is a strength and inclusion is a right. Our common goal is to design

interdisciplinary and personalized instructional approaches to create safe, purposeful and

powerful learning environments in order that all students can think

critically, create, collaborate, contribute and learn. Teachers

actively

work on teacher learning teams using collaborative models of support to

co-plan, co-teach and co-assess in an inclusive setting, using invisible

interventions. Additionally, teachers mentor students, over time,

in reflecting on where their personal interests and strengths overlap with

emerging career-life opportunities in the world.All teachers

must be prepared to use a variety of technology for planning, attendance

monitoring, communicating classroom instruction and reporting, and be prepared

to support the School Improvement Plan and District goals through Indigenous

ways of knowing, being and doing and the Four Blankets of Resilience. Using a

behavioral approach in the interview process, we are seeking qualified

candidates with proven success in these areas. The behavioral interview process

includes describing the situation or task, the actions you took and the results

you achieved. For further details about our strategic plan and our education plan, Pathways

to Learning, go to:https://drive.google.com/file/d/1dzt4Olerig7NMuK-i0R-BEFwcAtNmjdO/view Necessary

Qualifications:

possession of a

valid B.C. Teaching Certificate;

university

training, or its equivalent, relevant to the posted position; and,

successful

teaching experience relevant to the posted position. Posting Details:

T-4566 Counsellor/Collaborative Support/Instruction,

Grades 8 to 12, CLE/CLC 1.0 F.T.E., Effective September 3, 2024

PEMBERTON

SECONDARY SCHOOL

The successful candidate must: possess a Masters Degree in counselling;

possess relevant university training, or its

equivalent in the subject areas;

possess relevant, successful experience as a

counsellor at the secondary level

knowledge and experience in collaborating with

classroom teacher to co-plan, co-teach and co-assess inclusive learning

environments where all students are connected, supported, engaged and

challenged;

have completed specific course work in inquiry-based

learning, collaborate planning and teaching, information literacy, curriculum

design and implementation, multi-media resources, and learning technologies;

have experience in differentiating and providing

inclusive learning opportunities that reflect the unique needs of students;

have experience and training in literacy and

differentiated instruction;

knowledge and experience in collaborating with

classroom teacher to co-plan, co-teach and co-assess inclusive learning

environments where all students are connected, supported, engaged and

challenged.

be familiar with the BC Student Performance Standards;

and,

have a solid understanding and knowledge of the new

Ministry curriculum and competencies.PLEASE NOTE: WHEN APPLYING FOR THIS POSITION, TRANSCRIPTS FOR ALL

RELATED COURSEWORK WILL BE REQUIRED. Salary

range: $59,432.34

per to $108,341.34 per year, based on category as assigned by the Teachers

Qualification Service (TQS) and previous teaching experience

If applying for more than one position, please

note order of preference.While we thank all applicants for their

interest, only those applicants who have been given consideration for an

interview will be contacted. Please note that prospective employees, new to

School District No. 48 (Sea to Sky), must agree to undergo a Criminal Records

Check, as failure to do so will be grounds for refusing employment.We ask that all applications be submitted on the

Make a Future website and that your portfolio include the

following documents:

Cover Letter

Resume

Final Practicum Reports and/or teaching evaluations

Academic Transcripts

Three Professional References and their contact information

Copy of Teaching Certificate issued by the Teacher Regulation

Branch of BCSchool District No.48

(Sea to Sky) prioritizes those candidates who self-identify as Indigenous,

LGBTQIA2S+, a member of a visible minority and/or a person with a disability

for all positions within the School District.