T24-329 Temporary, Full-Time, Grade 2/3 Learning Community

Posting Number: T24-329

Date Issued: August 30, 2024

POSITION

Worksite: Leary Integrated Arts & Technology Elementary

Contract Type: Temporary, Full-Time

Assignment Area(s): Grade 2/3 Learning Community

Salary Range: $59,711 to $109,520 (range based on length of service and qualifications in accordance to the collective agreement)

Effective Date: Immediately to not later than January 5, 2025

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

Deadline for Applications: Monday, September 9, 2024 – 12:00 pm

Electronic Applications must be submitted through Make A Future www.makeafuture.ca 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, professional preparation, and qualifications in all areas of this assignment

• knowledge of, and demonstrated application of the Ministry of Education’s current philosophy, teaching practices, and evaluation/assessment/reporting procedures as applied to all areas of this assignment

• demonstrated ability to plan inclusively using Universal Design for Learning (UDL) to allow multiple access points for learners with differing abilities, interests, and needs

• demonstrated ability to design/implement/assess Project Based Learning (PBL) that explores and connects Big Ideas and concepts across disciplines

• demonstrated interest, aptitude, or experience in fine arts, applied arts, media arts, or technology

• demonstrated ability to facilitate authentic demonstrations, artifacts, performances, or exhibitions of learning that embed art and technology and allow for student voice and choice

• commitment and demonstrated ability to work collaboratively as part of a learning community in the implementation of the school and district 4 Pillars of Integrated Arts and Technology (Integrated Disciplines; Collaborative Culture; Authentic Learning; Visionary Staff)

• knowledge of and experience integrating First Peoples Principles of Learning along with local First Peoples traditions & culture

• demonstrated ability to implement highly successful instructional strategies and lesson designs within a flexible, multi-graded, non-traditional learning environment

• demonstrated experience intervening, supporting, and motivating students through a Response to Intervention (RTI) framework, particularly in literacy and numeracy key concepts

• demonstrated skill and experience using daily small group instruction as part of comprehensive literacy and numeracy frameworks

• knowledge of and proven experience in using current assessment practices to plan and differentiate instruction using highly successful assessment strategies in the classroom – for, of and as learning (e.g., District Primary Assessments, PM Benchmarks, ACT, SNAP, ACT)

• demonstrated effective classroom organizational and instructional skills to meet student social and emotional needs, and create a positive classroom learning environment

• knowledge of and commitment to support school-wide behaviour and culture initiatives

• demonstrated commitment to diversity, equity and inclusion and the ability to establish/maintain positive, respectful, and collaborative relationships with colleagues, students, parents/guardians, community partners

For Further Information Contact: Brad Driscoll, Principal or Shelley Burke, Vice Principal (604) 792-1281