ISP Teacher

The Mission Public School District is located on the traditional, ancestral, unsurrendered, and shared territories of Stó:lo people, of Leq'á:mel, Semá:th, Máthxwi, Sq'éwlets and Qwó:ltl'el First Nations, stewards of this land since time immemorial.

Halq'eméylem is the language of this land and of Stó:lo ancestors. The place from where Halq’eméylem (Upriver dialect) originates is Leq’á:mel. The language comes from the land, and it has been this way since time immemorial.

We invite applications for the position of:

School: Albert McMahon Elementary

Position: ISP Teacher

FTE: 1.0

Grade: K-6

Status: Temporary

Start Date: October 16, 2026

End Date: June 30, 2027 or until the return of the incumbent

The Inclusive Support Program is designed to support students with complex support needs. To meet the diverse needs of a school population, the ISP teacher will support students through direct and indirect service to meet educational, behaviourial and social goals documented in their IEP. Services provided by the ISP teacher will vary from student to student, depending on their individual needs. The ISP teacher will be the case manager for students with ministry of education designations, providing support in order that students are integrated whenever possible into age-appropriate placements. At times, students may require direct teaching of skills in an alternate setting. The ISP teacher will collaborate with the classroom teacher, and work towards specific goals in the IEP. Student needs will vary greatly – with goals ranging from those that focus on behaviour and social skills to functional academic goals. The long term goal would be for students to be able to transfer goals taught in the smaller setting to the larger classroom environment.

The ISP teacher will also provide colleagues with specific strategies and interventions relating to behaviour and social skills development that will enable low incidence students to be successful in an integrated setting. These students will have the most complex and diverse support needs in schools – requiring a teacher with a skill set that encompasses work in the areas of behaviour, development of social skills and development of programs and interventions for those students designated under the low incidence categories including those students with intellectual disabilities.

Qualifications:

• Bachelor of Education and/or PDP
• Master’s or Bachelor’s degree in Inclusive Education or post-graduate diploma in Inclusive Education
• Experience teaching students with a variety of cognitive, behaviourial, social and emotional considerations as well as extreme delays in adaptive or functional skills
• Coursework and teaching experience should include extensive knowledge of learner characteristics of students with Complex Developmental and Behaviourial Conditions (CDBC), Autism Spectrum Disorder (ASD), Fetal Alcohol Spectrum Disorder (FASD), and developmental disabilities as well as the high incidence learners with learning disabilities and those with a mild intellectual disability
• Experience developing programs with strategies appropriate for students with learning and behaviourial characteristics as a result of neurological disorders such as ASD, FASD and CDBC
• Recent successful training and experience in Level B testing, interpretation and assessment would be an asset
• Recent successful training and experience in standardized Level A and B assessment would be an asset
• Additional coursework or specific training in the areas of autism – through POPARD and the Reference and Regulate Therapy. Knowledge of sign language and augmentative communication systems is an asset given the needs of the students in the ISP program
• Knowledge and experience in program development for students with severe behaviourial disordered often diagnosed as conduct disorder, oppositional defiant disorder and other externalizing behaviours
• Experience working with classroom teachers to provide differentiated instructional strategies for students requiring diverse learning supports
• Ability to work with outside agencies, POPARD, CYMH, etc.
• Knowledge of First People's Principals of Learning and an understanding of equity and reconciliation in schools
• Completion Non-Violent Crisis Intervention training
• Familiarity with UDL and RTI
• Strong interpersonal, communication and collaborative skills

Job Duties:

• As the case manager, the ISP teacher will write IEPs to meet Ministry of Education guidelines with goals consistent with the funding category is essential
• Complete file reviews
• Support the philosophy of inclusion and integration of students
• Promote and support differentiated instruction at the classroom level
• Act as an in-school consultant to the school administrator, teachers and paraprofessionals – when students experience academic, behaviourial and/or social difficulties
• Work with parents as part of the school team toward goals as stated in the IEP
• Work in collaboration with teachers modeling instructional strategies for teachers, providing additional resources as well as providing additional instruction for students that have learning difficulties
• Work collaboratively with district staff and other specialists to coordinate required information and services for students with special needs
• Ability to coordinate support personnel in the school, including educational assistants and youth care workers
• Provision of specific, targeted teaching to individuals or groups requiring additional help
• Collect, monitor and disseminate student information as well as keep detailed records where needed
• Ability to work collaboratively with outside agencies, including multidisciplinary assessment teams, POPARD, Child and Youth Mental Health, etc.
• Plan appropriate goals and steps for necessary transitions

For your application to be considered, all required documents must be included with your application which include:

• resume
• cover letter
• recent teaching reports and/or practicum reports
• copy of BC Teaching Certificate and/or TQS card or information on current status

The starting annual salary for this position ranges from $61, 502-$112,806, with placement on the range based on length of service, FTE and qualifications in accordance with the Collective Agreement.

Please be sure that you have received a confirmation from Make a Future that you have applied to a specific posting. Without this confirmation your application will not have been submitted.

Why the Mission School District?

We are a medium-sized district with rural and urban schools. We are large enough to provide a variety of programs and services, and small enough to build meaningful relationships with our students, parents, colleagues, and other stakeholders.

The school district is focused on following the school's strategic plan which sets the direction for the organization and supports student learning. Click to learn more about the strategic plan and related priorities. We are committed to forming safe and inclusive workspaces and schools. To learn more, review our policy for .

About Mission

Mission is nestled on a southern coastal mountain slope, overlooking the lush valley of the mighty Fraser River. Ideally situated, Mission is located an hour east of Vancouver and 20 minutes from Abbotsford. Mission was originally inhabited by the Sto:lo First Nations people, and today this rapidly growing and dynamic centre is home to a population of some 38,000 residents. Come see why Mission is "the Jewel in the Valley".

What opportunities do we offer?

• District Mentorship/ Leadership Groups
  
  
• In-house training, online training, leadership training, and professional development opportunities
• A great place to live that is relatively affordable compared to other lower mainland cities
• Access to wellness resources
  
  

Thank you for your interest. Please note only short-listed applicants will be contacted.

Accommodations/adjustments are available for interviews and in the workplace. If selected for an interview Human Resources will provide information on how to request accommodation/adjustments.