POSITION SUMMARY The LNIB K-12 Inclusive Intervention Teacher is a specialized educator responsible for coordinating and delivering targeted academic, behavioural, social-emotional, counselling-informed, functional, and inclusive learning interventions for K-12 students requiring additional support.

The role integrates key functions commonly associated with school counselling, special and inclusive education, Education Assistant intervention, behaviour support, and Occupational Therapy-informed school strategies within a teacher-led model. The position is designed to close the gap between identification of a student need and effective monitored intervention.

A central expectation is direct work with students. Consultation, assessment, documentation, coaching, and case coordination support the work but do not replace an active student caseload and purposeful individual, small-group, and classroom-based intervention.

KNOWLEDGE, SKILLS & ABILITIES

- Advanced understanding of child and adolescent development, inclusive education, diverse learning needs, and tiered intervention.
- Ability to establish safe, trusting, professional relationships with students experiencing significant challenges.
- Strong observation, assessment, problem-solving, intervention-planning, and progress-monitoring skills.
- Ability to distinguish behaviour requiring intervention from behaviour communicating an underlying unmet need.
- Ability to translate assessment information and specialist recommendations into practical classroom and school strategies.
- Ability to provide both direct student intervention and skilled consultation/coaching to other teaching professionals.
- Ability to manage a complex caseload, prioritize according to level of need, and follow identified concerns through to resolution.
- Sound judgement regarding confidentiality, informed consent, documentation, professional boundaries, referrals, child safety, and scope of practice.
- Ability to communicate sensitive information professionally and respectfully,



and to work independently while remaining accountable to LNIB Education Department.

Professional Expectations:

- Maintain the highest standards of confidentiality, ethical conduct, reliability, and professional boundaries.
- Work within demonstrated professional competence and scope of practice and recognize when specialized or regulated professional services are required.
- Maintain required professional certification and participate in ongoing professional learning relevant to the role.
- Follow applicable legislation, organizational policy, professional standards, child-safety requirements, and reporting obligations.
- Demonstrate a student-centred, family-respectful, collaborative, strengths-based, culturally responsive approach.

Required Qualifications:

- Bachelor of Education (B.Ed.) from a recognized post-secondary institution.
- Minimum ten (10) years of successful K-12 teaching experience in Public and/or First Nation Schools.
- Formal training, certification, specialization, or recognized postgraduate study in Special Education and/or Inclusive Education/Learning.
- Clinical counselling training with a current recognized counselling credential/designation, or documented progress toward an appropriate recognized professional counselling credential.
- Demonstrated experience supporting students with diverse and complex academic, behavioural, developmental, social-emotional, and self-regulation needs.
- Demonstrated knowledge of IEP development and monitoring, differentiated instruction, accommodations, modifications, intervention planning, and progress monitoring.
- Experience collaborating with families, teachers, Education Assistants, administrators, and multidisciplinary professionals.
- Strong written communication, documentation,



case-management, organizational, and professional judgement skills.

Preferred Qualifications & Experience:

- Master's degree or graduate-level coursework in Special Education, Inclusive Education, Counselling, Educational Psychology, or a related discipline.
- Recognized professional counselling designation or advanced progress toward such a designation.
- Training in trauma-informed practice, crisis response, suicide prevention, mental-health first aid, or comparable student-wellness approaches.
- Training or experience in Positive Behaviour Interventions and Supports, functional behaviour approaches, behaviour support planning, or comparable evidence-informed practices.
- Training or experience related to autism, ADHD, learning disabilities, developmental disabilities, executive functioning, neurodiversity, complex behaviour, or sensory regulation.
- Experience implementing Occupational Therapy recommendations and school-based sensory, functional, or environmental strategies.
- Experience providing intensive literacy and/or numeracy intervention.
- Experience supporting students experiencing anxiety, grief, trauma, school avoidance, emotional dysregulation, or significant behavioural challenges.
- Experience working in First Nations schools, communities, or Indigenous education environments and demonstrated knowledge of culturally responsive Indigenous education practice.

Application Requirements:

- Cover letter outlining suitability for the position.
- Current résumé.
- Evidence of Bachelor of Education degree, BC teaching certification, and relevant Special Education/Inclusive Learning training.
- Evidence of counselling certification/designation or documented progress toward certification.
- Copies or evidence of other relevant specialized training and professional credentials.
- Three professional references.

PREFERENCE The Lower Nicola Indian Band (LNIB) follows Section 25 of the Human Rights Code, giving preference to Indigenous applicants where applicable.

📌 Inclusive Intervention Teacher (Merritt)
🏢 Lower Nicola Indian Band
📍 Merritt