LSAT/LST Teacher

The Mission Public School District is located on the traditional, ancestral, unsurrendered, and shared territories of Stó:lo people, of Leq'á:mel, Semá:th, Máthxwi, Sq'éwlets and Qwó:ltl'el First Nations, stewards of this land since time immemorial.

Halq'eméylem is the language of this land and of Stó:lo ancestors. The place from where Halq’eméylem (Upriver dialect) originates is Leq’á:mel. The language comes from the land, and it has been this way since time immemorial.

We invite applications for the position of:

School: Hatzic Middle School

Position: LSAT/LST 

FTE: 1.0

Grade: 7-9

Status: Continuing

Start Date: Sep. 8, 2026

LSAT/LST Combined Teacher – Middle Focus

This is a combined LSAT and LST position with the successful incumbent working as part of the LSAT/LST team on providing indirect and direct support to students with social, emotional and behavioural needs.

The middle focused Learning Specialist Alternate Teacher has the specialized knowledge, skills, and experience necessary to work with students with a variety of learning, and social/emotional behavioural issues including but not limited to (category R, H and Q). The direct role of the Learning Specialist Alternate Teacher middle focused is to provide support to students within the classroom setting. The indirect role of the LSAT is to act as an advocate for students, a case manager for students with an IEP and as a resource to school staff and parents who are supporting students with difficulties in behaviour and learning. A Learning Specialist Teacher has the specialized knowledge, skills, and experience necessary to identify, assess, plan, implement, report, and evaluate in collaboration with team members. The direct role of the LST is to provide focused instruction that is “in addition” to as well as “aligned with” classroom instruction. The indirect role of the LST is to act as an advocate for students, a case manager for students with an IEP and as a resource to school staff and parents who are supporting students with difficulties in learning and adjustment, or who require an individual education program.

Qualifications:

·        Bachelor of Education and/or PDP

·        Master’s or Bachelor’s degree in Inclusive Education or post-graduate diploma in Inclusive Education

·       Training and/or experience at writing and maintaining IEPs

·       Recent successful training and experience in Level B testing, interpretation and assessment

·       Recent successful training and experience in standardized Level A and B assessment

·       Successful teaching experience with children in middle and/or secondary grades

·        Training in Trauma Informed Practice

·        Understanding of Social Emotional Learning

·        Success in implementing the First People’s Principals of Learning

·       Experience teaching students with a variety of learning issues and designations as outlined by the Ministry of Education

·        Understanding of the ministry criteria for category R and H designations.

·       Experience as a case manager for designated students, including experience with IEP’s

·       Experience implementing effective student intervention plans at the classroom level

·       Experience working with students with dual designations and complex learning profiles (eg. Students with a learning disability and behavioural issues or students with complex emotional/learning needs)

·        Confidence in preparing behavior plans, safety plans and student care plans where required

·       Familiarity with UDL and RTI

·       Strong interpersonal, communication and collaborative skills

Job Duties:

·        Encourage the use of the First People’s Principles of learning, trauma informed practice, social emotional learning and the core competencies

·       Focus on prevention – explicit teaching of social emotional learning and skills for self-regulation

·       Working with assigned students (designated or non-designated) in the LST blocks on skills, learning interventions and/or homework and course completion

·       On-going curriculum/classroom-based assessment as well as level B assessments to answer questions about how best to provide instruction or support

·        Complete file reviews, assist with file organization and documentation to support the behavior designation for audit purposes

·       Case manager for IEP process including inclusive consultation with classroom teachers, parents and other relevant specialists and students, as well as, monitoring the implementation of the IEP

·        In consultation with the school psychologist and school counsellor, case manage or co-case manage, design and implement IEPs/SLPs as required

·       An effective IEP will guide the implementation of adaptations and/or modifications to a student’s instructional program. It should be driven by quality assessment information and must be written in such a way that all current and future team members can understand it.

·       In consultation with the school psychologist, synthesize information from psycho-educational reports, language and curricular assessments, student records, parents and other service providers (may include relevant health-related information)

·       Adaptations – teach and support an identified special needs student’s use of adaptations towards a Dogwood graduation diploma

·       Collaboration with classroom teachers to design or implement instructional strategies or to adapt instructional content or materials

·       Reporting on student progress in addition to the classroom teacher’s report

·        Case management for students with behavior designations (R and H, and sometimes D or G where appropriate)

·        Connect with youth, especially those who have faced systemic and structural barriers, in a strength based and optimistic manner

·       Development of transition plans that address specific educational, vocational, social and behavioural needs of the students as well as specify the supports and services necessary for success

·       Coordinate collaboration between school personnel, district staff, representatives from community services (including post-secondary) professionals from other government ministries, parents and the students themselves.

·        Collaborate with classroom teachers to support inclusion for students with intensive behaviour or serious mental illness

·       Liaise with a wide variety of support agencies for youth in Mission, including but not limited to MCFD (SW and CYMH), Xyolhemeylh, Fraser Health, Mission Community Services, Fraser House, Child, Youth Crisis Program, Career Advisor and MY House

·       Identifying students who require adjudication and confirming they qualify for adaptations

·       Documenting adaptations for test writing in IEPs and logbooks

·       Training readers/scribes and communicating with classroom teachers the needs of students receiving adjudication

·        Provide opportunities for health and career education and life skills development

·        Maintain a safe and caring environment in the classroom

·        Assist with the development of student behaviour and student safety plans

·        Call and chair IEP and Integrated Case Management (ICM) meetings

·       Provision of instruction as required

For your application to be considered, all required documents must be included with your application which include:

• resume
• cover letter
• recent teaching reports and/or practicum reports
• copy of BC Teaching Certificate and/or TQS card or information on current status

The starting annual salary for this position ranges from $61, 502-$112,806, with placement on the range based on length of service, FTE and qualifications in accordance with the Collective Agreement.

Please be sure that you have received a confirmation from Make a Future that you have applied to a specific posting. Without this confirmation your application will not have been submitted.

Why the Mission School District?

We are a medium-sized district with rural and urban schools. We are large enough to provide a variety of programs and services, and small enough to build meaningful relationships with our students, parents, colleagues, and other stakeholders.

The school district is focused on following the school's strategic plan which sets the direction for the organization and supports student learning. Click  Mission, Vision, and Strategic Plan to learn more about the strategic plan and related priorities. We are committed to forming safe and inclusive workspaces and schools. To learn more, review our policy for Safe Caring and Respectful Workplaces .

About Mission

Mission is nestled on a southern coastal mountain slope, overlooking the lush valley of the mighty Fraser River. Ideally situated, Mission is located an hour east of Vancouver and 20 minutes from Abbotsford. Mission was originally inhabited by the Sto:lo First Nations people, and today this rapidly growing and dynamic centre is home to a population of some 38,000 residents. Come see why Mission is "the Jewel in the Valley".

What opportunities do we offer?

• District Mentorship/ Leadership Groups
  
• In-house training, online training, leadership training, and professional development opportunities
• A great place to live that is relatively affordable compared to other lower mainland cities
• Access to wellness resources
  

Thank you for your interest. Please note only short-listed applicants will be contacted. 

Accommodations/adjustments are available for interviews and in the workplace. If selected for an interview Human Resources will provide information on how to request accommodation/adjustments.