Elementary Teacher, Developmental Disability Intensive Support Program (ISP) - Primary/Junior
Our staff members are the backbone of our system. Becoming a part of the TDSB team means joining a talented community of educators and support staff dedicated to enriching the lives of all diverse students and helping them to achieve success.

The TDSB is one of the largest and most culturally diverse school boards in Canada, with approximately 246,000 students in 584 schools and approximately 40,000 employees. We offer a dynamic, challenging work environment and unmatched career opportunities for our staff. Please review the information provided and explore the exciting career possibilities the TDSB has to offer as we continue to establish ourselves as the leading school board of the current millennium.

The Toronto District School Board adheres to equitable hiring, employment and promotional practices.

The TDSB is committed to the implementation of the Truth and Reconciliation Commission of Canada: Calls to Action, and the United Nations Declaration on the Rights of Indigenous Peoples, as a guiding principle and a strategic direction.

The candidate must also have a demonstrated ability to advance human rights and take actions that address racism in all its forms, while promoting Equity and demonstrating Anti-Oppressive pedagogy.

Additionally, the candidate must have a demonstrated ability to advance human rights and take actions that address anti-ableism in all its forms, while promoting Equity, Inclusion and Anti-Oppressive pedagogy.

Job Description
This position is subject to restructuring, reorganization and/or possible renewal.

Department: Special Education and Inclusion

Section/Unit: Intensive Support Program

Panel Type: Elementary

Location: Manhattan Park Junior Public School

Term: 3-year term (10-month position)

Term Dates: TBD- 31/08/2029

FTE: 1.0

Semester: NA

Assignment Type: Term

Number of Positions: 2

Overall Purpose
The goal of the Developmental Disability (DD) Intensive Support Program (ISP) is to address the needs of students with a developmental disability exceptionality that require an intensive level of support. The DD ISP teacher will work in partnership with a support staff member to support student needs.

The teacher will report to the school principal.

Summary of Duties
Inclusion and Anti‑Ableism

Provide leadership in fostering equity and inclusion in the development and implementation of programs and services;

Create a positive, supportive, and inclusive learning environment that honours students’ voices, identities, abilities, choices, and lived experiences;

Promote equity, human rights, inclusion, and anti‑ableism by identifying and removing barriers to learning;

Uphold the Board’s commitment to Truth and Reconciliation and the Calls to Action;

Support student participation in regular programs, school‑wide events, and activities as appropriate; and

Perform other duties as assigned, recognizing the unique needs of the program.

Assessment and Instruction

Maintain high expectations for each student in the areas of achievement, independence,



and well‑being, aligned with the Multi‑Year Strategic Plan (MYSP);

Plan and deliver programming based on the Alternative Curriculum Expectations using a Function Assessment and Curriculum (AFAC), including appropriate assessment and evaluation through the alternative report card;

Implement evidence‑based interventions and strategies for students with developmental disabilities, including but not limited to:

Predictable routines

Visual and multisensory supports

Behaviour and communication interventions

Social skills development

Functional academics

Life skills and activities of daily living

Fine and gross motor development

Participate in scheduled meetings with Developmental Disability Program teachers to share best practices and enhance program development;

Use technology effectively as a tool to support students’ academic development, digital fluency, engagement and as a tool for pedagogical documentation; and

Perform other duties as assigned, recognizing the unique needs of the program.

Compliance and Processes

Implement the requirements of relevant legislation, Ministry memoranda and Board policies (including PPM 090, PPM 140 and PPM 156) into classroom programs and Individual Education Plans (IEPs); and

Perform other duties as assigned, recognizing the unique needs of the program.

Collaboration and School Support

Work collaboratively with a multidisciplinary team, including community partners/agencies and school staff to support student programming, inclusion, transition planning, and integration into school and community activities when appropriate;

Communicate regularly with parents/guardians and members of the school team; and

Perform other duties as assigned, recognizing the unique needs of the program.

Supporting Data‑Driven Decision Making

Collect and analyze data to inform programming, AFAC assessment, and instructional decision‑making;

Implement current Ministry assessment and evaluation practices as outlined in Growing Success that align with the TDSB Alternative Curriculum; and

Perform other duties as assigned, recognizing the unique needs of the program.

Monitor and Evaluate Progress

Develop, implement, monitor, and revise IEPs in consultation with parents/guardians, OT/PT staff, SLP staff, outside agencies and other staff as needed to promote achievement and independence;

Implement current Ministry assessment and evaluation practices as outlined in Growing Success; and

Perform other duties as assigned, recognizing the unique needs of the program.

Qualifications and Skills

Ontario College of Teachers’ Certificate of Qualification in good standing;

TDSB – Occasional Teachers on the Elementary Eligible to Hire (ETH) List;





Qualifications in Primary and Junior divisions;

Additional Qualification in Special Education (Part 1 minimum; Intellectual Disabilities preferred);

Proven ability to promote equity, human rights, inclusion, and anti‑ableism by identifying and removing barriers to learning;

Proven ability in promoting equitable practices which value inclusion and diversity;

Demonstrated success supporting students with developmental disabilities in an inclusive educational setting;

Demonstrated commitment to maintaining a learning/working environment that actively promotes and supports human rights;

Demonstrated competence in assistive and information technologies, including SEIP, Google Workspace, email, and technology that supports students with developmental disabilities;

Strong knowledge of PPM 090, PPM 140, PPM 156, ABA‑informed practices, and other relevant policies and procedures;

Excellent knowledge and understanding of Special Education Plan, policies, procedures and system priorities, particularly as they relate to students with special education needs;

Understanding of the TDSB Alternative Curriculum, instruction, assessment, and evaluation and reporting for students with developmental disabilities in alignment with the AFAC;

Demonstrated ability to work collaboratively within multidisciplinary and school‑based teams;

Knowledge of system and community resources for students with developmental disabilities;

Strong interpersonal, communication, and problem‑solving skills, with the ability to adapt to change; and

Behavior Management Systems (BMS) training.

Information for Candidates

The successful candidate’s salary will be in accordance with the teacher’s salary grid.

If a Position of Responsibility Allowance is currently held, that Allowance does not transfer to this position.

Candidates who are selected for an interview will be notified as soon as possible after the closing date.

At the end of the term, the successful candidate will either apply for a central position or return to their home school, subject to staffing/surplus/placement procedures.

Additional Information
Please ensure the following documents are submitted:

2026 - 2027 Contract Vacancy Application Form;

A copy of their Eligible to Hire letter;

Covering letter indicating an interest in the position (Employee number, Ontario College of Teachers number and current work location clearly marked; and

Copy of your up-to-date Ontario College of Teachers Qualification Certificate (which can be found at www.oct.ca ).

We strive to meet the accommodation needs of persons with disabilities. Applicants are encouraged to make their needs for accommodation known in advance during the application process.

TDSB uses artificial intelligence (AI) tools to support parts of the recruitment process, including the initial review of applications. These tools operate based on predefined criteria and do not make final hiring decisions. If you have questions or concerns about the use of AI in the recruitment process, please contact [email protected] .

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📌 Elementary Teacher, Developmental Disability Intensive Support Program (ISP) - Primary/Junior (Ontario)
🏢 Toronto District School Board
📍 Ontario