JOB DESCRIPTION HANDBOOK

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JOB DESCRIPTION HANDBOOK

The following positions require special training or specific experience or fall under the umbrella of associated professionals and teachers not enrolling a class. Teachers wishing to apply for vacancies for these positions must complete the appropriate "Request for an Evaluation for Positions Requiring Special Training/Experience" application form, available at school offices and Human Resources Department or from The Hub (www.surreyschools.ca). This form should be submitted to the Human Resources Department for the evaluation. Please note that these specific positions have individual evaluation forms:

i) BASES Gray

ii) Core Music Canary

iii) Learner Support Team Blue

vi) Library Salmon

vii) Generic (all others) White

ABORIGINAL EDUCATION Page

Aboriginal Learner Support Teacher 1-2 Aboriginal Transitions Program Teacher 3-4 Aboriginal Transitions Facilitator 5-6 Curriculum & Instructional Aboriginal Helping Teacher 7-8

District Aboriginal Counsellor 9-10

CAREER EDUCATION

Career Development Facilitator 11-13

District Career Educator Coordinator 14-15

EDUCATION SERVICES

Connections Program Teacher 16

District Behaviour Specialist 17

District Resource Counsellor 18

Early Numeracy Teacher 19-20

Elementary Band Teacher 21

Elementary Core Music Teacher 22

Elementary Counsellor 23

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TABLE OF CONTENTS (cont’d)

Page Elementary Intensive Fine Arts Program Teacher 24

Elementary Gifted Education Teacher – Challenge 25 Elementary Gifted Education Teacher – MACC 26

Elementary Montessori Teacher 27

Helping Teacher:

(a) Curriculum & Instructional 28 (b) Numeracy & Instructional Practice 29-30 (c) Special Education Autism & Dual Diagnosis 31-32 (d) Special Education Low Incidence Elementary 33-34 (e) Special Education Secondary 35-36

Hospital Homebound Teacher 37

Integration Support Teacher (Itinerant) 38

Inter-Agency Program Teacher 39-40

Learner Support Team Teacher 41-42

School Psychologist 43

Secondary Counsellor 44

Social Development Program Teacher 45

Special Education Teacher:

(a) Building Academic Social and Employment Skills (B.A.S.E.S.) 46-47 (b) Life Skills (8-12) Special Programs (K-7) 48-49

Speech Language Pathologist 50-51

Teacher-Librarian 52

Teacher of the Deaf and Hard of Hearing 53

Teacher of the Visually Impaired 54

TREK School Counsellor 55-56

Visiting Teacher 57

LEARNING CENTRES

Learning Centre Counsellor 58

Learning Centre Teacher 59

SAFE SCHOOLS

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ABORIGINAL LEARNER SUPPORT TEAM TEACHER

1. DESCRIPTION OF SCHOOL LEVEL DELIVERY MODEL

The Aboriginal Learner Support Team Teacher will have the skills and experience to work collaboratively and cooperatively with other members of the LST (Learner Support Team) and SBT (School Based Team) to improve individual student learning. The Aboriginal LEARNER SUPPORT TEAM will deliver a range of support services to Aboriginal students with diverse learning needs.

The Aboriginal Learner Support Team Teacher will:

a) Develop, in consultation and collaboration with district staff, principals, vice principals, and classroom teachers, an Aboriginal Learner Support Team Program based on the intellectual, social, cultural and emotional developmental needs of each student;

b) Teach to meet the diverse learning needs of students;

c) Utilize appropriate teaching practices to provide instructional opportunities for full class, small group and individual student learning;

d) Administer appropriate educational assessments, interpret results and provide relevant information to appropriate staff, students, and parent(s)/guardian(s);

e) Evaluate student progress and participate in the reporting process in consultation and collaboration with the classroom teachers;

f) Develop, implement and monitor Aboriginal Education Plans in consultation with the classroom teacher(s) and make ongoing evaluations and revisions consistent with ministry and district policy;

g) Support classroom teachers in selecting instructional strategies to meet the learning needs of the students;

h) Provide information and in-service training to the school staff;

i) Communicate with parents, and encouraging them to be involved in their child’s educational program;

j) Maintain files and records, monitor student attendance and liaise with the home as necessary to encourage improved attendance.

2. MINIMUM ACADEMIC QUALIFICATIONS/EXPERIENCE

Teachers listed in the “Teachers Qualified for Positions Requiring Special Training” booklet for the position of LST.

a) Bachelor of Education degree or equivalent; b) valid B.C. Teaching Certificate;

c) minimum of two years’ satisfactory classroom teaching experience;

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ABORIGINAL LEARNER SUPPORT TEAM TEACHER (cont’d) d) four courses to include:

one course or equivalent senior level (300 or higher) in: - Assessment and Evaluation of Student Learning.

and

one course or equivalent senior level (300 or higher) in: - Differentiated Instruction or

- Inclusive Teaching Practices. and

one course or equivalent senior level (300 or higher) from List A and one course or equivalent senior level (300 or higher) from List B:

List A List B

- Behaviour Disorders; - Curriculum and Instruction in - Designs for Learning: Reading; Teaching ESL;

- Designs for Learning: Mathematics - ESL Literacy Instruction; - Identification, Assessment and Support - Learner Support Team;

of Learning Disabled Learners; - Second Language Acquisition; - Introduction to Exceptional Children; - Supporting ESL Learners Across - Teaching the Atypical Learner; the Curriculum;

- Teaching Thinking/Learning Strategies.

3. PREFERRED QUALIFICATIONS/EXPERIENCE

a) one course or equivalent in a First Nations field of Educational study;

b)completion, or near completion, of a Master’s degree in Special Education, ESL and/or Curriculum and Instruction;

c) completion, or near completion, of a diploma in English as a Second Language Instruction or Special Education.

4. REPORTING STRUCTURE

The personnel in this position are accountable in the execution of their assigned duties to the school-based principal. The District Principal for Aboriginal Education is responsible for the Aboriginal LST program.

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ABORIGINAL TRANSITIONS PROGRAM TEACHER

The Aboriginal Transitions Teacher will:

a) provide individual and group instruction in a classroom setting with limited enrolment for students grades 8 & 9; or for students grades 10 to 12;

b) teach the “at risk” Aboriginal student to improve academic competence in English, Mathematics, Science and Life Skills;

c) help students develop positive self-concept and pride in Aboriginal culture(s);

d) provide instructional opportunities in an encouraging, challenging and culturally appropriate program;

e) administer appropriate educational assessment (classroom observation, dynamic assessment, application and interpretation of psycho-educational data and diagnostic teaching) and share these with the school-based team, the student, and his/her parent(s)/guardian(s);

f) develop, implement and evaluate individualized educational programs.

a) Valid B.C. Teaching Certificate;

b) A Bachelor of Education Degree or equivalent

c) Minimum of two years satisfactory classroom teaching experience in secondary English and Math or Science;

d) Training/experience in the field of emotional/behavioural problems

e) At least one upper-level university course in each of the following areas: Remedial Reading, Remedial Mathematics, and Assessment/Evaluation.

f) Background/Experience in North American Aboriginal culture and Educational Issues. g) Experience with teaching “at-risk” youth in need of intensive behavioural support to improve academic competence in core areas such as English, Math and Science.

a) Certificate or diploma in Special Education or University training in the following areas:  Language Development

 Child Development/Psychology of Adolescent  Teaching the Slower Learner

 Diagnosis of Learning Disabilities

 Behaviour Management/Precision Teaching  Psychology of Learning/Mastering Learning  Thinking/Learning Strategies

 Computer Technology

b) Where applicants are equally qualified, preference will be given to an aboriginal teacher.

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ABORIGINAL TRANSITIONS PROGRAM TEACHER (cont’d)

The personnel in this position are accountable in the execution of their assigned duties to the principal of the school to which they are assigned.

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ABORIGINAL TRANSITIONS FACILITATOR

a) assist with planning and monitoring individual behaviour plans and community/care support plans for students experiencing challenges to pro-social living and decision making;

b) assess the appropriateness of referrals for a wide range of educational and community supports;

c) liaise with the other statutory and non-statutory agencies to create partnerships and supports for Aboriginal youth. Liaise with appropriate Surrey School District staff to facilitate required assessment and screening for students with the appropriate district resources and staff;

d) provide consultation to school personnel in developing effective interventions for students with high risk and behavioural needs;

e) advocate for community support service where appropriate and available;

f) address issues of family functioning and work to reduce and remove barriers and dysfunction while mediating between systems (i.e. family, school and community); g) facilitate the transition of students exiting programs and/or work with the appropriate

district staff to develop effective transitional plans;

h) work with youths, families, and the school district staff as appropriate to assist students to meet their graduation requirements;

i) provide support in specific areas related to Aboriginal student success such as assisting in the development of exit strategies for students, the development and review of individual/care plans or support and consultation with members of the Aboriginal Department Staff and other Education Services staff;

j) assist Education Services and Aboriginal Department personnel with the appropriate school placements for the students that my potentially shift school cultures upon enrollment.

2 . MINIMUM ACADEMIC QUALIFICATIONS/EXPERIENCE

a) a Master's degree in Social Work or equivalent; b) training/experience in Behaviour Management;

c) training and/or experience in a family-counselling program;

a) successful experience in a setting which diagnoses or treats students in need of intensive behavioural support;

b) a strong understanding of risk and protective factors for Aboriginal students including those that are influenced by culture;

c) a strong working knowledge of behavioural management strategies (i.e. functional assessment, behaviour and safety planning);

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ABORIGINAL TRANSITIONS FACILITATOR (cont’d)

d) successful experience in a setting that supports and develops interventions for at-risk Aboriginal youth;

e) working experience in an educational setting.

4. REPORTING STRUCTURE

The personnel in this position are accountable in the execution of their assigned duties to the District Principal of the Aboriginal Education Department and/or the Director(s) of Education Services.

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CURRICULUM & INSTRUCTIONAL ABORIGINAL HELPING

TEACHER

1. DESCRIPTION OF DISTRICT LEVEL DELIVERY MODEL

The Helping Teachers will provide district leadership in the development and implementation of Curriculum, with a focus on the history of the Aboriginal people in North America. The Helping Teacher, in consultation with the District Principal of Aboriginal Education, will work with teachers, administrators, and other district personnel to provide support for Aboriginal learners through:

a) maintaining a current knowledge base of learning theory and research for Aboriginal learners, Ministry programs, curricula and resources;

b) working as a curriculum team member; focusing on Aboriginal content and the needs of the Aboriginal learner;

c) providing leadership with integrated curricular approaches; in particular how the historical treatment of Aboriginal people impacts Aboriginal learners today;

d) facilitating and providing district in-service and staff training development sessions that highlight promising practices which encouragte success for Aboriginal learners, for teachers and administrative officers;

e) chairing and coordinating appropriate committee meetings on Aboriginal topics and issues;

f) communicating with teachers, administrators, other district personnel, Ministry of Education officials and others regarding District and Provincial programs;

g) identifying appropriate Aboriginal learning resources and facilitating the ordering of relevant learning resources for the District and schools; knowledge of the Aboriginal Resource Centre and the promotion of Aboriginal resources cross-curricular;

h) monitoring-program delivery and emergent needs of Aboriginal learners.

2. MINIMUM ACADEMIC QUALIFICATIONS/EXPERIENCE

a) a Bachelor of Education Degree or equivalent with minimum coursework in the area of the history of Aboriginal Peoples in North America;

b) valid B.C. Teaching Certificate;

c) five years of school based teaching which includes a minimum of two years classroom experience in a school/district with a significant population of Aboriginal learners; d) participation in collaborative planning and facilitating of professional development

activities related to Aboriginal Education.

3. PREFERRED QUALIFICATIONS/EXPERIENCE

a) possession of, or working toward, a Master of Education Degree or equivalent and appropriate course work in the area of Aboriginal education;

b) elementary and secondary teaching experience and an interest or experience in the area of Aboriginal education;

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CURRICULUM & INSTRUCTIONAL ABORIGINAL HELPING TEACHER (cont’d) c) in-depth knowledge of programs and current issues related to Aboriginal Education in

delivery of service;

d) an awareness of the history of the local Aboriginal community, including First Nation and Metis organizations and community support services.

The personnel in this position are accountable in the execution of the assigned duties to the District Principal responsible for Aboriginal Education and/or a Director of Instruction.

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DISTRICT ABORIGINAL COUNSELLOR

The District Aboriginal Counsellor will:

a) provide direct counselling to aboriginal children and families through a variety of individual, culturally relevant, family and group treatment modalities;

b) consult with teachers, Aboriginal Support Workers, counsellors, district personnel, administrators and community agencies regarding students;

c) act as advocate for the children and their parents;

d) participate as a member of school-based teams as appropriate;

e) be knowledgeable about current procedures for reporting Child Abuse and Neglect; f) support school based Crisis Response Teams;

g) support schools dealing with issues regarding student safety, anti-racism and multi-cultural issues;

h) support school based counsellors.

a) valid B. C. Teaching Certificate;

b) two years’ satisfactory teaching experience;

c) a Master's degree in Counselling Psychology, equivalent to an M.A. or M.Ed Counselling Psychology from Simon Fraser University or University of British Columbia, including a practicum in a school setting:

NOTE: T h e p r a c t ic u m in a s c h o o l s e t t in g is e q u iv a le n t t o :

SFU UBC

The practicum affords opportunities for the student counsellor to engage in direct counselling and counselling-related activities for a minimum of 120 hours, including at least 50 hours of direct client contact and l hour per week of direct supervision.

Supervised Clinic Supervised Practicum

CNPS 588 CNPS 598

d) experience in planning and implementing workshops for aboriginal youth and families; e) thorough knowledge and experience in supporting aboriginal students and their

families;

f) thorough knowledge of Aboriginal culture(s), social issues, and languages; g) preference will be given to an aboriginal teacher.

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DISTRICT ABORIGINAL COUNSELLOR (cont’d)

a) previous counselling experience at the elementary school level.

The personnel in this position are accountable in the execution of their assigned duties to the Director of Instruction, Education Services.

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CAREER DEVELOPMENT FACILITATOR

The Career Development Facilitator will support the District direction and policies for Career Development and Career Programs and will collaborate with staff to coordinate and promote the career development program in the school by:

Career Development (Grades 8 – 12)

a) providing career information to staff, students, parents and community members; b) liaising with other departments regarding career development programs and

initiatives;

c) providing information on current Labour Market Trends;

d) providing direction to the Career Resource Centre Assistant with respect to their duties and responsibilities in the Career Resource Centre;

e) developing and implementing an educational plan to ensure the effective use of and access to the school Career Resource Centre;

f) identifying and ordering materials and equipment for the Career Resource Centre; g) liaising with the community to provide access for students and staff in support of

career development initiatives/programs;

h) assisting students through individual guidance and group instruction in career development initiatives and Career Programs;

i) assisting students in obtaining information regarding transitions to the workforce or post-secondary institutes;

j) attending District Career Education Department meetings to remain current on Ministry and District directives and initiatives.

Career Programs (Career Preparation, Co-op, SSA – Grades 10 – 12)

a) ensuring the implementation of District and Ministry Career Program policies and procedures;

b) providing assistance and in-service to staff;

c) liaising with other departments regarding career development programs and activities;

d) establishing and implementing a student selection process for various career education initiatives and programs;

e) assisting in the implementation and maintenance of records on all students with regards to career development;

f) following District guidelines in initiating new work placements for Career Program students;

g) utilizing the District Career Programs Information System (CPIM) when finding and confirming work experience placements for students;

h) utilizing the school Student Information System (SIS);

i) ensuring all staff follow District guidelines for monitoring students on work experience.

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CAREER DEVELOPMENT FACILITATOR (cont’d)

c) minimum of three years of satisfactory school-based teaching, including a minimum of two years recent classroom experience in a career-related program.

a) valid driver’s license and access to a vehicle;

b) familiarity with WCB and Employment Standards Act; c) experience with the business community;

d) ability to use presentation software, word processing, spreadsheets and email;

e) minimum of five years of satisfactory school-based teaching; f) Coursework and/or experience in career education.

Examples of the current coursework UVIC

ED-D 446A Career Awareness and Exploration ED-D 446B Career Development and Planning UBC

CNPS 312 Career Education For Teachers CNPS 362 Basic Interviewing Skills CNPS 363 Career Counseling

CNPS 574 Career Planning & Decision-Making Counseling EDUC 412 Curriculums for Career Programs

Douglas College

Career Development Practitioner Program Capilano College

Career Development Facilitator Program Kwantlen College

#64564 Employment Services Advisory Training

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CAREER DEVELOPMENT FACILITATOR (cont’d) 4. REPORTING STRUCTURE

The personnel in this position are accountable in the execution of their assigned duties to the principal of the school(s) to which they are assigned.

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CAREER EDUCATION CO-ORDINATOR

1. DESCRIPTION OF DISTRICT LEVEL DELIVERY MODEL

The Career Education Co-ordinator is appointed to provide district leadership in the development and implementation of a comprehensive Career Development Program. he Co-ordinator, in consultation with the Associate Superintendent, will assume an integral role in the development and implementation of Planning 10 curriculum in collaboration with teachers, administrators, district personnel, students, parents and community members to provide support for learners.

Additional duties include:

a) maintaining and promoting a comprehensive Career Development Program Gr. 8-12 and including Co-operative Education, Career Preparation, and Secondary School Apprenticeships;

b) maintaining a District team concept in Career Development Education; c) working as a curriculum team leader;

d) developing and maintaining positive business and community partnerships; e) maintaining the District database of employers;

f) maintaining a current knowledge base of learning theory and research, Ministry programs, curricula and resources;

g) facilitating and providing district in-service and staff training development sessions for teachers and administrative officers;

h) chairing and co-ordinating monthly appropriate committee meetings; i) monitoring program delivery and emergent needs;

j) assisting in the development of plans for the effective use of the Career Education Department budget;

k) assisting in the development of plans for the effective use of the Career Resource Assistants (CRA) and District clerk-typist;

l) establishing a process and selecting students for District Career Programs;

m) meeting with the Ministry of Education and other school districts regarding Career Education;

n) assisting in the development of new dual credit/advanced standing District Partnership Programs (Gr.10-12) and new CTC Programs (Inter-District.)

a) valid BC Teaching Certificate;

b) five years of school based teaching which includes a minimum of two years classroom experience in a career program and a minimum of one year as a Career Education Facilitator in a school.

a) a Master of Education Degree or equivalent with minimum course work in the area of specified responsibility;

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CAREER EDUCATION CO-ORDINATOR (cont’d)

b) Extensive local and provincial knowledge of career programs and current issues in delivery of service;

c) In-depth knowledge of Career Development Education (Gr.8-12).

The Career Education Co-ordinator is accountable in the execution of their duties to the Associate Superintendent.

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CONNECTIONS PROGRAM TEACHER

The Connections Program teacher will:

a) teach “at-risk” students in need of intensive behavioural support to improve academic competence in core areas, such as English, Mathematics, Social Studies and Science;

b) collaborate with other teachers and child-care workers;

c) support the integration of students with behavioural challenges in regular classroom settings;

d) design and implement individual education programs, as well as design program evaluative strategies.

a) valid B.C. Teaching Certificate;

b) two years satisfactory teaching experience;

c) training/experience in the field of emotional and behavioral problems.

a) teaching or other pertinent experiences in other settings such as Mental Health, The Maples or provincial resource institutions;

b) training and experience working with students with learning disabilities.

The personnel in this position are accountable in the execution of their assigned duties to the school principal.

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DISTRICT BEHAVIOUR SPECIALIST

The District Behaviour Specialist is primarily assigned to work with behaviour support program and will:

a) assist with planning and monitoring individual behaviour plans for students with behavioural needs;

b) assess the appropriateness of referrals for behaviour support programs and place students accordingly;

c) liaise with other statutory and non-statutory agencies; d) assist with the assignment of itinerant child care workers;

e) provide consultation to school personnel in developing effective interventions for students with behavioural needs;

f) advocate for community support service when appropriate; g) mediate between systems (i.e. family, school and community);

h) facilitate in-service and consult with child and youth care workers when necessary; i) facilitate the transition of students exiting behavioural support programs;

j) provide educational leadership in areas of individual expertise.

a) MINIMUM ACADEMIC QUALIFICATIONS/EXPERIENCE

a) a Master's degree of Social Work or equivalent; b) training/experience in Behaviour Management.

a) experience in a setting which diagnoses or treats students in need of intensive behavioural support;

b) working knowledge of behaviour management strategies (i.e. functional assessment, behaviour and safety planning).

The Personnel in this position are account table in the execution of their assigned duties to the Director of Instruction, Education Services.

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DISTRICT RESOURCE COUNSELLOR

The District Counsellor will:

a) participate in or represent our school district on specific community committees and community agencies including Mental Health, MCFD and the Child & Youth Committee, etc., where appropriate;

b) attend, if necessary, care plan and discharge meetings, e.g. Children’s Hospital; c) consult with school-based teachers, counsellors, district personnel and

administrators regarding “at-risk” students;

d) work with school staff, community agencies and parents to resolve Level Two suspensions and effect the student’s re-entry into school or find an appropriate alternative educational program;

e) assist with the assignment of itinerant child care workers; f) support school-based Crisis Response Teams;

g) support schools dealing with issues regarding student safety and well-being; h) support school-based counsellors and child/youth care workers;

i) support alternate and interagency program teachers; j) counsel students/families as appropriate;

k) participate as a member of the District Threat Assessment Team; l) assist in the development of safety plans where appropriate; m) be knowledgeable of community resources.

2. MINIMUM ACADEMIC QUALIFICATIONNS/EXPERIENCE

a) a Master’s degree in Counselling Psychology or equivalent; b) two years satisfactory teaching experience;

c) valid B.C. Teaching Certificate.

a) teaching or other pertinent experiences in other settings such as Mental Health, The Maples or provincial resource institutions;

b) previous counselling experience at the elementary or secondary level; c) training/experience in the field of emotional and behavioural disorders;

d) knowledge of the issues concerned with student safety, behaviour/safety planning and critical incident response.

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EARLY NUMERACY TEACHER

Background Information: The Early Numeracy Teacher will possess the skills and experience to work co-operatively and collaboratively with members of the school-based early learning team (primary teachers, LST and administration) and District staff (Numeracy and Early Learning Helping teachers) to support the most at-risk Aboriginal early learners. The Early Numeracy Teacher will work in-class collaboratively with classroom teachers to provide targeted and small group instruction for students who can be successful with additional and increased depth of instruction in specific areas of numeracy.

The Early Numeracy teacher will:

a) maintain a current knowledge base of research in the instructional components of early numeracy, including but not limited to: number sense development which includes subtilizing, partitioning, and patterning, understanding of the development of conceptual understanding in early numeracy;

b) possess knowledge and understanding of Ministry documents and resources peretinent to early learning (e.g. The Early Learning Framework, The Full-Day Kindergarten Program Guide, The Primary Program);

c) possess knowledge off programs, support services, classroom resources, and current issues related to vulnerable learners, including at-risk Aboriginal learners;

d) provide additional numeracy instruction for primary students as needed;

e) meet with primary teachers and LST to collaboratively plan support for identified students;

f) in collaboration with primary teachers, participate in school-based team meetings; g) support classroom assessment models that guide instructional practice;

h) provide leadership in the area of early numeracy learning at the school level.

b) a Bachelor of Education Degree or equivalent

c) minimum of three years satisfactory primary classroom teaching experience;

a) knowledge and understanding of play-based learning;

b) knowledge, understanding and experience in early numeracy development; c) knowledge, understanding of early childhood development;

d) knowledge of current research in early numeracy and district initiatives (e.g. Numeracy Project);

a) Minimum of one course or equivalent senior level (300 level or higher) in numeracy instruction or equivalent;

b) Preference will be given to those who have a background and/or experience with Aboriginal heritage and culture.

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EARLY NUMERACY TEACHER (cont’d)

The personnel in this position are accountable in the execution of their assigned duties to the principals of the schools they are working with and the Director of Instruction.

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ELEMENTARY BAND TEACHER

1. DESCRIPTION OF SCHOOL LEVEL DELIVERY MODEL

The elementary band program should be viewed as an integral part of the total school experience for those children who are participating as well as for the other students in the school. The elementary District band program, a component of the Fine Arts Strand, is taught by itinerant teachers.

The Elementary Band Teacher will:

a) organize the scheduling of grade 7 elementary band programs in designated schools, after consultation with individual school staffs, administration, parents and students; b) implement the program in keeping with District and Ministry expectations;

c) promote effective elementary/secondary articulation;

d) ensure care, inventory and maintenance of school equipment;

e) provide opportunities for the acquisition and development of individual and group skills.

b) proficiency on instruments related to the school band;

c) satisfactory practicum/teaching experience in band instrumental instruction.

Experience in choral and core music instruction.

The personnel in this position are accountable in the execution of their assigned duties to a Director of Instruction.

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ELEMENTARY CORE MUSIC TEACHER

The core music program, based on the Ministry Fine Arts curriculum, is taught by itinerant teachers.

The Core Music teacher will:

a) co-ordinate the scheduling of core music programs in designated schools, after consultation with individual school staffs and administration;

b) implement the program in keeping with District and Ministry expectations; c) ensure care, inventory and maintenance of school equipment.

a) valid B.C. Teacher's Certificate; b) courses in music methodology;

c) level courses in: 1. ORFF 2. Kodaly

3. Education Through Music d) satisfactory practicum/teaching experience in Primary education; e) proficiency on instruments related to the core music program.

a) music keyboard skills;

b) specialization in music education.

The personnel in this position are accountable in the execution of their assigned duties to the principal of the base school to which they are assigned.

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ELEMENTARY COUNSELLOR

The Elementary Counsellor will:

i) provide direct counselling to children and families; j) consult with school staff and parents;

k) act as advocate for the children and their parents; l) participate as a member of the school-based team;

m) provide direct instruction to students in areas such as peer helping, conflict resolution, social skills and life skills;

n) provide support to other educators teaching Personal Planning and in promoting healthy school environments;

o) act as liaison with community agencies and allied professionals;

p) be knowledgeable about current procedures for reporting suicidal ideation concerns; q) be knowledgeable about current procedures for reporting Child Abuse and Neglect; r) be familiar with the Special Education Manual of Policies, Procedures and Guidelines.

h) valid B. C. Teaching Certificate;

i) two years’ satisfactory teaching experience;

j) a Master's degree in Counselling Psychology, equivalent to an M.A. or M.Ed Counselling Psychology from Simon Fraser University or University of British Columbia, including a practicum in a school setting equivalent to:

SFU UBC

The practicum affords opportunities for the student counsellor to engage in direct counselling and counselling-related activities for a minimum of 120 hours, including at least 50 hours of direct client contact and l hour per week of direct supervision Supervised Clinic Supervised Practicum CNPS 588 CNPS 598 3. PREFERRED QUALIFICATIONS/EXPERIENCE

a) previous counselling experience at the elementary school level.

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ELEMENTARY INTENSIVE FINE ARTS PROGRAM TEACHER

1. DESCRIPTION OF SCHOOL LEVEL DELIVERY MODEL

The Intensive Fine Arts Program strives to create a stimulating and culturally enriched learning environment whereby the fine arts are equal partners with what have traditionally been referred to as the “academic subjects.” Within the context of brain research and multiple intelligences learning theories, its basic goals are to develop students’ abilities and to enhance student learning through the four areas of the fine arts: visual arts, music, drama and dance. The program’s over-all objective is to create a consistent environment that values uniqueness and risk-taking, and encourages self-expression and creativity.

The Intensive Fine Arts Program at the elementary level is intended to serve the learning needs of students with a wide range of abilities, interests and backgrounds. The concept is designed to provide exposure to a much wider Fine Arts repertoire and in much greater depth than would be available in a regular elementary instructional program.

A teacher in the Intensive Fine Arts Program will teach core subjects in their own classroom and platoon for the delivery of one of the disciplines of visual art, drama or dance in their own and other classrooms. The music portion will be delivered by Core Music and Band specialists.

b) three undergraduate level courses, plus a methodology course (e.g. Drama, Dance or Visual Arts) in the area of interest and expertise;

a) undergraduate degree specializing in the area of interest and expertise;

b) a balance of skills within each discipline, e.g. (two dimensional and three dimensional Visual Arts,) (ballet, jazz, and folk dance for Dance;) (stagecraft, scriptwriting and acting in Drama);

c) personal performance experience or portfolio in the area of interest and expertise (e.g. exhibited art, professional dance experience, and personal drama performance experience).

The personnel in this position are accountable in the execution of their assigned duties to the principal of their base school.

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ELEMENTARY GIFTED EDUCATION

Challenge Class Teacher

The Challenge Teacher will:

a) provide enriched instructional opportunities; b) advise and mentor Challenge students;

c) collaborate with classroom teachers in selecting teaching and learning strategies to meet the needs of the students;

d) provide inservice to school staff;

e) assist parents in providing support for their gifted child;

f) co-ordinate a Challenge Program (e.g. ordering materials, scheduling, record keeping); g) act as a liaison to the community;

h) advocate on behalf of enriched students;

i) articulate the Challenge Program to other teachers, para-professionals, professionals, parents and students.

c) minimum of two years satisfactory classroom experience; d) three credits (UBC equivalent) in the following courses:

UBC UVIC SFU

EPSE 303 ED-D 4091 ED 428 EPSE 313

EPSE 408

a) A diploma or equivalent course work which should include a selection of the following: i) Theory of Gifted Education

ii) Programming for the Gifted

iii) Introduction to Exceptional Children

iv) Child Development/Psychology of Adolescence v) Assessment/Testing – Evaluation

vi) Counselling and/or Educational Psychology vii) Curriculum Modification/Adaptive Curriculum viii) Thinking/Learning Strategies

ix) Computer Technology 4. REPORTING STRUCTURE

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ELEMENTARY GIFTED EDUCATION

MULTI AGE CLUSTER CLASS TEACHER

The MACC Teacher will:

a) develop, implement and monitor Individual Education Plans and make ongoing evaluations and revisions consistent with ministry and district policy;

b) interpret each learner’s gifts and their implications;

c) differentiate curriculum opportunities according to the needs of the gifted students; d) assist parents in providing support for their gifted child;

e) advocate on behalf of gifted students;

f) articulate the Multi-Age Cluster Class Program to other teachers, para-professionals, professionals, parents and students.

c) minimum of two years’ satisfactory classroom experience; d) three credits (UBC equivalent) in the following courses:

UBC VIC SFU

EPSE 303 ED-D 4091 ED 428

EPSE 313

EPSE 408

a) a diploma or equivalent course work which should include a selection of the following: x) Theory of Gifted Education

xi) Programming for the Gifted

xii) Introduction to Exceptional Children

xiii) Child Development/Psychology of Adolescence xiv) Assessment/Testing – Evaluation

xv) Counselling and/or Educational Psychology xvi) Curriculum Modification/Adaptive Curriculum xvii) Thinking/Learning Strategies

xviii) Computer Technology

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ELEMENTARY MONTESSORI TEACHER

The Elementary Montessori Teacher will:

e) plan for instruction implementing Montessori methods; f) utilize Montessori teaching materials;

g) implement the program in concert with District and Ministry guidelines;

d) valid B.C. Teaching Certificate;

e) satisfactory experience in teaching multi-age groups; f) knowledge of the Montessori philosophy;

g) a willingness to complete further training in Montessori education. 3. PREFERRED QUALIFICATIONS/EXPERIENCE

a) experience teaching Montessori or one of the following: i. AMI or equivalent Montessori training, or:

ii. At least one of the following introductory courses in Montessori Education: UBC CUST 416 Introduction to the Montessori Method

CUST 416C Introduction to Montessori Mathematics Or other courses that are similar in content.

The personnel in this position are accountable in the execution of their assigned duties to the principal of the base school to which they are assigned.

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CURRICULUM & INSTRUCTIONAL HELPING TEACHER

The Helping Teachers are appointed for renewable two year terms to provide district leadership in the development and implementation of Curriculum. The Helping Teacher, in consultation with the Director of Instruction, will work with teachers, administrators, and other district personnel to provide support for learners through:

a) maintaining a current knowledge base of learning theory and research, Ministry programs, curricula and resources;

b) working as a curriculum team member;

c) providing leadership with integrated curricular approaches;

d) facilitating and providing district in-service and staff training development sessions for teachers and administrative officers;

i) chairing and coordinating appropriate committee meetings;

j) communicating with teachers, administrators, other district personnel, Ministry of Education officials and others regarding District and Provincial programs;

k) providing budget information;

l) identifying appropriate learning resources and facilitating the ordering of relevant learning resources for the District and schools;

m) monitoring-program delivery and emergent needs.

a) a Bachelor of Education Degree or equivalent with minimum coursework in the area of specified responsibility;

c) five years of school based teaching which includes a minimum of two years classroom experience;

d) participation in collaborative planning and facilitating of professional development activities.

a) possession of, or working toward, a Master of Education Degree or equivalent and appropriate course work in the area of (Specify) Education;

b) elementary and secondary teaching experience and an interest or experience in the area of (Specify) Arts Education;

c) in-depth knowledge of (Specify) programs and current issues in delivery of service.

The Helping Teacher is accountable in the execution of the assigned duties to a Director of Instruction.

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NUMERACY & INSTRUCTIONAL PRACTICE HELPING TEACHER

Background Information: The Numeracy/Instructional Practice Helping Teacher will provide district leadership in the development and implementation of Curriculum, with a focus on research based instructional practice that will support vulnerable learners across the curriculum. The teacher will support the implementation of early numeracy strategies for at-risk Aboriginal learners as well as supporting the implementation of instructional strategies in other curricular areas. The Helping Teacher, in consultation with the Related Director of Instruction, will work with teachers, administrators, and other district personnel to provide support through:

a) maintaining a current knowledge base of learning theory and research for vulnerable learners, Ministry programs, curricula and resources;

b) working as a curriculum team member; focusing on best instructional practice for vulnerable and at-risk Aboriginal learners;

c) facilitating and providing district in-service and staff training development sessions that highlight promising practices which encourage success for at-risk learners for teachers and administrative officers;

d) communicating with teachers, administrators, other district personnel, Ministry of Education officials and others regarding District and Provincial programs;

e) monitoring program delivery and emergent needs of at-risk learners;

f) maintain a current knowledge base of research in the instructional components of early numeracy, including but not limited to: number sense development which includes subtilizing, partitioning, and patterning, understanding of the development of conceptual understanding in early numeracy;

g) possess knowledge and understanding of Ministry documents and resources pertinent to early learning (e.g. The Early Learning Framework, The Full-Day Kindergarten Program Guide, The Primary Program).

c) Bachelor of Education Degree or equivalent; d) valid B.C. Teaching certificate;

e) five years of school based elementary teaching which includes a minimum, of two years classroom experience in a school/district with a significant population of at-risk and Aboriginal learners;

f) participation in collaborative planning and facilitating of professional development activities;

g) demonstrated successful experience implementing best instructional practices.

c) Possession of, or working toward, a Master of Education Degree or equivalent and appropriate course work in the area of Curriculum;

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NUMERACY & INSTRUCTIONAL PRACTICE HELPING TEACHER (cont’d)

d) knowledge of current research in early numeracy and district initiatives (e.g. Numeracy Project);

e) knowledge of current research in early childhood development;

f) preference will be given to those who have a background and/or experience with Aboriginal heritage and culture.

The personnel in this position are accountable in the execution of their assigned duties to the principals of the schools they are working with and the Director of Instruction.

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SPECIAL EDUCATION HELPING TEACHER

(AUTISM AND DUAL DIAGNOSIS)

The Special Education Helping Teacher provides leadership in the provision of services for learners with autism and dual diagnosis (where behavior is a significant factor).

The Special Education Helping Teacher, in consultation with the Director of Instruction – Special Education, will work with teachers, administrators, and other district personnel and parents to provide support for learners through:

a) maintaining a current knowledge base of learning and behavioral theory (especially as it relates to autism and dual diagnosis), Ministry of Education program and services, an early intervention of programming for children with autism;

b) maintaining a current knowledge of issues and trends in autism intervention and research developments in the fields of autism and dual diagnosis;

c) participating in and, as directed, chair the District START Team, partner with various provincial level resources (POP and others), and other appropriate committees, liaise with the Student Services department regarding students with dual diagnosis, with preschool autism programs, and Ministry of Health personnel;

d) facilitating and providing district in-service and staff training and development sessions for teachers, administrators, and para-professionals;

e) communicating with teachers, administrators, other district personnel, and parents regarding District and Provincial programs;

f) identifying and requesting relevant learning resources for the District and schools; g) consulting in referral and placement processes;

h) sharing program information with outside agencies and groups.

a) a Masters Degree in special education or a related field, or enrolment in and progress toward the completion of such a degree with emphasis on the education of students with autism;

c) teaching experience which includes relevant Special Education experience.

a) completed graduate course work in autism, severe behavior, dual diagnosis, and applied behavior analysis;

b) five years of school-based teaching which includes a minimum of two years' classroom experience and two years in a role addressing special needs;

c) elementary teaching experience;

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SPECIAL EDUCATION HELPING TEACHER AUTISM AND DUAL DIAGNOSIS (cont'd)

d) in-depth knowledge of autism and current issues in delivery of services to students with autism;

e) in-depth knowledge of dual diagnosis students and the delivery of services to students with dual diagnosis – especially where there are very significant behavioral issues; f) familiarity with psycho educational and medical assessment recommendations and

their implication for educational programming; g) training in conflict resolution.

The Special Education Helping Teacher is accountable in the execution of the assigned duties to the Director of Instruction, Education Services.

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SPECIAL EDUCATION HELPING TEACHER

(LOW INCIDENCE ELEMENTARY)

The Special Education Helping Teacher is appointed to provide district leadership in the provision of services for learners with severe disabilities at the elementary level.

The Special Education Helping Teacher, in consultation with the Administrative Principal and the Director of Instruction, Education Services will work with teachers, administrators and other District personnel and parents to provide support for learners through:

i) maintaining a current knowledge base on current research and best practice in the education of persons with severe disabilities;

j) encouraging and supporting innovations in:

i. Inclusive education at the elementary level; ii. Independence and self direction;

iii. Curriculum development for students with severe disabilities; and iv. Positive behaviour support for students with severe disabilities;

k) identifying and requesting relevant learning resources for the District and schools; l) facilitating and providing in-service and staff training on best practice for learners with

severe disabilities;

m) consulting in referral and placement process;

n) sharing program information with outside agencies and groups; o) consulting with elementary teams to develop safety plans;

p) co-ordinating, in consultation with the administrative principal, transition from Preschool to Kindergarten;

q) supporting and assisting the District Integration Teachers and Special Class Teachers in all aspects of their work with elementary students with severe disabilities;

r) working as a team with the other Special Education Helping Teachers. 2. MINIMUM ACADEMIC QUALIFICATIONS/EXPERIENCE

a) completed graduate course work in teaching students with severe disabilities;

b) five years of school based teaching which includes a minimum of two years’ classroom experience and two years in a role addressing special needs;

c) elementary teaching experience; d) valid BC teaching certificate.

a) a Masters Degree in Special Education or a related field, or enrolment in and progress toward the completion of such a degree with emphasis on the education of students with severe disabilities;

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SPECIAL EDUCATION HELPING TEACHER (LOW INCIDENCE ELEMENTARY) Cont’d

b) teaching experience which includes Special Education experience with students with severe disabilities.

The Special Education Helping Teacher – Low Incidence Elementary is accountable in the execution of the assigned duties to the Director of Instruction, Education Services.

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SPECIAL EDUCATION HELPING TEACHER

(SECONDARY)

The Special Education Helping Teacher is appointed to provide district leadership in the provision of services for learners with severe disabilities at the secondary level.

The Special Education Helping Teacher, in consultation with the Administrative Principal and the Director of Instruction, Education Services will work with teachers, administrators, and other district personnel and parents to provide support for learners through:

s) maintaining a current knowledge base of learning theory and research and best practice in the education of persons with severe disabilitie;

t) encouraging and supporting innovations in: i. inclusive education at the secondary level; ii. independence and self direction;

iii. curriculum development for students with severe disabilities; iv. positive behavior support for students with severe disabilities;

u) identifying and requesting relevant learning resources for the District and schools; v) facilitating and providing in-service and staff training on best practice for learners with

severe disabilities;

w) consulting in referral and placement processes;

x) sharing program information with outside agencies and groups; y) consulting with secondary teams to develop safety plans;

z) co-ordinating with the LST teams for IEP development for low incidence students; aa) co-ordinating in consultation with the administrative principal, transition from

elementary to secondary;

bb) working as a team with other Special Education Helping Teachers;

cc) consulting with outside agencies and secondary teams to facilitate successful transitionto adult community services.

a) completed graduate course work in teaching students with developmental disabilities; b) five years of school based teaching with includes a minimum of two years’ classroom

experience and two years in a role addressing special needs; c) secondary teaching experience;

d) valid B.C. Teaching Certificate;

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SPECIAL EDUCATION HELPING TEACHER (SECONDARY) (cont’d)

3. PREFERRED QUALIFICATIONS/EXPERIENCE.

h) a Master’s Degree in Special Education or a related field, or enrolment and progress toward the completion of such a degree with emphasis on the education of students with developmental disabilities;

i) teaching experience which includes Special Education experience with students with developmental disabilities.

The Special Education Helping Teacher – Secondary is accountable in the execution of the assigned duties to a Director of Instruction, Education Services.

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HOSPITAL HOMEBOUND TEACHER

1. DESCRIPTION OF SCHOOL/DISTRICT LEVEL DELIVERY MODEL

The Hospital/Homebound Teacher will:

a) provide direct instruction to students who are unable to attend school for medical reasons;

b) organize, implement and maintain a scheduled service for students received into the program;

c) consult with teachers for coordination of assignments;

d) pace the work according to the student's ability and capability, and encourage him/her to work independently;

e) make resources and educational equipment available to students in the program; f) adapt and develop materials to accommodate or modify programs;

g) recommend program changes if the student's disability prevents completion of all subjects;

h) attend meetings relevant to the educational needs of the students;

i) be aware of the nature of the students' illnesses, and services offered by outside agencies;

j) keep the school teacher(s) and/or contact person updated on the student's progress; k) facilitate the student's re-entry into the classroom by consulting with school staff and

family;

l) maintain adequate records and files of students referred.

a) a Bachelor of Education degree or equivalent; b) valid B.C. Teaching Certificate;

c) academic qualifications and prior satisfactory experience for the subject areas or levels;

d) minimum of two years satisfactory classroom experience.

a) a variety of teaching experiences at different levels;

b) knowledge of curriculum and instructional resources for a range of grades;

c) knowledge of child development and an understanding of the educational needs of exceptional children.

The personnel in this position are accountable in the execution of their assigned duties to a Director of Instruction.

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INTEGRATION SUPPORT TEACHER (ITINERANT)

Teachers in the field will need:

a) the ability to cope with ambiguity and rapidly changing demands;

b) to be knowledgeable of current curriculum goals and instructional practices;

c) to participate in an on-going professional development/in-service in both regular and special education;

d) to be committed to integration;

e) to communicate effectively with other professionals, support personnel, community agencies and parents.

The Integration Support Teacher will participate as a member of a collaborative team, and consult with school-based, District and outside agency personnel and parents to:

a) assist teachers and SEA’s to integrate, into regular classes, learners with low incidence special needs;

b) interpret the learner’s disability and its implications;

c) negotiate with integrating teachers the level of assistance to be given; d) participate in the yearly placement review process;

e) co-ordinate/write Individual Education Plans (IEP’s);

f) identify and order materials and equipment required for the student’s program g) provide information regarding the role of Special Education Assistants; h) provide/arrange in-service regarding integration issues;

i) model and provide information regarding inclusive practices;

j) facilitate transitions from preschool to kindergarten, elementary to secondary school. Because Integration Support Teachers work as part of a collaborative team where a variety of unique expertise is represented and shared, special areas of training and experience will be required from time to time (e.g. autism, developmental disabilities, physical disabilities, multi-disabilities, behaviour management).

b) minimum of three years satisfactory teaching experience in either a regular or special setting where integration was a significant focus.

Satisfactory teaching experience in both special and regular settings. Diploma or Masters in special education or equivalent with emphasis on low incidence learners.

The personnel in this position are accountable in the execution of their assigned duties to the principal of the school to which they are based.

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INTER-AGENCY PROGRAM TEACHER

This job description pertains to the following district programs:

Adolescent Day Treatment Program, Adolescent Psychiatric Unit, Adapted General Education (AGE), LINKS Probation Program, PLEA Program “Daughters and Sisters”, PLEA Program “Waypoint”, TREK Program, Lee School, TREES Program, *HOPE Program, KEY Program, CDTOP Program, *FASTRACK Elementary Program , FASTRACK Secondary Program, and Foundations Program.

1. DESCRIPTION OF PROGRAM DELIVERY MODEL

The Surrey School District has several intensive support programs for students who are considered at risk. These students may present with needs due to significant behavioural, emotional/mental health concerns, FASD or related neurological disorders, as well as multiple barriers to learning. These programs are intended to meet a range of students’ educational, social, behavioural and emotional needs. In each case, collaboration with a community agency provides students with access to appropriate community supports and interventions.

As part of an interdisciplinary team the teacher will: a) provide individual instruction to students;

b) work as part of an interdisciplinary team, possibly including a counsellor, S.E.A., C.Y.C.W. and community support worker;

c) share in program decision-making with staff members and members of the interdisciplinary team;

d) develop, oversee, implement and evaluate students’ individual education plans; e) collaborate with the program staff where integration of learning goals is applicable; f) collaborate with the staff in the use of community resource personnel and programs

relevant to the academic and social curriculum;

g) collaborate with the program staff, community service partners, the students, and parents in the coordination of integrated case management and individual education plans;

h) provide students with opportunities for educational outings.

2. MINIMUM ACADEMIC QUALIFICATIONS/ EXPERIENCE

b) two years satisfactory teaching experience;

c) training/experience working with “at-risk” and “emotionally fragile” students in need of intensive behavioral and/or mental health support.

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INTER-AGENCY PROGRAM TEACHER (Cont’d)

3. PREFERRED QUALIFICATIONS/ EXPERIENCE

a) a Master’s degree in Special Education or equivalent;

b) teaching experience at the elementary level, or secondary level in Math, Science, English and Social Studies, as appropriate.

c) Previous experience / training in teaching students with learning disabilities.

* Where the program is based in a school, the personnel in this position are accountable in the execution of their assigned duties to the school principal.