T26-42 Continuing Full Time Resource Learning Assistance Teacher - Grade K-8

Posting Number: T26-42

Date Issued: April 15, 2026

POSITION

Worksite: Rosedale Traditional Community School

Contract Type: Continuing, Full-Time

Assignment Area(s): Resource / Learning Assistance Teacher K-8

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

Effective Date: September 1, 2026

Please Note: The assignment within this position may not be identical to the assignment as indicated in this posting

Deadline for Applications: Thursday, April 23, 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 Educations 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 understanding of and successful experience in teaching students with moderate to severe intellectual disabilities, autism, chronic health, physical disabilities, and multiple disabilities as defined by the Ministry of Education
• knowledge of and demonstrated experience in the development, implementation, and evaluation of Competency-Based IEPs in consultation with the classroom teacher(s), parent(s), student, and district personnel
• demonstrated ability to lead, coordinate and implement competency-based and inclusive support services through the school-based team (consultation, collaborative planning, coordination, case management, direct instruction/intervention, transition planning) for students
• 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 Education Assistants
• demonstrated experience in and knowledge of methods for evaluating, selecting and designing instructional materials suitable for students with a variety of special needs and learning disabilities
• proven ability to collaborate with school-based team members and staff to support all diverse learners
• proven ability to coordinate services and partner with school, district, community and provincial organizations and resources (for example, POPARD, SET-BC, MCFD)
• willingness to team teach and co-teach to provide whole class support with a pull-out / push-in model
• demonstrated excellent communication, interpersonal and organizational skills
• 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 can demonstrate their learning through multiple modalities and digital platforms
• 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
• ability and 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