West Point Grey Academy is seeking a Primary Support Teacher to join our school community beginning November 16, 2026. This is a temporary coverage position for a teacher who is on leave and anticipated to return for the 2027-28 school year. This position is eligible for benefits through the school's benefits package for long-term, temporary contracts.
Great schools have great faculty, and WPGA has exceptional teachers and staff who are dedicated to shaping lives of inquiry, action, and joy.
West Point Grey Academy teachers and staff focus on the individual child, the whole person, and a balanced life. They give each student transformative learning experiences rooted in inquiry, shaped by action, and celebrated with joy.
Impact of the Role:
The Primary Support Teacher is a valued member of our Junior School community, supporting students during a significant year of academic growth, increasing independence, and social-emotional development.
With the support of school leadership and collaborative teaching teams, the Primary Support Teacher helps to deliver engaging, future-focused learning experiences and fosters a warm, supportive, and well-structured learning environment. Through flexible classroom support, instructional coverage, and meaningful relationships with students, families, and colleagues, the teacher plays an important role in ensuring the continuity of learning and care. As a mentor, role model, and advocate, the Primary Support Teacher encourages students to grow in confidence, curiosity, independence, and their sense of belonging within the school community.
This role contributes meaningfully to:
- Student wellbeing and academic success
- Strong partnerships with families
- A cohesive, caring Junior School culture
All WPGA Faculty:
- Embrace a growth mindset, are deeply child‑centred, and support a wholistic education model that attends to academic learning, wellbeing, and character development.
- Provide future‑focused programs and personalized learning experiences that recognize each student’s strengths, needs, and potential.
- Design and sustain inspirational learning environments that foster curiosity, collaboration, inclusion, and joyful engagement.
- Build strong relationships within the school community and strengthen our connection to local and global communities through positive culture, partnership, and service to others.
- Inspire joy in learning and model enthusiasm, care, and optimism each day.
In your first year at WPGA, you'll be directly involved in:
Teaching & Learning
- Supporting and helping to deliver developmentally appropriate learning experiences aligned with the BC Curriculum for Grade 1, with assignments varying as needed
- Supporting classroom teachers in implementing instruction, small-group learning, and targeted student support
- Using assessment information and teacher direction to provide meaningful feedback and support student growth
- Adapting instruction and learning activities to meet a range of student needs, strengths, and interests
- Fostering foundational learning skills, including organization, independence, self-regulation, and positive learning habits
Student Support & Wellbeing
- Building positive, supportive relationships with students across the Junior School
- Contributing to inclusive, respectful, and engaging learning environments during classroom coverage and support assignments
- Supporting students' social-emotional growth, wellbeing, and positive peer relationships
- Providing consistent care and supervision, and instructional continuity throughout the school day
- Collaborating with classroom teacher, learning support, counselling, and administration to support student success and wellbeing
- Encouraging the development of independence, confidence, curiosity, and a strong sense of belonging
- Supporting students through transitions, routines, and daily classroom expectations in a manner that promotes safety and engagement
Co-Curricular Involvement
- Contributing to the co‑curricular life of the school, which may include athletics, clubs, outdoor education, or other student activities, based on skills and school needs
- Supporting and, where appropriate, coaching or assisting with athletic programs in at least one term
- Recognizing that participation in co‑curricular programming may require work beyond the typical school day, including early mornings, late afternoons, or occasional evenings during peak periods of the school year
- Participating in school events, parent evenings, and community activities as part of faculty life
Collaboration & Professional Practice
- Working collaboratively with colleagues within the Primary Department and broader Junior School to plan, reflect, and align practice
- Communicating proactively, clearly, and compassionately with parents and caregivers
- Participating in faculty and departmental meetings
- Engaging in reflective practice and contributing positively to the professional community throughout the term
About You
I understand that...
- The Primary Years are formative years that require a thoughtful balance of academic challenge and emotional support
- Positive, respectful relationships, consistent routines, and clear expectations are essential to student wellbeing
- Independent school teaching includes meaningful contributions beyond the classroom, particularly during busy periods of the academic year
- Joining a new school community requires flexibility, professionalism, and collaboration
I bring experience in…
- Teaching primary-aged learners
- Planning and delivering curriculum aligned with the BC Curriculum (focus on Primary Years)
- Using inquiry-based, student-centred teaching practices.
I am able to...
- Teach the BC Curriculum with confidence, care, and adaptability
- Build strong, positive relationships with students, families, and colleagues grounded in trust and consistency
- Create a learning environment that is structured, engaging, and emotionally safe
- Communicate clearly and constructively with students, families, and colleagues in both verbal and written contexts
- Balance classroom responsibilities with co‑curricular and community commitments
- Contribute positively to a collaborative team through reflection, and shared practice
I am becoming more...
- Thoughtful and reflective in my teaching practice
- Intentional in supporting student wellbeing alongside academic learning
- Confident in guiding students toward increased independence and self-advocacy
- Collaborative, adaptable, and responsive within professional learning communities
- Mindful of self-care so that my presence strengthens the wellbeing of the wider community
In my work, I want to…
- Make a lasting, positive difference in students' lives
- Be part of a collegial and professional community
- Contribute meaningfully to a school culture rooted in inquiry, action, and joy
- Feel connected, purposeful, and energized in a values‑centred learning community
About Us
Founded in 1996, West Point Grey Academy is an independent co-educational day school in Vancouver, British Columbia. Set on 18 acres with sweeping views of English Bay and the North Shore mountains, we offer future-focused programs to approximately 940 students from Junior Kindergarten to Grade 12.
Our Process
At West Point Grey Academy, we use a structured, competency-based hiring process to create consistency, reduce bias, and focus on what matters most - teaching practice, reflection, and contribution to our school community. The process is designed to give candidates choice while ensuring fairness, and to identify educators who will be successful and supported at WPGA. We are committed to respecting candidates' time, experience, and perspectives throughout each stage of the process.
Applications for this position will be reviewed on a rolling basis, with priority given to candidates who submit their materials by October 19, 2026.
If you require accommodations to fully participate in our process, please contact careers@wpga.ca.
- Screening
At West Point Grey Academy, we value both teaching excellence and the unique strengths each educator brings. To support a fair and human process, you'll answer three open-ended prompts. This will allow you to highlight areas of authentic strength while ensuring breadth across core competencies. Your responses will be reviewed without identifiers to mitigate bias in this first assessment stage.
Use of AI is permitted, but please add a one-line note at the end of each response confirming use of AI and stating how you ensured authenticity. Briefly note why you selected these three questions. You can answer the questions on the form provided, or submit your responses on a single document and upload your file.
- Initial Conversation (30 minutes)
Successful candidates selected to move forward in the process will be contacted to arrange an informal conversation. This is your opportunity to interview us - you will be able to ask your questions about the school and the role.
- Authentic Belonging Interview (2 hours)
If successful, you will progress to final interviews, where we will discuss how your teaching practice aligns with WPGA's expectations, and how you could contribute to our school.
