Learning Services Teacher - 1.0 FTE Temporary

Learning Services Teacher - 1.0 FTE Temporary Capilano Elementary School Start: November 12, 2024End: June 30, 2025 or upon return of incumbent NATURE OF THE ASSIGNMENT At Capilano Elementary, we provide a supportive learning environment that values diversity, promotes success and personal growth, and inspires students to become global citizens who accept responsibility for their learning. We strive to deliver a modernized curriculum and assessment approach to education via the International Baccalaureate (IB) Primary Years Programme (PYP). Our community is full of innovative, collaborative, and collegial educators who model and appreciate a growth mindset. Our school goal this year focusses on improving the overall well-being of our community, through supporting staff, students and families. The successful applicant will be part of a collaborative Learning Support Team and will have the opportunity to develop and implement a variety of Positive Behaviour Support Plans and Individual Safe Work Instructions. Anticipated start date for this position is November 12, but it could be earlier depending on the incumbent. NECESSARY QUALIFICATIONS A Bachelor of Education Degree in Elementary Education. Successful experience teaching at the Elementary level. Masters Degree or Diploma in Special Education. Successful completion of a university Level B testing course and related intervention courses. Successful experience and demonstrated ability in using Ministry Special Education criteria to set up and implement adapted and modified programs. Successful experience and demonstrated ability in creating extensive, individualized education plan for students. Demonstrated skill in developing instructional and behavioral strategies to assist classroom teachers. Strong communication skills in dealing with parents, teachers and School Based Resource Team members. Knowledge and experience in adapting and or modifying instruction for students who have developmental disabilities such as autism and fetal alcohol spectrum disorders. IB Programme Expectations: Has demonstrable knowledge of and a commitment to modelling and supporting students in developing: The IB Learner Profile The IB Programme Standards and Practices Interdisciplinary / Transdisciplinary Teaching The Approaches to Learning The IB continuum- Progression of Learning The inquiry, action, reflection cycle as it pertains to the IB Programmes International mindedness and understanding of global contexts Demonstrates comprehensive understanding of the fundamentals of IB pedagogy Has knowledge of and successful experience in inquiry-based instruction Has knowledge of and successful experience in concept-based Instruction Is well versed in the IB assessment philosophy, and utilizes effective assessment practices Embeds technology into instruction in meaningful and innovative ways Adeptly uses the IB planning framework to ensure incorporation of the key elements of the programme Is committed to professional collaboration - will meet regularly with the IB Programme Coordinator and colleagues to: ensure adherence to the IB Programme Standards and Practices plan and reflect on units of inquiry conduct whole-staff reflections on development of the programme Agrees to attend IB-sanctioned professional development Ensures all expectations set by the IBO concerning programmes and procedures are carried out accordingly and in a timely manner Assists with supervising students (Creativity, Action and Service, the Personal Project or Exhibition) Participate in the self-study and programme reflections GENERAL QUALIFICATIONS, ATTRIBUTES and EXPERIENCE Strong commitment to excellence in teaching and demonstrated teaching ability. Comprehensive understanding of curriculum coupled with demonstrated ability to interpret curriculum appropriately to accommodate individual differences. Demonstrated ability to design and implement a variety of assessment practices to measure and monitor student progress effectively. Demonstrated ability to organize for instruction to maximize student potential. Confidence and proficiency in using instructional organizers, concepts, and strategies that actively engage all students in learning. Knowledge and demonstrated ability to structure and organize instructional strategies to enhance academic learning time. Practical knowledge of district initiatives in reading so that reading skills and strategies can be taught explicitly across the curriculum to insure reading success. Strategies to identify learning difficulties early, understand obstacles to learning, and implement effective intervention to maximize academic success. Knowledge and understanding of the application of relevant computer technologies to teaching and learning. Excellent written and oral communication. Evidence of personal initiative and strong work ethic. Demonstrated successful and creative classroom experience. Demonstrated ability to demonstrate flexibility and responsiveness to the needs and demands of the profession. Willingness to be involved in professional development, with an ongoing commitment to learn and implement new methodologies and strategies. Demonstrated ability to work collaboratively with students, parents, and staff to enhance the school as a learning community.