Qualifications and Experience: Extensive academic training and post graduate coursework in the following areas: students with special needs; assessment/testing theory and practice (Level B); strategies for adapting and modifying curriculum.

Knowledge of, and demonstrated application of the 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.

Demonstrated experience and ability in being able to carry out a variety of assessments, including classroom observation, curriculum based assessment and diagnostic teaching methods, administration and interpretation of Level B Assessments including the WIAT, PPVT, Key Math and TOWL.

Demonstrated experience in and knowledge of methods for evaluating and selecting instructional materials suitable for students with a variety of special needs and learning disabilities.

Knowledge of and demonstrated experience in the development, implementation and evaluation of CBIEPs in consultation with the classroom teacher(s), parent(s), student and district personnel.

Knowledge of and demonstrated ability to implement teaching practices that align with the Qualified Standards for BC Educators.

Willingness to use District and Ministry data sets (ACT, SNAP, FSA, PM/RR) to identify student need and drive informed teaching practice and team teacher planning.

Demonstrated ability and commitment to Indigenizing curriculum using the First Peoples Principles of Learning.

Demonstrated experience intervening, supporting, and motivating struggling learners through a Response to Intervention (RTI) lens, particularly in literacy and numeracy key concepts.





Demonstrated ability to recognize and acknowledge individual student differences and adjust instructional practices accordingly through informal adaptations and formal Competency Based Individual Education Plans (CBIEP's).

Demonstrated ability in the application of current brain-based strategies as they relate to self-regulation, mindful behaviour and social emotional learning (i.e.

Calm, Strong Kids, Alert & Learning, Mind Up).

Knowledge of and demonstrated ability to support students through a variety of social/emotional strategies and trauma informed practices.

Demonstrated ability to engage and motivate students in day-to-day lessons through the appropriate integration of technology.

Demonstrated ability to set and clarify learning standards and to establish effective classroom procedures and relationships.

Demonstrated excellent classroom management, behaviour management and classroom organization skills; experience with Positive Behaviour and Support (PBS) is an asset.

Commitment to supporting social responsibility throughout the school (i.e.

Student Leadership, Check-in and Classroom Circles).

Demonstrated willingness to implement the goals and strategies of the School Growth Plan.

Demonstrated commitment to working with students, staff, parents and administration in an open, accepting manner to promote a strong and caring professional learning community.

Demonstrated commitment and involvement in professional development and collaboration that supports the enhancement of student learning (literacy/numeracy/social responsibility/application of technology/engaging learners) as is applies to the areas of this assignment.

For further information,

📌 -271 Temporary, Full-Time, Learning Assistance (British Columbia)
🏢 York Region District School Board
📍 British Columbia