Life Skills Teacher - 1.0 FTE Continuing
Vancouver School Board
Vancouver, BC
Teach in BC’s most culturally diverse and urban school district, Vancouver School District No. 39. Set in one of the world’s most livable cities, Vancouver is a community-minded district seeking talented educators, progressive leaders, and skilled support staff to enrich the learning experience of Vancouver’s 50,000 students.

** Life Skills Teacher - 1.0 FTE Continuing **

Point Grey Secondary School

Point Grey Secondary is a vibrant school community of 970 students and 80 staff located in the heart of Kerrisdale. Point Grey staff strive to help each student fulfill their academic potential by offering a wide range of curricular and extra-curricular programs based on students' abilities and learning needs.

Position Details:
Life Skills Programs are small supportive classes for students with moderate to severe intellectual disabilities and/or autism. Students may exhibit challenging behaviours and complex learning needs. Goals of the program include developing communication skills or communication systems for non-verbal students, providing life skills training (e.g. self-help, personal care), functional academic skills development, improving behavioural and social skills within the community, recreational facilities to promote physical fitness, providing work experience where appropriate and providing transition to post-secondary option. In addition to the teacher, the program is staffed with SSAs (the number of support staff is dependent on the students' needs).

Bachelor of Education
Masters or Diploma in Special Education and/or successful teaching experience in Special Education is required
Experience working with students with developmental disabilities and/or autism is required
Experience in developing, implementing and evaluating IEPs is required
Experience in using Functional Behaviour Assessment to develop positive behaviour support plans
Ability to liaise with a multi-disciplinary team (e.g. doctors, physiotherapists, occupational therapists, nurses, social workers) in addition to parents, school and district staff
Ability to be flexible, organized and prepared to work in a highly collaborative team setting
Membership in or eligible to become a member in the Teacher Regulation Branch
Registration with the Teacher Qualification Service

Your application portfolio must include the following documents:

Cover Letter
Academic Transcripts

Recent Graduates require final Practicum Reports
Experienced Teachers require a recent Teaching Evaluation (not lesson observations) within the past 8 years
3 Professional References-email and phone numbers
Recent Graduates to include your Faculty Advisor, School Advisor(s) and one or more of the following: Principal, Vice principal or most recent previous employer
Experienced Teachers to include current Principal, Vice Principal and previous Administrator(s)
** We do not accept friends or teaching colleagues as references**

TRB (Teacher Regulation Branch) Status:
If your application is in process please provide a screen shot of the application, including the drop down menu of outstanding documents

Due to the high volume of applications, we are unable to notify unsuccessful applicants or respond to inquiries regarding the status of an application.

We will contact applicants directly if we are interested in moving forward or if an application requires additional information.

1. Register on Make a Future: and create a profile under the Category "Teachers, Principals & Superintendents"

2. Click on Job Postings the click Search

3. Select the Job you would like to apply for

4. Answer the job posting questions then click Apply

5. Upload supporting documents to the Competition

6. Once you submit your application you will receive a confirmation email from Make a Future

  • The VSB has been given approval from the Human Rights Tribunal for a Special Program under s. 42(3) of the Human Rights Code. Under this special program, the VSB seeks to preferentially hire Aboriginal persons to a variety of teaching positions. Therefore, each applicant may wish to provide, on a voluntary basis, information whether she or he self-identifies as an Aboriginal person.
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