K-12 Inclusive Intervention Teacher

POSITION SUMMARY

The LNIB K-12 Inclusive Intervention Teacher is a specialized educator responsible for coordinating and delivering targeted academic, behavioural, social-emotional, counselling-informed, functional, and inclusive learning interventions for K-12 students requiring additional support.

The role integrates key functions commonly associated with school counselling, special and inclusive education, Education Assistant intervention, behaviour support, and Occupational Therapy-informed school strategies within a teacher-led model. The position is designed to close the gap between identification of a student need and effective monitored intervention.

A central expectation is direct work with students. Consultation, assessment, documentation, coaching, and case coordination support the work but do not replace an active student caseload and purposeful individual, small-group, and classroom-based intervention.

KNOWLEDGE, SKILLS & ABILITIES

·   Advanced understanding of child and adolescent development, inclusive education, diverse learning needs, and tiered intervention.

·   Ability to establish safe, trusting, professional relationships with students experiencing significant challenges.

·   Strong observation, assessment, problem-solving, intervention-planning, and progress-monitoring skills.

·   Ability to distinguish behaviour requiring intervention from behaviour communicating an underlying unmet need.

·   Ability to translate assessment information and specialist recommendations into practical classroom and school strategies.

·   Ability to provide both direct student intervention and professional consultation/coaching to other teaching professionals.

·   Ability to manage a complex caseload, prioritize according to level of need, and follow identified concerns through to resolution.

·   Sound judgement regarding confidentiality, informed consent, documentation, professional boundaries, referrals, child safety, and scope of practice.

·   Ability to communicate sensitive information professionally and respectfully, and to work independently while remaining accountable to LNIB Education Department.

Professional Expectations

·   Maintain the highest standards of confidentiality, ethical conduct, reliability, and professional boundaries.

·   Work within demonstrated professional competence and scope of practice and recognize when specialized or regulated professional services are required.

·   Maintain required professional certification and participate in ongoing professional learning relevant to the role.

·   Follow applicable legislation, organizational policy, professional standards, child-safety requirements, and reporting obligations.

·   Demonstrate a student-centred, family-respectful, collaborative, strengths-based, culturally responsive approach.

Required Qualifications

·   Bachelor of Education (B.Ed.) from a recognized post-secondary institution.

·   Minimum ten (10) years of successful K-12 teaching experience in Public and/or First Nation Schools.

·   Formal training, certification, specialization, or recognized postgraduate study in Special Education and/or Inclusive Education/Learning.

·   Clinical counselling training with a current recognized counselling credential/designation, or documented progress toward an appropriate recognized professional counselling credential.

·   Demonstrated experience supporting students with diverse and complex academic, behavioural, developmental, social-emotional, and self-regulation needs.

·   Demonstrated knowledge of IEP development and monitoring, differentiated instruction, accommodations, modifications, intervention planning, and progress monitoring.

·   Experience collaborating with families, teachers, Education Assistants, administrators, and multidisciplinary professionals.

·   Strong written communication, documentation, case-management, organizational, and professional judgement skills.

Preferred Qualifications & Experience

·   Master's degree or graduate-level coursework in Special Education, Inclusive Education, Counselling, Educational Psychology, or a related discipline.

·   Recognized professional counselling designation or advanced progress toward such a designation.

·   Training in trauma-informed practice, crisis response, suicide prevention, mental-health first aid, or comparable student-wellness approaches.

·   Training or experience in Positive Behaviour Interventions and Supports, functional behaviour approaches, behaviour support planning, or comparable evidence-informed practices.

·   Training or experience related to autism, ADHD, learning disabilities, developmental disabilities, executive functioning, neurodiversity, complex behaviour, or sensory regulation.

·   Experience implementing Occupational Therapy recommendations and school-based sensory, functional, or environmental strategies.

·   Experience providing intensive literacy and/or numeracy intervention.

·   Experience supporting students experiencing anxiety, grief, trauma, school avoidance, emotional dysregulation, or significant behavioural challenges.

·   Experience working in First Nations schools, communities, or Indigenous education environments and demonstrated knowledge of culturally responsive Indigenous education practice.

Application Requirements

·   Cover letter outlining suitability for the position.

·   Current résumé.

·   Evidence of Bachelor of Education degree, BC teaching certification, and relevant Special Education/Inclusive Learning training.

·   Evidence of counselling certification/designation or documented progress toward certification.

·   Copies or evidence of other relevant specialized training and professional credentials.

·   Three professional references.

PREFERENCE

The Lower Nicola Indian Band (LNIB) follows Section 25 of the Human Rights Code, giving preference to Indigenous applicants where applicable.