T26-275 Temporary, Part-Time (60%), Resource Teacher and Learning Assistance
- Chilliwack, BC, Canada
Salary Range: $63,347 to $116,190 (range based on length of service and qualifications in accordance to the collective agreement) · Part-time
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Job details
- Pay
- Salary Range: $63,347 to $116,190 (range based on length of service and qualifications in accordance to the collective agreement)
- Job type
- Part-time
- Apply by
- Posting language
- English
- Posted
Original job description
Posting Number: T26-275
Date Issued: November 5, 2026
POSITION
Worksite: McCammon Elementary School
Contract Type: Temporary, Part-Time (60% - Tuesdays, Thursdays, Fridays)
Assignment Area(s): Resource Teacher and Learning Assistance
Salary Range: $63,347 to $116,190 (range based on length of service and qualifications in accordance to the collective agreement)
Effective Date: Immediately, until not later than January 15, 2027 (or return of teacher)
Deadline for Applications: Monday, November 16, 2026, by 12:00 pm
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
Date Issued: November 5, 2026
POSITION
Worksite: McCammon Elementary School
Contract Type: Temporary, Part-Time (60% - Tuesdays, Thursdays, Fridays)
Assignment Area(s): Resource Teacher and Learning Assistance
Salary Range: $63,347 to $116,190 (range based on length of service and qualifications in accordance to the collective agreement)
Effective Date: Immediately, until not later than January 15, 2027 (or return of teacher)
Deadline for Applications: Monday, November 16, 2026, by 12:00 pm
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 experience and ability in being able to carry out a variety of assessments, including classroom observation, curriculum based assessment and diagnostic teaching methods, administration and interpretation of Level B Assessments including the WIAT, PPVT, Key Math and TOWL.
- Demonstrated experience in and knowledge of methods for evaluating and selecting instructional materials suitable for students with a variety of special needs and learning disabilities.
- 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.
- 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.
- 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.
- 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 collaborate 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 commitment to anti-racism, defined as the ongoing practice of identifying, challenging, and changing the values, structures, policies, programs, practices, and behaviours that perpetuate racism.
- Demonstrated evidence of being a contributing member in a larger, dynamic school community
More about this job
Responsibilities
Lead and coordinate inclusive learning assistance and support services, including assessment, direct intervention, case management, transition planning, and collaboration with school-based teams and families. Develop and oversee competency-based IEPs, coordinate educational assistants and community resources, and support inclusive teaching practices and multiple ways for students to demonstrate learning.
Requirements
Requires extensive postgraduate training in special education and/or learning disabilities, with expertise in assessment, curriculum adaptation, and competency-based IEPs. Candidates should have demonstrated experience supporting students with diverse and significant needs, collaborating with school and community partners, and applying inclusive, culturally responsive, and anti-racist practices.
Skills
- Special Education
- Learning Disabilities Support
- Student Assessment
- Curriculum Adaptation
- Individualized Education Plans
- Inclusive Education
- Universal Design for Learning
- Collaborative Planning
- Case Management
- Direct Instruction
- Transition Planning
- Educational Assistant Coordination
- Classroom Management
- Communication
- Indigenous Curriculum
- Anti-Racism
Visa sponsorship
Not detected in the job text
Hiring contact
Carla Thompson
Categories
- Education
Keywords
- Special Education
- Learning Assistance
- Learning Disabilities
- Level B Assessment
- WIAT
- PPVT
- KeyMath
- TOWL
- Curriculum-Based Assessment
- Diagnostic Teaching
- Curriculum Adaptation
- Competency-Based IEP
- Inclusive Education
- Universal Design for Learning
- Co-Teaching
- Differentiated Instruction
- Digital Portfolios
- Educational Assistants
- School-Based Team
- Case Management
- Transition Planning
- Professional Standards for BC Educators
- First Peoples Principles of Learning
- Anti-Racism
- POPARD
- SET-BC
- MCFD
- Ministry Accountability Requirements