Temp FT (1.0) Learning Assistant/Special Education Resource Teacher (2026-27) at Peace River North — NeverHard

Position Description A temporary full time (1.0) LAT/SERT Teacher is required by School District No. 60 (Peace River North) effective September 1, 2026 to June 30, 2027. The assignment will be at Bert Ambrose Elementary School. Please note that part-time teachers may be required to attend Pro-D or other non-instructional days on days when they are not regularly scheduled to work. Bert Ambrose Elementary is a K-6 school located in the northeast section the City of Fort St John. The school will have a student population of 215 students in the 2022-23 school year, 15% of whom are Indigenous students. Parents are actively involved in our school community; volunteering in our classrooms, coaching sports teams, and assisting with various PAC activities. Teachers, administrators, and support staff work collaboratively to provide a vibrant learning environment for our students. Safe, Respectful, Responsible, and Kind are the 4 guiding words for our school community. See www.ambrose.prn.bc.ca for more information. Qualifications and Experience Valid BC Ministry of Education Teaching Certificate (or eligible for) Qualifications and demonstrated ability to teach the identified subjects at the elementary years level Experience with universal design and differentiation to meet the diverse needs of students Excellent interpersonal, communications, collaboration and organization skills Experience/training/knowledge of Social Emotional Learning. Demonstrated ability to create a positive classroom community contributing to a safe, caring, and healthy school where every student feels a sense of belonging Strong belief in the philosophy of inclusion and the potential of all students to learn Understanding of the BC Curriculum and ability to plan both short-term and long-term in consideration of class composition Willingness to work in a collaborative model with staff on the foundation of enhancing student learning Demonstrated use of classroom management practices that are pro-active and maintain student dignity Demonstrated use of assessment practices that promote student learning and maintain student dignity Experience working with children with special needs Training and experience as an LAT Strong understanding of inclusive practices, including universal design, differentiation, Response to Intervention (RTI), and formative assessment Demonstrated commitment to inclusion and the success of all learners Experience supporting diverse learners, including students with autism, developmental disabilities, learning disabilities, and social, emotional, and behavioural needs Knowledge of Social Emotional Leaning (SEL) and strategies that promote safe, caring, and inclusive school environments Knowledge of the BC Curriculum and ability to plan, implement, and assess instruction based on diverse classroom needs Experience with literacy and numeracy instruction, including early reading intervention and language proficiency assessment Proficiency in assessment practices, including classroom observation, curriculum-based and norm-referenced assessments, and using data to inform instruction and IEP development Knowledge and ability to support the development of CB IEPs for students; experience with My Education database Ability to implement Positive Behaviour Supports and Functional Behaviour Analysis within a collaborative team model Demonstrated ability to work collaboratively with teachers, educational assistants, families, and school-based teams; experience facilitating meetings and professional learning Demonstrated ability to work collaboratively with district itinerants and provincial support programs (SET-BC, POPARD, POFASD, etc) within a school team environment Strong interpersonal, communication, and organizational skills; adaptable and able to work effectively in a variety of environments Willing to do crisis Prevention & Intervention and Conflict Resolution training to support plans for challenging behaviours Experience using instructional technology to support diverse learners Must be available to participate in meetings and professional responsibilities beyond the regular school day (before and after school hours)