T26-213 Temporary, Full-Time, Resource Teacher

Posting Number : T2 6- 213

Date Issued: August 21, 2026

POSITION

Worksite : Promontory Heights Elementary School

Contract Type: Temporary, Full-Time

Assignment Area(s): Resource Teacher

Salary Range $63,347 to $116,190(range based on length of service and qualifications in accordance to the collective agreement)

Effective Date : September 14, 2026 until no later than June 30, 2027

Please Note: The assignment within this position in September may not be identical to the assignment in this posted position.

Deadline for Applications: Monday, August 31, 2026, 12:00 PM Pacific Time

Electronic Applications must be submitted through Make A Future and include a Cover Letter, Resume, Teaching Report, Transcripts & the names of two (2) current supervisors who can comment on your teaching.

Required Abilities, Qualifications and Experience:

• Extensive academic training and post graduate coursework in the following areas: students with special needs; assessment/testing theory and practice (Level B); strategies for adapting and modifying curriculum.
• Knowledge of, and demonstrated application of the Ministry of Education's current philosophy, teaching practices, and evaluation/assessment/reporting procedures as outlined in the Manual of Policies, Procedures and Guidelines for Special Education Services.
• Demonstrated understanding of and successful experience in teaching students with moderate to severe intellectual disabilities, autism, chronic health and physical disabilities, and multiple disabilities as defined by the Ministry of Education.
• Knowledge of and demonstrated experience in the development, implementation and evaluation of CBIEPs in consultation with the classroom teacher(s), parent(s), student and district personnel.
• Knowledge of and demonstrated ability to implement teaching practices that align with the Professional Standards for BC Educators.
• knowledge of and demonstrated experience in the development, implementation and evaluation of CBIEPs in consultation with the classroom teacher(s), parent(s), student and district personnel.
• knowledge of and demonstrated ability to implement teaching practices that align with the Professional Standards for BC Educators.
• extensive post-graduate coursework/Diploma or master's degree in special education and/or learning disabilities
• willingness to attend District training to learn and implement Competency Based IEP's
• demonstrated ability to lead, coordinate and integrate competency-based and inclusive support services through the school-based team (consultation, collaborative planning, coordination, case management, direct instruction/intervention, transition planning) for students
• proven ability to collaborative with school-based team members and staff to support all diverse learners
• demonstrated excellent communication, interpersonal and organization skills
• demonstrated ability to organize, maintain, and integrate a continuum of support services and resources at the school level, including scheduling and supporting the work of Educational Assistants
• demonstrated ability to collaboratively lead, develop and oversee the implementation of competency-based IEPs that ensure students have multiple access points to the curriculum and are able to demonstrate their learning through multiple modalities and digital portfolios
• proven ability to coordinate services and partner with school, district, community and provincial organizations and resources (for example, POPARD, SET-BC, MCFD)
• demonstrated knowledge of Ministry accountability and audit requirements and processes
• demonstrated ability to collaborate with teaching colleagues to implement and support inclusive practices (inquiry/project based/experiential learning), UDL, and alternate demonstrations of learning and co-teaching
• demonstrated ability and a desire to participate in a professional learning community that fosters innovation, risk-taking and collaboration
• demonstration of, and commitment to Indigenizing curriculum using the First Peoples Principles of Learning
• demonstrated excellent classroom management, the ability to establish and maintain positive, respectful, and collaborative relationships with colleagues, students, parents/guardians, and community partners within an inclusive, diverse, and equitable school environment
• demonstrated evidence of being a contributing member in a larger, dynamic school community