected. We care about the uniqueness of our applicants, employees, students and community, and we do so in a safe space fueled by curiosity and acceptance. Persons with disabilities who anticipate needing accommodations for any part of the application and hiring process may contact:  View email address on makeafuture.applytoeducation.com and we will work with you to meet your needs.

Qualified candidates are invited to apply in confidence by submitting a cover letter, resume with supporting documentation and contact information for three (3) professional references through - valley . Only applicants with a complete application package may be considered. 

Please note : Candidate applications will be reviewed, and the best qualified candidate will be identified in accordance with the updated qualification language outlined in Article E. 22 of the SD71/CDTA Collective Agreement - 

We sincerely thank all applicants for considering us an employer of choice. Only shortlisted candidates will be contacted. The successful applicant will be subject to the terms of the Criminal Review Act.

Thank you for your interest in School District 71 (Comox Valley)

An Equal Opportunity Employer