ABORIGINAL TRANSITIONS PROGRAM TEACHER
1. DESCRIPTION OF SCHOOL LEVEL DELIVERY MODEL
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.
2. MINIMUM ACADEMIC QUALIFICATIONS/EXPERIENCE
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.
3. PREFERRED QUALIFICATIONS/EXPERIENCE
a) Certificate or diploma in Inclusive 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.
4. REPORTING STRUCTURE
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.