VISION: A thriving Christian learning community, connected outward and inward, serving together as leaders who model best practices to empower students to have an impact in a changing world.
Langley Christian School is accepting applications for a .4 FTE Learning Services Teacher in the Elementary School.
WHO ARE WE?
LCS is a growing, inspiring and purpose-driven Christian teaching and learning community striving to deliver the best instruction and high-quality, transformative educational programming for Pre-K to Grade 12 students. We aim to design experiences that produce graduates who are well equipped in faith, knowledge, competencies and character to transform lives through service and their gifts, and who will go on from here to live a life of impact and purpose in a rapidly changing world.
Our community includes 1200+ students and 170+ staff on three campuses in one of Canada’s fastest growing communities, located a short distance from Vancouver in the heart of the Fraser Valley. Founded with a rich 65-year history, today our families and students represent 113 churches and the diversity of our changing community.
The Learning Services Teacher maintains an IEP caseload and provides direct and indirect academic and behaviour instruction to students with both high incidence and low incidence designations, along with collaboratively working with classroom teachers and Educational Assistants to develop student success and independence. The candidate with have a growth mindset and expectational interpersonal skills.
Training and successful classroom teaching experience (based on campus application) at primary, intermediate, middle school and/or secondary levels;
Master’s degree or Diploma/Certificate in Special Education;
Valid BC teaching certificate or Independent Schools Teaching Certificate.
Knowledge of, and demonstrated application of the BC 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;
Experience and training teaching and understanding effective instruction and strategies specific to students with moderate to severe intellectual disabilities, autism, chronic health and physical disabilities, and multiple disabilities as defined by the BC Ministry of Education;
Demonstrated experience creating Functional Behaviour Assessments, implementing and coaching staff on Positive Behaviour Supports including an understanding of Check In Check Out intervention, antecedent-based interventions and other prevention-based supports;
Understanding of the implementation and use of various forms of student data (academic, behavioural) to set targets and build responsive student plans;
Knowledge and or/experience promoting and implementing schoolwide PBIS supports and targeted interventions including Tier 1 and Tier 2 academic, behaviour and SEL supports for students with exceptionalities;
Ability to collaborate with school-based team members and staff to support instruction and interventions for students with exceptionalities, including demonstrated ability and practice of strong instructional and assessment practices for all students;
Knowledge of and demonstrated experience in the development, implementation and evaluation of IEPs, progress reporting and strength-based planning, including student-led IEPs and instructional strategies to supporting student independence;
Demonstrated ability to lead, coordinate and integrate competency-based support services, including knowledge of the renewed BC curriculum, core competencies and practice collaboratively creating learning maps;
Knowledge and implementation of a continuum of classroom-based instructional services for early intervention;
Ability to facilitate and participate in a professional learning community that nurtures innovation, risk-taking and collaboration with classroom teachers and support staff;
Excellence in instruction/assessment in the areas of Math and LA, including knowledge of balanced literacy practices and running records;
Understanding of UDL and RTI within in a Canadian-context;
Demonstrated excellence in maintaining positive, respectful and collaborative relationships with students, colleagues, parents/guardians, and outside consultants within an inclusive school environment. Including knowledge of EA and YCW roles in an elementary, middle and secondary school context;
Comfortable implementing high tech and low tech supports, including the use of PECS/visual supports;
Skilled in problem-solving and conflict management abilities.
Strong organizational and time management strategies.
Interested applicants are invited to forward inquiries and supporting documents to: email@example.com
Pastoral reference or statement of faith
Copies of relevant training and certifications
Two professional references