JOB DESCRIPTION HANDBOOK

Transcription

1 JOB DESCRIPTION HANDBOOK The following positions require special training or specific experience or fall under the umbrella of associated professionals and teachers not enrolling a class. Teachers wishing to apply for vacancies for these positions must complete the appropriate "Request for an Evaluation for Positions Requiring Special Training/Experience" application form, available at school offices and Human Resources Department or from The Hub ( This form should be submitted to the Human Resources Department for the evaluation. Please note that these specific positions have individual evaluation forms: i) BASES Gray ii) Core Music Canary iii) Learner Support Team Blue vi) Library Salmon vii) Generic (all others) White TABLE OF CONTENTS ABORIGINAL EDUCATION Page Aboriginal Learner Support Teacher 1-2 Aboriginal Transitions Program Teacher 3-4 Aboriginal Transitions Facilitator 5-6 Curriculum & Instructional Aboriginal Helping Teacher 7-8 District Aboriginal Counsellor 9-10 CAREER EDUCATION Career Development Facilitator District Career Educator Coordinator EDUCATION SERVICES Connections Program Teacher 16 District Behaviour Specialist 17 District Resource Counsellor 18 Early Numeracy Teacher Elementary Band Teacher 21 Elementary Core Music Teacher 22 Elementary Counsellor 23

2 TABLE OF CONTENTS (cont d) Page Elementary Intensive Fine Arts Program Teacher 24 Elementary Gifted Education Teacher Challenge 25 Elementary Gifted Education Teacher MACC 26 Elementary Montessori Teacher 27 Helping Teacher: (a) Curriculum & Instructional 28 (b) Numeracy & Instructional Practice (c) Special Education Autism & Dual Diagnosis (d) Special Education Low Incidence Elementary (e) Special Education Secondary Hospital Homebound Teacher 37 Integration Support Teacher (Itinerant) 38 Inter-Agency Program Teacher Learner Support Team Teacher School Psychologist 43 Secondary Counsellor 44 Social Development Program Teacher 45 Special Education Teacher: (a) Building Academic Social and Employment Skills (B.A.S.E.S.) (b) Life Skills (8-12) Special Programs (K-7) Speech Language Pathologist Teacher-Librarian 52 Teacher of the Deaf and Hard of Hearing 53 Teacher of the Visually Impaired 54 TREK School Counsellor Visiting Teacher 57 LEARNING CENTRES Learning Centre Counsellor 58 Learning Centre Teacher 59 SAFE SCHOOLS District Social Worker WRAP Program 60-61

3 ABORIGINAL LEARNER SUPPORT TEAM TEACHER 1. DESCRIPTION OF SCHOOL LEVEL DELIVERY MODEL The Aboriginal Learner Support Team Teacher will have the skills and experience to work collaboratively and cooperatively with other members of the LST (Learner Support Team) and SBT (School Based Team) to improve individual student learning. The Aboriginal LEARNER SUPPORT TEAM will deliver a range of support services to Aboriginal students with diverse learning needs. The Aboriginal Learner Support Team Teacher will: a) Develop, in consultation and collaboration with district staff, principals, vice principals, and classroom teachers, an Aboriginal Learner Support Team Program based on the intellectual, social, cultural and emotional developmental needs of each student; b) Teach to meet the diverse learning needs of students; c) Utilize appropriate teaching practices to provide instructional opportunities for full class, small group and individual student learning; d) Administer appropriate educational assessments, interpret results and provide relevant information to appropriate staff, students, and parent(s)/guardian(s); e) Evaluate student progress and participate in the reporting process in consultation and collaboration with the classroom teachers; f) Develop, implement and monitor Aboriginal Education Plans in consultation with the classroom teacher(s) and make ongoing evaluations and revisions consistent with ministry and district policy; g) Support classroom teachers in selecting instructional strategies to meet the learning needs of the students; h) Provide information and in-service training to the school staff; i) Communicate with parents, and encouraging them to be involved in their child s educational program; j) Maintain files and records, monitor student attendance and liaise with the home as necessary to encourage improved attendance. Teachers listed in the Teachers Qualified for Positions Requiring Special Training booklet for the position of LST. a) Bachelor of Education degree or equivalent; b) valid B.C. Teaching Certificate; c) minimum of two years satisfactory classroom teaching experience; -1- Page 1 of 2

4 ABORIGINAL LEARNER SUPPORT TEAM TEACHER (cont d) d) four courses to include: one course or equivalent senior level (300 or higher) in: - Assessment and Evaluation of Student Learning. and one course or equivalent senior level (300 or higher) in: - Differentiated Instruction or - Inclusive Teaching Practices. and one course or equivalent senior level (300 or higher) from List A and one course or equivalent senior level (300 or higher) from List B: List A List B - Behaviour Disorders; - Curriculum and Instruction in - Designs for Learning: Reading; Teaching ESL; - Designs for Learning: Mathematics - ESL Literacy Instruction; - Identification, Assessment and Support - Learner Support Team; of Learning Disabled Learners; - Second Language Acquisition; - Introduction to Exceptional Children; - Supporting ESL Learners Across - Teaching the Atypical Learner; the Curriculum; - Teaching Thinking/Learning Strategies. a) one course or equivalent in a First Nations field of Educational study; b) completion, or near completion, of a Master s degree in Special Education, ESL and/or Curriculum and Instruction; c) completion, or near completion, of a diploma in English as a Second Language Instruction or Special Education. The personnel in this position are accountable in the execution of their assigned duties to the school-based principal. The District Principal for Aboriginal Education is responsible for the Aboriginal LST program. -2- Page 2 of 2

5 ABORIGINAL TRANSITIONS PROGRAM TEACHER 1. DESCRIPTION OF SCHOOL LEVEL DELIVERY MODEL The Aboriginal Transitions Teacher will: a) provide individual and group instruction in a classroom setting with limited enrolment for students grades 8 & 9; or for students grades 10 to 12; b) teach the at risk Aboriginal student to improve academic competence in English, Mathematics, Science and Life Skills; c) help students develop positive self-concept and pride in Aboriginal culture(s); d) provide instructional opportunities in an encouraging, challenging and culturally appropriate program; e) administer appropriate educational assessment (classroom observation, dynamic assessment, application and interpretation of psycho-educational data and diagnostic teaching) and share these with the school-based team, the student, and his/her parent(s)/guardian(s); f) develop, implement and evaluate individualized educational programs. a) Valid B.C. Teaching Certificate; b) A Bachelor of Education Degree or equivalent c) Minimum of two years satisfactory classroom teaching experience in secondary English and Math or Science; d) Training/experience in the field of emotional/behavioural problems e) At least one upper-level university course in each of the following areas: Remedial Reading, Remedial Mathematics, and Assessment/Evaluation. f) Background/Experience in North American Aboriginal culture and Educational Issues. g) Experience with teaching at-risk youth in need of intensive behavioural support to improve academic competence in core areas such as English, Math and Science. a) Certificate or diploma in Special Education or University training in the following areas: Language Development Child Development/Psychology of Adolescent Teaching the Slower Learner Diagnosis of Learning Disabilities Behaviour Management/Precision Teaching Psychology of Learning/Mastering Learning Thinking/Learning Strategies Computer Technology b) Where applicants are equally qualified, preference will be given to an aboriginal teacher. -3- Page 1 of 2

6 ABORIGINAL TRANSITIONS PROGRAM TEACHER (cont d) The personnel in this position are accountable in the execution of their assigned duties to the principal of the school to which they are assigned. -4- Page 2 of 2

7 ABORIGINAL TRANSITIONS FACILITATOR 1. DESCRIPTION OF SCHOOL LEVEL DELIVERY MODEL a) assist with planning and monitoring individual behaviour plans and community/care support plans for students experiencing challenges to pro-social living and decision making; b) assess the appropriateness of referrals for a wide range of educational and community supports; c) liaise with the other statutory and non-statutory agencies to create partnerships and supports for Aboriginal youth. Liaise with appropriate Surrey School District staff to facilitate required assessment and screening for students with the appropriate district resources and staff; d) provide consultation to school personnel in developing effective interventions for students with high risk and behavioural needs; e) advocate for community support service where appropriate and available; f) address issues of family functioning and work to reduce and remove barriers and dysfunction while mediating between systems (i.e. family, school and community); g) facilitate the transition of students exiting programs and/or work with the appropriate district staff to develop effective transitional plans; h) work with youths, families, and the school district staff as appropriate to assist students to meet their graduation requirements; i) provide support in specific areas related to Aboriginal student success such as assisting in the development of exit strategies for students, the development and review of individual/care plans or support and consultation with members of the Aboriginal Department Staff and other Education Services staff; j) assist Education Services and Aboriginal Department personnel with the appropriate school placements for the students that my potentially shift school cultures upon enrollment. 2. MINIMUM ACADEMIC QUALIFICATIONS/EXPERIENCE a) a Master's degree in Social Work or equivalent; b) training/experience in Behaviour Management; c) training and/or experience in a family-counselling program; a) successful experience in a setting which diagnoses or treats students in need of intensive behavioural support; b) a strong understanding of risk and protective factors for Aboriginal students including those that are influenced by culture; c) a strong working knowledge of behavioural management strategies (i.e. functional assessment, behaviour and safety planning); -5- Page 1 of 2

8 ABORIGINAL TRANSITIONS FACILITATOR (cont d) d) successful experience in a setting that supports and develops interventions for at-risk Aboriginal youth; e) working experience in an educational setting. The personnel in this position are accountable in the execution of their assigned duties to the District Principal of the Aboriginal Education Department and/or the Director(s) of Education Services. -6- Pa ge 2 o f 2

9 CURRICULUM & INSTRUCTIONAL ABORIGINAL HELPING TEACHER 1. DESCRIPTION OF DISTRICT LEVEL DELIVERY MODEL The Helping Teachers will provide district leadership in the development and implementation of Curriculum, with a focus on the history of the Aboriginal people in North America. The Helping Teacher, in consultation with the District Principal of Aboriginal Education, will work with teachers, administrators, and other district personnel to provide support for Aboriginal learners through: a) maintaining a current knowledge base of learning theory and research for Aboriginal learners, Ministry programs, curricula and resources; b) working as a curriculum team member; focusing on Aboriginal content and the needs of the Aboriginal learner; c) providing leadership with integrated curricular approaches; in particular how the historical treatment of Aboriginal people impacts Aboriginal learners today; d) facilitating and providing district in-service and staff training development sessions that highlight promising practices which encouragte success for Aboriginal learners, for teachers and administrative officers; e) chairing and coordinating appropriate committee meetings on Aboriginal topics and issues; f) communicating with teachers, administrators, other district personnel, Ministry of Education officials and others regarding District and Provincial programs; g) identifying appropriate Aboriginal learning resources and facilitating the ordering of relevant learning resources for the District and schools; knowledge of the Aboriginal Resource Centre and the promotion of Aboriginal resources cross-curricular; h) monitoring-program delivery and emergent needs of Aboriginal learners. a) a Bachelor of Education Degree or equivalent with minimum coursework in the area of the history of Aboriginal Peoples in North America; b) valid B.C. Teaching Certificate; c) five years of school based teaching which includes a minimum of two years classroom experience in a school/district with a significant population of Aboriginal learners; d) participation in collaborative planning and facilitating of professional development activities related to Aboriginal Education. a) possession of, or working toward, a Master of Education Degree or equivalent and appropriate course work in the area of Aboriginal education; b) elementary and secondary teaching experience and an interest or experience in the area of Aboriginal education; -7- Page 1 of 2

10 CURRICULUM & INSTRUCTIONAL ABORIGINAL HELPING TEACHER (cont d) c) in-depth knowledge of programs and current issues related to Aboriginal Education in delivery of service; d) an awareness of the history of the local Aboriginal community, including First Nation and Metis organizations and community support services. The personnel in this position are accountable in the execution of the assigned duties to the District Principal responsible for Aboriginal Education and/or a Director of Instruction Page 1 of 2

11 DISTRICT ABORIGINAL COUNSELLOR 1. DESCRIPTION OF SCHOOL LEVEL DELIVERY MODEL The District Aboriginal Counsellor will: a) provide direct counselling to aboriginal children and families through a variety of individual, culturally relevant, family and group treatment modalities; b) consult with teachers, Aboriginal Support Workers, counsellors, district personnel, administrators and community agencies regarding students; c) act as advocate for the children and their parents; d) participate as a member of school-based teams as appropriate; e) be knowledgeable about current procedures for reporting Child Abuse and Neglect; f) support school based Crisis Response Teams; g) support schools dealing with issues regarding student safety, anti-racism and multicultural issues; h) support school based counsellors. a) valid B. C. Teaching Certificate; b) two years satisfactory teaching experience; c) a Master's degree in Counselling Psychology, equivalent to an M.A. or M.Ed Counselling Psychology from Simon Fraser University or University of British Columbia, including a practicum in a school setting: NOTE: Th e p r a ct icu m in a sch o o l settin g is eq u iva len t t o : SFU The practicum affords opportunities for the student counsellor to engage in direct counselling and counselling-related activities for a minimum of 120 hours, including at least 50 hours of direct client contact and l hour per week of direct supervision. UBC Supervised Clinic Supervised Practicum CNPS 588 CNPS 598 d) experience in planning and implementing workshops for aboriginal youth and families; e) thorough knowledge and experience in supporting aboriginal students and their families; f) thorough knowledge of Aboriginal culture(s), social issues, and languages; g) preference will be given to an aboriginal teacher. -9 Page 1 of 2

12 DISTRICT ABORIGINAL COUNSELLOR (cont d) a) previous counselling experience at the elementary school level. The personnel in this position are accountable in the execution of their assigned duties to the Director of Instruction, Education Services Page 2 of 2

13 CAREER DEVELOPMENT FACILITATOR 1. DESCRIPTION OF SCHOOL LEVEL DELIVERY MODEL The Career Development Facilitator will support the District direction and policies for Career Development and Career Programs and will collaborate with staff to coordinate and promote the career development program in the school by: Career Development (Grades 8 12) a) providing career information to staff, students, parents and community members; b) liaising with other departments regarding career development programs and initiatives; c) providing information on current Labour Market Trends; d) providing direction to the Career Resource Centre Assistant with respect to their duties and responsibilities in the Career Resource Centre; e) developing and implementing an educational plan to ensure the effective use of and access to the school Career Resource Centre; f) identifying and ordering materials and equipment for the Career Resource Centre; g) liaising with the community to provide access for students and staff in support of career development initiatives/programs; h) assisting students through individual guidance and group instruction in career development initiatives and Career Programs; i) assisting students in obtaining information regarding transitions to the workforce or post-secondary institutes; j) attending District Career Education Department meetings to remain current on Ministry and District directives and initiatives. Career Programs (Career Preparation, Co-op, SSA Grades 10 12) a) ensuring the implementation of District and Ministry Career Program policies and procedures; b) providing assistance and in-service to staff; c) liaising with other departments regarding career development programs and activities; d) establishing and implementing a student selection process for various career education initiatives and programs; e) assisting in the implementation and maintenance of records on all students with regards to career development; f) following District guidelines in initiating new work placements for Career Program students; g) utilizing the District Career Programs Information System (CPIM) when finding and confirming work experience placements for students; h) utilizing the school Student Information System (SIS); i) ensuring all staff follow District guidelines for monitoring students on work experience Page 1 of 3

14 CAREER DEVELOPMENT FACILITATOR (cont d) a) Bachelor of Education degree or equivalent; b) valid B.C. Teaching Certificate; c) minimum of three years of satisfactory school-based teaching, including a minimum of two years recent classroom experience in a career-related program. a) valid driver s license and access to a vehicle; b) familiarity with WCB and Employment Standards Act; c) experience with the business community; d) ability to use presentation software, word processing, spreadsheets and ; e) minimum of five years of satisfactory school-based teaching; f) Coursework and/or experience in career education. Examples of the current coursework UVIC ED-D 446A Career Awareness and Exploration ED-D 446B Career Development and Planning UBC CNPS 312 CNPS 362 CNPS 363 CNPS 574 EDUC 412 Career Education For Teachers Basic Interviewing Skills Career Counseling Career Planning & Decision-Making Counseling Curriculums for Career Programs Douglas College Career Development Practitioner Program Capilano College Career Development Facilitator Program Kwantlen College #64564 Employment Services Advisory Training Page 2 of 3

15 CAREER DEVELOPMENT FACILITATOR (cont d) The personnel in this position are accountable in the execution of their assigned duties to the principal of the school(s) to which they are assigned Page 3 of 3

16 CAREER EDUCATION CO-ORDINATOR 1. DESCRIPTION OF DISTRICT LEVEL DELIVERY MODEL The Career Education Co-ordinator is appointed to provide district leadership in the development and implementation of a comprehensive Career Development Program. he Co-ordinator, in consultation with the Associate Superintendent, will assume an integral role in the development and implementation of Planning 10 curriculum in collaboration with teachers, administrators, district personnel, students, parents and community members to provide support for learners. Additional duties include: a) maintaining and promoting a comprehensive Career Development Program Gr and including Co-operative Education, Career Preparation, and Secondary School Apprenticeships; b) maintaining a District team concept in Career Development Education; c) working as a curriculum team leader; d) developing and maintaining positive business and community partnerships; e) maintaining the District database of employers; f) maintaining a current knowledge base of learning theory and research, Ministry programs, curricula and resources; g) facilitating and providing district in-service and staff training development sessions for teachers and administrative officers; h) chairing and co-ordinating monthly appropriate committee meetings; i) monitoring program delivery and emergent needs; j) assisting in the development of plans for the effective use of the Career Education Department budget; k) assisting in the development of plans for the effective use of the Career Resource Assistants (CRA) and District clerk-typist; l) establishing a process and selecting students for District Career Programs; m) meeting with the Ministry of Education and other school districts regarding Career Education; n) assisting in the development of new dual credit/advanced standing District Partnership Programs (Gr.10-12) and new CTC Programs (Inter-District.) a) valid BC Teaching Certificate; b) five years of school based teaching which includes a minimum of two years classroom experience in a career program and a minimum of one year as a Career Education Facilitator in a school. a) a Master of Education Degree or equivalent with minimum course work in the area of specified responsibility; Page 1 of 2-14

17 CAREER EDUCATION CO-ORDINATOR (cont d) b) Extensive local and provincial knowledge of career programs and current issues in delivery of service; c) In-depth knowledge of Career Development Education (Gr.8-12). The Career Education Co-ordinator is accountable in the execution of their duties to the Associate Superintendent Page 2 of 2

18 CONNECTIONS PROGRAM TEACHER 1. DESCRIPTION OF SCHOOL LEVEL DELIVERY MODEL The Connections Program teacher will: a) teach at-risk students in need of intensive behavioural support to improve academic competence in core areas, such as English, Mathematics, Social Studies and Science; b) collaborate with other teachers and child-care workers; c) support the integration of students with behavioural challenges in regular classroom settings; d) design and implement individual education programs, as well as design program evaluative strategies. a) valid B.C. Teaching Certificate; b) two years satisfactory teaching experience; c) training/experience in the field of emotional and behavioral problems. a) teaching or other pertinent experiences in other settings such as Mental Health, The Maples or provincial resource institutions; b) training and experience working with students with learning disabilities. The personnel in this position are accountable in the execution of their assigned duties to the school principal

19 DISTRICT BEHAVIOUR SPECIALIST 1. DESCRIPTION OF SCHOOL LEVEL DELIVERY MODEL The District Behaviour Specialist is primarily assigned to work with behaviour support program and will: a) assist with planning and monitoring individual behaviour plans for students with behavioural needs; b) assess the appropriateness of referrals for behaviour support programs and place students accordingly; c) liaise with other statutory and non-statutory agencies; d) assist with the assignment of itinerant child care workers; e) provide consultation to school personnel in developing effective interventions for students with behavioural needs; f) advocate for community support service when appropriate; g) mediate between systems (i.e. family, school and community); h) facilitate in-service and consult with child and youth care workers when necessary; i) facilitate the transition of students exiting behavioural support programs; j) provide educational leadership in areas of individual expertise. a) MINIMUM ACADEMIC QUALIFICATIONS/EXPERIENCE a) a Master's degree of Social Work or equivalent; b) training/experience in Behaviour Management. a) experience in a setting which diagnoses or treats students in need of intensive behavioural support; b) working knowledge of behaviour management strategies (i.e. functional assessment, behaviour and safety planning). The Personnel in this position are account table in the execution of their assigned duties to the Director of Instruction, Education Services

20 DISTRICT RESOURCE COUNSELLOR 1. DESCRIPTION OF DISTRICT LEVEL DELIVERY MODEL The District Counsellor will: a) participate in or represent our school district on specific community committees and community agencies including Mental Health, MCFD and the Child & Youth Committee, etc., where appropriate; b) attend, if necessary, care plan and discharge meetings, e.g. Children s Hospital; c) consult with school-based teachers, counsellors, district personnel and administrators regarding at-risk students; d) work with school staff, community agencies and parents to resolve Level Two suspensions and effect the student s re-entry into school or find an appropriate alternative educational program; e) assist with the assignment of itinerant child care workers; f) support school-based Crisis Response Teams; g) support schools dealing with issues regarding student safety and well-being; h) support school-based counsellors and child/youth care workers; i) support alternate and interagency program teachers; j) counsel students/families as appropriate; k) participate as a member of the District Threat Assessment Team; l) assist in the development of safety plans where appropriate; m) be knowledgeable of community resources. 2. MINIMUM ACADEMIC QUALIFICATIONNS/EXPERIENCE a) a Master s degree in Counselling Psychology or equivalent; b) two years satisfactory teaching experience; c) valid B.C. Teaching Certificate. a) teaching or other pertinent experiences in other settings such as Mental Health, The Maples or provincial resource institutions; b) previous counselling experience at the elementary or secondary level; c) training/experience in the field of emotional and behavioural disorders; d) knowledge of the issues concerned with student safety, behaviour/safety planning and critical incident response. The personnel in this position are accountable in the execution of their assigned duties to the Director of Instruction, Education Services

21 EARLY NUMERACY TEACHER 1. DESCRIPTION OF SCHOOL LEVEL DELIVERY MODEL Background Information: The Early Numeracy Teacher will possess the skills and experience to work co-operatively and collaboratively with members of the school-based early learning team (primary teachers, LST and administration) and District staff (Numeracy and Early Learning Helping teachers) to support the most at-risk Aboriginal early learners. The Early Numeracy Teacher will work in-class collaboratively with classroom teachers to provide targeted and small group instruction for students who can be successful with additional and increased depth of instruction in specific areas of numeracy. The Early Numeracy teacher will: a) maintain a current knowledge base of research in the instructional components of early numeracy, including but not limited to: number sense development which includes subtilizing, partitioning, and patterning, understanding of the development of conceptual understanding in early numeracy; b) possess knowledge and understanding of Ministry documents and resources peretinent to early learning (e.g. The Early Learning Framework, The Full-Day Kindergarten Program Guide, The Primary Program); c) possess knowledge off programs, support services, classroom resources, and current issues related to vulnerable learners, including at-risk Aboriginal learners; d) provide additional numeracy instruction for primary students as needed; e) meet with primary teachers and LST to collaboratively plan support for identified students; f) in collaboration with primary teachers, participate in school-based team meetings; g) support classroom assessment models that guide instructional practice; h) provide leadership in the area of early numeracy learning at the school level. a) valid B.C. Teaching Certificate; b) a Bachelor of Education Degree or equivalent c) minimum of three years satisfactory primary classroom teaching experience; a) knowledge and understanding of play-based learning; b) knowledge, understanding and experience in early numeracy development; c) knowledge, understanding of early childhood development; d) knowledge of current research in early numeracy and district initiatives (e.g. Numeracy Project); a) Minimum of one course or equivalent senior level (300 level or higher) in numeracy instruction or equivalent; b) Preference will be given to those who have a background and/or experience with Aboriginal heritage and culture. Page 1 of

22 EARLY NUMERACY TEACHER (cont d) The personnel in this position are accountable in the execution of their assigned duties to the principals of the schools they are working with and the Director of Instruction Page 2 of 2

23 ELEMENTARY BAND TEACHER 1. DESCRIPTION OF SCHOOL LEVEL DELIVERY MODEL The elementary band program should be viewed as an integral part of the total school experience for those children who are participating as well as for the other students in the school. The elementary District band program, a component of the Fine Arts Strand, is taught by itinerant teachers. The Elementary Band Teacher will: a) organize the scheduling of grade 7 elementary band programs in designated schools, after consultation with individual school staffs, administration, parents and students; b) implement the program in keeping with District and Ministry expectations; c) promote effective elementary/secondary articulation; d) ensure care, inventory and maintenance of school equipment; e) provide opportunities for the acquisition and development of individual and group skills. a) valid B.C. Teaching Certificate; b) proficiency on instruments related to the school band; c) satisfactory practicum/teaching experience in band instrumental instruction. Experience in choral and core music instruction. The personnel in this position are accountable in the execution of their assigned duties to a Director of Instruction

24 ELEMENTARY CORE MUSIC TEACHER 1. DESCRIPTION OF SCHOOL LEVEL DELIVERY MODEL The core music program, based on the Ministry Fine Arts curriculum, is taught by itinerant teachers. The Core Music teacher will: a) co-ordinate the scheduling of core music programs in designated schools, after consultation with individual school staffs and administration; b) implement the program in keeping with District and Ministry expectations; c) ensure care, inventory and maintenance of school equipment. a) valid B.C. Teacher's Certificate; b) courses in music methodology; c) level courses in: 1. ORFF 2. Kodaly 3. Education Through Music d) satisfactory practicum/teaching experience in Primary education; e) proficiency on instruments related to the core music program. a) music keyboard skills; b) specialization in music education. The personnel in this position are accountable in the execution of their assigned duties to the principal of the base school to which they are assigned

25 ELEMENTARY COUNSELLOR 1. DESCRIPTION OF SCHOOL LEVEL DELIVERY MODEL The Elementary Counsellor will: i) provide direct counselling to children and families; j) consult with school staff and parents; k) act as advocate for the children and their parents; l) participate as a member of the school-based team; m) provide direct instruction to students in areas such as peer helping, conflict resolution, social skills and life skills; n) provide support to other educators teaching Personal Planning and in promoting healthy school environments; o) act as liaison with community agencies and allied professionals; p) be knowledgeable about current procedures for reporting suicidal ideation concerns; q) be knowledgeable about current procedures for reporting Child Abuse and Neglect; r) be familiar with the Special Education Manual of Policies, Procedures and Guidelines. h) valid B. C. Teaching Certificate; i) two years satisfactory teaching experience; j) a Master's degree in Counselling Psychology, equivalent to an M.A. or M.Ed Counselling Psychology from Simon Fraser University or University of British Columbia, including a practicum in a school setting equivalent to: SFU The practicum affords opportunities for the student counsellor to engage in direct counselling and counselling-related activities for a minimum of 120 hours, including at least 50 hours of direct client contact and l hour per week of direct supervision UBC Supervised Clinic Supervised Practicum CNPS 588 CNPS 598 a) previous counselling experience at the elementary school level. The personnel in this position are accountable in the execution of their assigned duties to the principal of the school to which they are assigned

26 ELEMENTARY INTENSIVE FINE ARTS PROGRAM TEACHER 1. DESCRIPTION OF SCHOOL LEVEL DELIVERY MODEL The Intensive Fine Arts Program strives to create a stimulating and culturally enriched learning environment whereby the fine arts are equal partners with what have traditionally been referred to as the academic subjects. Within the context of brain research and multiple intelligences learning theories, its basic goals are to develop students abilities and to enhance student learning through the four areas of the fine arts: visual arts, music, drama and dance. The program s over-all objective is to create a consistent environment that values uniqueness and risk-taking, and encourages self-expression and creativity. The Intensive Fine Arts Program at the elementary level is intended to serve the learning needs of students with a wide range of abilities, interests and backgrounds. The concept is designed to provide exposure to a much wider Fine Arts repertoire and in much greater depth than would be available in a regular elementary instructional program. A teacher in the Intensive Fine Arts Program will teach core subjects in their own classroom and platoon for the delivery of one of the disciplines of visual art, drama or dance in their own and other classrooms. The music portion will be delivered by Core Music and Band specialists. a) valid B.C. Teaching Certificate; b) three undergraduate level courses, plus a methodology course (e.g. Drama, Dance or Visual Arts) in the area of interest and expertise; a) undergraduate degree specializing in the area of interest and expertise; b) a balance of skills within each discipline, e.g. (two dimensional and three dimensional Visual Arts,) (ballet, jazz, and folk dance for Dance;) (stagecraft, scriptwriting and acting in Drama); c) personal performance experience or portfolio in the area of interest and expertise (e.g. exhibited art, professional dance experience, and personal drama performance experience). The personnel in this position are accountable in the execution of their assigned duties to the principal of their base school

27 ELEMENTARY GIFTED EDUCATION Challenge Class Teacher 1. DESCRIPTION OF SCHOOL LEVEL DELIVERY MODEL The Challenge Teacher will: a) provide enriched instructional opportunities; b) advise and mentor Challenge students; c) collaborate with classroom teachers in selecting teaching and learning strategies to meet the needs of the students; d) provide inservice to school staff; e) assist parents in providing support for their gifted child; f) co-ordinate a Challenge Program (e.g. ordering materials, scheduling, record keeping); g) act as a liaison to the community; h) advocate on behalf of enriched students; i) articulate the Challenge Program to other teachers, para-professionals, professionals, parents and students. a) Bachelor of Education degree or equivalent; b) valid B.C. Teaching Certificate; c) minimum of two years satisfactory classroom experience; d) three credits (UBC equivalent) in the following courses: UBC UVIC SFU EPSE 303 ED-D 4091 ED 428 EPSE 313 EPSE 408 a) A diploma or equivalent course work which should include a selection of the following: i) Theory of Gifted Education ii) Programming for the Gifted iii) Introduction to Exceptional Children iv) Child Development/Psychology of Adolescence v) Assessment/Testing Evaluation vi) Counselling and/or Educational Psychology vii) Curriculum Modification/Adaptive Curriculum viii) Thinking/Learning Strategies ix) Computer Technology The personnel in this position are accountable in the execution of their assigned duties to the principal of the school to which they are assigned

28 ELEMENTARY GIFTED EDUCATION MULTI AGE CLUSTER CLASS TEACHER 1. DESCRIPTION OF SCHOOL LEVEL DELIVERY MODEL The MACC Teacher will: a) develop, implement and monitor Individual Education Plans and make ongoing evaluations and revisions consistent with ministry and district policy; b) interpret each learner s gifts and their implications; c) differentiate curriculum opportunities according to the needs of the gifted students; d) assist parents in providing support for their gifted child; e) advocate on behalf of gifted students; f) articulate the Multi-Age Cluster Class Program to other teachers, para-professionals, professionals, parents and students. a) Bachelor of Education degree or equivalent; b) valid B.C. Teaching Certificate; c) minimum of two years satisfactory classroom experience; d) three credits (UBC equivalent) in the following courses: UBC VIC SFU EPSE 303 ED-D 4091 ED 428 EPSE 313 EPSE 408 a) a diploma or equivalent course work which should include a selection of the following: x) Theory of Gifted Education xi) Programming for the Gifted xii) Introduction to Exceptional Children xiii) Child Development/Psychology of Adolescence xiv) Assessment/Testing Evaluation xv) Counselling and/or Educational Psychology xvi) Curriculum Modification/Adaptive Curriculum xvii) Thinking/Learning Strategies xviii) Computer Technology The personnel in this position are accountable in the execution of their assigned duties to the principal of the school to which they are assigned

29 ELEMENTARY MONTESSORI TEACHER 1. DESCRIPTION OF SCHOOL LEVEL DELIVERY MODEL The Elementary Montessori Teacher will: e) plan for instruction implementing Montessori methods; f) utilize Montessori teaching materials; g) implement the program in concert with District and Ministry guidelines; d) valid B.C. Teaching Certificate; e) satisfactory experience in teaching multi-age groups; f) knowledge of the Montessori philosophy; g) a willingness to complete further training in Montessori education. a) experience teaching Montessori or one of the following: i. AMI or equivalent Montessori training, or: ii. At least one of the following introductory courses in Montessori Education: UBC CUST 416 Introduction to the Montessori Method CUST 416C Introduction to Montessori Mathematics Or other courses that are similar in content. The personnel in this position are accountable in the execution of their assigned duties to the principal of the base school to which they are assigned

30 CURRICULUM & INSTRUCTIONAL HELPING TEACHER 1. DESCRIPTION OF DISTRICT LEVEL DELIVERY MODEL The Helping Teachers are appointed for renewable two year terms to provide district leadership in the development and implementation of Curriculum. The Helping Teacher, in consultation with the Director of Instruction, will work with teachers, administrators, and other district personnel to provide support for learners through: a) maintaining a current knowledge base of learning theory and research, Ministry programs, curricula and resources; b) working as a curriculum team member; c) providing leadership with integrated curricular approaches; d) facilitating and providing district in-service and staff training development sessions for teachers and administrative officers; i) chairing and coordinating appropriate committee meetings; j) communicating with teachers, administrators, other district personnel, Ministry of Education officials and others regarding District and Provincial programs; k) providing budget information; l) identifying appropriate learning resources and facilitating the ordering of relevant learning resources for the District and schools; m) monitoring-program delivery and emergent needs. a) a Bachelor of Education Degree or equivalent with minimum coursework in the area of specified responsibility; b) valid B.C. Teaching Certificate; c) five years of school based teaching which includes a minimum of two years classroom experience; d) participation in collaborative planning and facilitating of professional development activities. a) possession of, or working toward, a Master of Education Degree or equivalent and appropriate course work in the area of (Specify) Education; b) elementary and secondary teaching experience and an interest or experience in the area of (Specify) Arts Education; c) in-depth knowledge of (Specify) programs and current issues in delivery of service. The Helping Teacher is accountable in the execution of the assigned duties to a Director of Instruction

31 NUMERACY & INSTRUCTIONAL PRACTICE HELPING TEACHER 1. DESCRIPTION OF SCHOOL LEVEL DELIVERY MODEL Background Information: The Numeracy/Instructional Practice Helping Teacher will provide district leadership in the development and implementation of Curriculum, with a focus on research based instructional practice that will support vulnerable learners across the curriculum. The teacher will support the implementation of early numeracy strategies for at-risk Aboriginal learners as well as supporting the implementation of instructional strategies in other curricular areas. The Helping Teacher, in consultation with the Related Director of Instruction, will work with teachers, administrators, and other district personnel to provide support through: a) maintaining a current knowledge base of learning theory and research for vulnerable learners, Ministry programs, curricula and resources; b) working as a curriculum team member; focusing on best instructional practice for vulnerable and at-risk Aboriginal learners; c) facilitating and providing district in-service and staff training development sessions that highlight promising practices which encourage success for at-risk learners for teachers and administrative officers; d) communicating with teachers, administrators, other district personnel, Ministry of Education officials and others regarding District and Provincial programs; e) monitoring program delivery and emergent needs of at-risk learners; f) maintain a current knowledge base of research in the instructional components of early numeracy, including but not limited to: number sense development which includes subtilizing, partitioning, and patterning, understanding of the development of conceptual understanding in early numeracy; g) possess knowledge and understanding of Ministry documents and resources pertinent to early learning (e.g. The Early Learning Framework, The Full-Day Kindergarten Program Guide, The Primary Program). c) Bachelor of Education Degree or equivalent; d) valid B.C. Teaching certificate; e) five years of school based elementary teaching which includes a minimum, of two years classroom experience in a school/district with a significant population of at-risk and Aboriginal learners; f) participation in collaborative planning and facilitating of professional development activities; g) demonstrated successful experience implementing best instructional practices. c) Possession of, or working toward, a Master of Education Degree or equivalent and appropriate course work in the area of Curriculum; -29- Page 1 of 2

32 NUMERACY & INSTRUCTIONAL PRACTICE HELPING TEACHER (cont d) d) knowledge of current research in early numeracy and district initiatives (e.g. Numeracy Project); e) knowledge of current research in early childhood development; f) preference will be given to those who have a background and/or experience with Aboriginal heritage and culture. The personnel in this position are accountable in the execution of their assigned duties to the principals of the schools they are working with and the Director of Instruction Page 2 of 2

33 SPECIAL EDUCATION HELPING TEACHER (AUTISM AND DUAL DIAGNOSIS) The Special Education Helping Teacher provides leadership in the provision of services for learners with autism and dual diagnosis (where behavior is a significant factor). 1. DESCRIPTION OF DISTRICT LEVEL DELIVERY MODEL The Special Education Helping Teacher, in consultation with the Director of Instruction Special Education, will work with teachers, administrators, and other district personnel and parents to provide support for learners through: a) maintaining a current knowledge base of learning and behavioral theory (especially as it relates to autism and dual diagnosis), Ministry of Education program and services, an early intervention of programming for children with autism; b) maintaining a current knowledge of issues and trends in autism intervention and research developments in the fields of autism and dual diagnosis; c) participating in and, as directed, chair the District START Team, partner with various provincial level resources (POP and others), and other appropriate committees, liaise with the Student Services department regarding students with dual diagnosis, with preschool autism programs, and Ministry of Health personnel; d) facilitating and providing district in-service and staff training and development sessions for teachers, administrators, and para-professionals; e) communicating with teachers, administrators, other district personnel, and parents regarding District and Provincial programs; f) identifying and requesting relevant learning resources for the District and schools; g) consulting in referral and placement processes; h) sharing program information with outside agencies and groups. a) a Masters Degree in special education or a related field, or enrolment in and progress toward the completion of such a degree with emphasis on the education of students with autism; b) valid B.C. Teaching Certificate; c) teaching experience which includes relevant Special Education experience. a) completed graduate course work in autism, severe behavior, dual diagnosis, and applied behavior analysis; b) five years of school-based teaching which includes a minimum of two years' classroom experience and two years in a role addressing special needs; c) elementary teaching experience; Page 1 of 2

34 SPECIAL EDUCATION HELPING TEACHER AUTISM AND DUAL DIAGNOSIS (cont'd) d) in-depth knowledge of autism and current issues in delivery of services to students with autism; e) in-depth knowledge of dual diagnosis students and the delivery of services to students with dual diagnosis especially where there are very significant behavioral issues; f) familiarity with psycho educational and medical assessment recommendations and their implication for educational programming; g) training in conflict resolution. The Special Education Helping Teacher is accountable in the execution of the assigned duties to the Director of Instruction, Education Services Page 2 of 2

35 SPECIAL EDUCATION HELPING TEACHER (LOW INCIDENCE ELEMENTARY) The Special Education Helping Teacher is appointed to provide district leadership in the provision of services for learners with severe disabilities at the elementary level. 1. DESCRIPTION OF DISTRICT LEVEL DELIVERY MODEL The Special Education Helping Teacher, in consultation with the Administrative Principal and the Director of Instruction, Education Services will work with teachers, administrators and other District personnel and parents to provide support for learners through: i) maintaining a current knowledge base on current research and best practice in the education of persons with severe disabilities; j) encouraging and supporting innovations in: i. Inclusive education at the elementary level; ii. Independence and self direction; iii. Curriculum development for students with severe disabilities; and iv. Positive behaviour support for students with severe disabilities; k) identifying and requesting relevant learning resources for the District and schools; l) facilitating and providing in-service and staff training on best practice for learners with severe disabilities; m) consulting in referral and placement process; n) sharing program information with outside agencies and groups; o) consulting with elementary teams to develop safety plans; p) co-ordinating, in consultation with the administrative principal, transition from Preschool to Kindergarten; q) supporting and assisting the District Integration Teachers and Special Class Teachers in all aspects of their work with elementary students with severe disabilities; r) working as a team with the other Special Education Helping Teachers. a) completed graduate course work in teaching students with severe disabilities; b) five years of school based teaching which includes a minimum of two years classroom experience and two years in a role addressing special needs; c) elementary teaching experience; d) valid BC teaching certificate. a) a Masters Degree in Special Education or a related field, or enrolment in and progress toward the completion of such a degree with emphasis on the education of students with severe disabilities; Page 1 of 2