Temp Pt - Rose Prairie, Canada - Toronto Catholic District School Board

Toronto Catholic District School Board

Verified Company

Rose Prairie, Canada

3 weeks ago

Posted by:

Sophia Lee

beBee Recruiter

Description

Position Description
A temporary part time ELL/Prep Teacher is required by School District No. 60 (Peace River North) effective September 1, 2023 to June 30, 2024. The assignment will be at Upper Pine Elementary/Jr. Secondary School.

Upper Pine is a K8 school located at beautiful Rose Prairie, 30 minutes north of Fort St John. We enroll 190 students, 30% of whom are First Nations and 25% who are English as a second language. We have 11 teachers, 6 support staff, an administrative assistant, an ISSW, a principal, a Learning Assistant Teacher and a Librarian. Our school enjoys itinerant access to a range of services including ELL, Speech, and SEL. Our facility is very attractive and welcoming to children and parents alike. See

Qualifications and Experience

Valid BC Ministry of Education Teaching Certificate (or eligible for)
Experience with adapting and modifying curriculum to meet the needs of students
Experience working with K12 children an asset.
Excellent interpersonal and relationship building skills to relate well with teachers, students, parents, schoolbased teams and community members
Strong leadership, organizational, and timemanagement skills (Seven Habits training preferred).
Ability to work individually and as part of a team with diverse stakeholders.
Works well with mínimal supervision and demonstrates strong initiative.
Ability to organize and facilitate effective meetings.
Strong motivational, interpersonal, and negotiation skills.
Assessment practices supportive of the learning process
Ability to work with students having social and emotional needs
Training and experience teaching ELL, ASD and knowledge of materials and strategies appropriate for supporting students with ADHD, FAS and behavior disorders
Ability to work as part of a team to develop and implement individual plans (IEPs, LSPs, BIPs, AIPs) for students with academic, social and emotional learning difficulties
Knowledge of methods for evaluating and selecting instructional materials suitable for students with a variety of learning needs
Demonstrated ability to work collaboratively with others to support the learning of students with a wide variety of needs
Knowledge of effective researchbased teaching strategies and formative assessment techniques
Ability/experience to carry out a variety of assessment, including classroom observation, administration and interpretation of normreferenced assessment instruments, curriculumbased assessments, and diagnostic teaching methods
Ability to implement Individual Education Programs (IEP's) in consultation with classroom teachers, parents, students and district resource personnel
Ability/experience to support students designated with Chronic Health
Ability to support teachers within their classrooms to create inclusive learning environments
Wide range of teaching and management strategies
Ability/expertise to work with students either individually or in small groups or in a classroom setting
Flexible schedule to chair meetings outside of regular school hours
Ability/expertise to collaborate with classroom teachers and teamteach when warranted to support the learning of special needs students
Knowledge and experience with district practice for English Language acquisition, learning challenges / disabilities, and inclusion
Skills and experience in working with different ethnic groups and families
Successful experience using inclusive practices at a variety of grade levels with a strong working knowledge of Language Arts, Numeracy, and Social Responsibility instruction and assessment, as well as instructional practices that support social and emotional learning such as FRIENDS, Zones, Mind Up, Circle Talks etc.
Proficient skills to support the learning environment with strategies for UDL, Differentiation of Instruction, Response to Intervention and Formative Assessment.
Strong knowledge of the assessment process including Class Reviews, classroom observation, curriculum based assessment and how this relates to the development and monitoring of the learning plans
Proven skills and understanding of needs such as Learning and Intellectual Disabilities and emotional, social, behavioral and developmental disorders
Knowledge and ability to use Positive Behavior Supports, Functional Analysis of Behavior and Collaborative Model of Support processes to develop learning plans
Experience and knowledge of the dynamics involved in a collaborative, professional and productive learning community at school and district level
Knowledge and experience with data driven dialogue, school growth plans, and District Framework for Student Learning
Confidence in working with challenging class compositions in coplanning, coteaching, and teamteaching to support a positive learning environment
Crisis Prevention & Intervention and Conflict Resolution training to support plans for challenging behaviours
Resourceful, creativ