Title: Junior School Learning Strategist/Behaviour Interventionist

Department: Junior School

Reports to: Junior School Principal

Interfaces with: students, parents, faculty and staff

Term of contract: Permanent

Start date: ASAP

Salary range: $74,684 - $121,841

We are seeking an energetic, creative, compassionate, and positive individual who is passionate about working with children.

The School

Stratford Hall, an independent, K-12 IB World School, invites applications from individuals who wish to join our agile team. Located in Vancouver, BC, this warm, welcoming community is home to over 540 students and over 100 teachers and support staff. Our graduates attend the top post-secondary schools in Canada, the US and abroad. Founded in 2000, Stratford Hall is one of the few IB continuum schools in Canada and has a rich tradition of educational innovation and excellence in the Primary Years, Middle Years and Diploma Programmes

Position Rationale and Goal

The Learning Strategist/Behaviour Interventionist assists identified students with additional learning needs to reach their academic, social, and emotional potential in collaboration with the classroom teacher, administrators, educational support staff, parents and outside professionals. The Learning Strategist/Behaviour Interventionist creates, implements, and monitors student Individual Education Plans (IEPs) to support differentiated learning. In collaboration with the homeroom teacher, the Learning Strategist/Behaviour Interventionist will provide pastoral care for students. The Learning Strategist/Behaviour Interventionist will contribute to the school community through other duties as assigned. As a key member of the faculty, the Learning Strategist/Behaviour Interventionist will contribute to the development and overall improvement of the School.

Candidate Profile

The Stratford Hall faculty and staff developed a profile to capture our priorities as educators.

I am a Stratford Hall Educator:

I Pursue Knowledge

I Listen to Understand

I Build Bridges

I Model Adaptability

I Cultivate Safe Spaces

Qualifications

Bachelor of Education with a focus in Psychology or Bachelor of Child and Youth Care or related

BC teacher certification

Training and/or experience in play based learning

Training and/or experience to support the social and emotional learning of students

Education and teaching experience in special education

Understanding or awareness for behaviour intervention strategies

Experience working with neurodiverse students

Strong communication skills in English, both spoken and written

Experience working with 4−11 year old children

Strong organizational, administrative and interpersonal skills,



and the ability to work both independently and collaboratively as part of a team

Computer literate with experience in Google Workspace

History of successful work within the IB context is highly desirable

Key Responsibilities

1. Direct Student Support

Work in classrooms with all students, small groups, and individual students using the principles of Universal Design for Learning

Use the strategies in the specialized learning plan to support and manage student learning

Utilize the IEP and/or support plan to implement and prepare lessons to teach through a combination of push-in and pull-out lessons

Use a variety of instructional and behavioral strategies to refocus students

Apply principles of accessibility and inclusion to learning environments, instructional practices, technology, materials, and student supports

Ensure students are actively engaged in their own learning

Empower students to feel responsible and take action

Support student challenges through a social-justice and inclusion lens, considering whether systems or environments are contributing to barriers

Recognize a variety of levels of language competency and maintain awareness of the needs of emergent bilingual learners

2. Program Development and Documentation

Create, implement, and monitor individual learning plans to support differentiated learning

Maintain accurate records and ensure students receive the required accommodations and support

Hold timely IEP meetings and/or student support meetings to keep parents informed of progress and changes needed to the individualized support plan

Contribute to the documentation of individual student learning progress through ongoing assessment

Identify barriers within the learning environment and collaborate with educators, families and outside supports to modify systems, expectations, and instructional approaches so students can access learning more successfully

3. Collaboration with School Staff and Parents

Collaborate and support classroom teachers in meeting the diverse needs of students with developmentally appropriate strategies and resources

Collaborate with teachers, including attending grade-based planning meetings, in order to deploy the learning support team resources accordingly

Meet with the Counsellor, as needed, to support students, teachers,



and parents

Attend parent-teacher and student-led meetings, if requested

Use a school-based teams approach to identify, review, and implement a learning plan to share with parents, and when appropriate, recommend an IEP

Coordinate school-based team meetings with parents to discuss supporting assessments, outside referrals, and concerns about individual progress

Contact and coordinate external specialist for student observations (occupational or speech therapists)

Collaborate with the Student Services Team

4. Administrative & Logistical Tasks

Maintain an inventory of resources specific to the role, e.g., software, hardware, furniture

Provide meaningful and timely communication to faculty, staff, and management

Assist in monitoring student attendance, behavior, and progress

Maintain resources and storage areas as directed

5. Professional Appraisal and Development

As instructed, engage in professional development in order to better understand the needs of students and the classroom instructional program

Actively participate in constructive professional growth and evaluation

Seek and act upon constructive feedback and advice

6. Involvement in the Wider School Community

Take an active role within the school community by making a conscious effort to interact with all staff and be aware of current school events and initiatives

Positively support school initiatives organized by staff, students or parents through active participation and promotion within classrooms

Promote belonging through taking an active role in diversity, equity, and inclusion education

Attend school functions and special events, not limited to Meet the Teacher night, assemblies, or concerts

Attend and actively participate in scheduled meetings

Maintain an active presence in common areas and during scheduled supervision duties

Help guide the implementation of the strategic plan commitments

*At times the Learning Strategist/Behaviour Interventionist may be requested to take on additional duties as assigned by the Principal.

We are committed to supporting a diverse and inclusive workforce by ensuring a barrier-free work environment. We welcome applications from all qualified job seekers, including applicants from historically underrepresented groups such as BIPOC (black, indigenous, and people of color), persons with disabilities, and 2SLGBTQ (persons of all sexual orientations and genders). If you are an applicant with a disability and require accommodation in either the recruitment process or on the job, we will work together with you to provide the reasonable workplace accommodation you need.

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📌 Junior School Learning Strategist/Behaviour Interventionist (British Columbia)
🏢 CAIS
📍 British Columbia