Teacher (Temporary) - Grade 2 (1.0 FTE)
Parkland School Division No. 70
Stony Plain, AB
As a Teacher in Parkland School Division, you will be part of enacting our vision, mission and values.

The priorities that guide your work include:
1. Engagement

2. Resource Stewardship

Parkland School Division’s Four Goals:
1. Inclusive Education

2. Quality Learning

3. Culture of Wellness

4. Universal Leadership

These priorities and goals support our vision: “ Parkland School Division is a place where exploration, creativity and imagination make learning exciting and where all learners aspire to reach their dreams.”

Parkland School Division No 70 currently has a Temporary Full-time (1.0 FTE) Teaching position teaching Grade 2 available at Graminia School.

Function and Purpose of Position

Our teachers collaborate and engage with students, parents and our communities to create learning environments to promote student success. You value the inclusion and diversity in our schools along with supporting student well-being, integrity and fairness to contribute to all students.

Teachers will:
  • Work under the supervision of the Principal
  • Work one-on-one, in small groups and/or in a classroom setting with students
  • Work with a particular special needs student or a group of students within a class or in a special program
  • Work as part of a multidisciplinary team
  • Work as a member of a Professional Learning Community
As a teacher, you are responsible to demonstrate the competencies and indicators of the Alberta Education Teaching Quality Standards. You will work with students to teach the programs of study and have the ability to differentiate and adapt the curriculum for all learners. As a member of the school, you will collaborate with staff to enable a welcoming, safe and respected environment for students.

Instructional Support

  • Apply effective planning, instruction, and assessment practices to meet the learning needs of every student.
  • Able to provide evidence to support student learning by using a wide range of assessment tools and strategies.
  • Able to use and integrate technology as a tool for teaching and learning for students to meet learning outcomes.
  • Able to use a variety of teaching and learning strategies that can accommodate the learning needs of all learners.
  • Able to integrate experiential and/or inquiry-based learning opportunities into the curriculum.
  • Continuously enable students to develop literacy and numeracy skills
  • Provide timely feedback on student learning.
  • Able to differentiate, modify and adapt the program for individual students.
  • In collaboration with the student support team, implement Individual Program Plan (IPP).
  • Apply foundational knowledge about First Nations, Métis and Inuit for the benefit of all students.
Behaviour

  • Prepare, observe, chart and monitor individual student progress and behavior.
  • Maintaining a safe and secure environment for both students and staff through the application of de-escalation strategies and non- violent physical intervention techniques.
  • Provide behavioural management stategies for students with behavioural disorders (implementing predetermined non-aversive disciplinary methods and non-violent crisis intervention techniques to diffuse escalating negative behaviour patterns).
  • Deal with student behaviour and determine classroom discipline, if required.
Student Assistance and Personal Care (not required for this assignment)

  • Assist student with walking (e.g. holding their hand, stabilizing them, guiding on stairs.
  • Assist student with personal care and hygiene, which may include food preparation, dressing, grooming, and toileting.
  • Feeding assistance (can include spoon or tube feeding), lifting and handling of medically fragile students.
  • Ability to manipulate assistive devices (e.g. insulin pumps, braces, dressing fasteners, fasten seat belts, etc.).
  • Catheterization.
  • Respiratory therapy interventions, physiotherapy interventions and other medically related tasks.
  • Administer medication as required.
  • Toileting and diapering for students who are physically dependent.
  • Assist and or participate in exercising, implementing adaptive physical education, range of motion programs, fine and gross motor skills development, individualized or group communication techniques and life skills management.
  • Monitor feeding, tube feeding and breathing apparatuses, seizure management (e.g. monitor and assess severity of seizure through the use of medical equipment and administer oxygen if required), and catheterization.
  • Operate specialized equipment to support instruction for students with physical care needs (e.g. wheelchairs, mechanical lifts, walkers, transfer belt, FM and/or communications systems and hearing aid equipment).
  • Lifting and carrying students into and out of specialized equipment (i.e., gym equipment, sensory equipment, walkers, wheelchairs, toilets, commodes) to carry out program requirements as well as personal hygiene care.
Speech Therapy/Occupational Therapy/Physical Therapy

  • Help student with speech language difficulties, as instructed by Speech Pathologist.
  • Update progress on a daily basis for Individual Program Plan purposes.
  • Provide physiotherapy program as directed.
  • Model and practice speech program.
  • Liaise with members of Therapy Team to monitor student progress and use of Assistive Technology / Devices.
Communication and Reporting

  • Able to establish and maintain positive relationships with students, staff, parents, and the greater community
  • Maintain up-to-date records of assessments, attendance, planning, reports and communication to parents.
  • Maintain a home-school communication using various techniques i.e paper agenda, google classroom , emails, verbal conversation, etc.
Classroom Preparation

  • Able to develop a positive learning environment in the classroom for students
  • Effective time and classroom management strategies to encourage positive environment along with opportunities for student leadership
  • Able to collaborate with students to encourage problem solving, critical thinking skills and develop a sense of classroom community and trust.
Supervise Students

  • Supervise and assist students in preparing for field trips and/or special activities (preparation for swimming lessons, skating, etc.).
  • Able to work in a variety of environments and conditions (e.g. swimming, playground equipment, community facilities).
  • Able to provide active supervision and support with students in typical school related physical activities for full work hours (including gym, playground equipment, track and field, classroom and hallways.
  • Supervise small groups during field trips or special activities.
  • Assist students boarding and disembarking from buses, if needed.
Community Living and Vocational Skills

  • Travel with student to job placement, provide job training.
  • Assist students to be integrated into the regular classroom.
  • Facilitate the development of social skills.
  • Assist students in recreation activities (crafts, preparing meals).
  • Travel with individuals or small groups to community outings such as banking, and/or shopping.
Student Personal Development

  • Promote building positive self-esteem and self-confidence of students.
  • Encourage students to participate in classroom activities to build social skills.
  • Provide and encourage routine and repetitive personal care to students.
  • Administer first aid as required.
Other Duties

  • Understand and apply principles of the Teaching Effectiveness Framework.
  • Understand and apply principles of the Learning Technology Policy Framework.
  • Strong commitment to professional growth & lifelong learning.
EDUCATION AND EXPERIENCE

a) Education:
i) Bachelor of Education Degree

ii) Valid Alberta Teaching Certificate

iii) Non-Violent Crisis Intervention required and First Aid certificate would be an asset.

b) Experience:
i) Related teaching experience in Special Education required

ii) Literacy training and/or experience

iii) Differentiating instruction experience is an asset

Equivalencies will be considered.

KNOWLEDGE, SKILLS AND ATTITUDES

  • Good oral and written communication skills
  • Good interpersonal skills
  • A good sense of humour
  • Good health and physical fitness
  • The ability to take direction and work independently
  • Flexibility, patience, sensitivity, tolerance, enthusiasm, creativity and imagination
  • The ability to deal with the emotional and mental stress of working with children/group of children/school setting.
  • First Aid Certificate
  • Courses or training in Attention Deficit Disorder, Special Needs Disorders, English as a Second Language, Behaviour Management, Crisis Prevention, Non-violence Crisis Intervention, and Food Handling and Preparation, would be an asset
  • Lifts and transfers
  • G-tube feeding, catheterization
  • Knowledge of office equipment
  • Knowledge of computers
  • Some assignments may require use of own vehicle
This work is most rewarding for those who enjoy working with people (especially physically, emotionally and behaviorally challenged children), having clear rules and guidelines for their work, and finding innovative ways to handle situations.

DECISION MAKING

Teachers make informed decisions to support student learning activities in their classrooms. Being responsible for the decisions made and the full scope of impact should be understood and discussed with Administration prior to enacting the plan, if possible. Outcomes and objectives should be communicated to students and staff for a positive transition as it impacts the surrounding environment and/or activity.

WORKING WITH OTHERS

Some of the usual contacts that Teachers will have in this position are:

1. Employees in the same school as there will be an exchange of everyday information and may require explanation and interpretation of that information.

2. Employees in other schools will exchange factual or everyday information.

3. Daily communication with students will require explanation and interpretation of everyday information.

4. Various stakeholders including staff, parents, community members.

Work is performed under frequent or close supervision. Specific directions and instructions are provided during work process.

PHYSICAL DEMANDS

The Teacher may be required to routinely lift items weighting up to 50 lbs. Sometimes, heavier lifting may be required to help children move into and out of wheelchairs. Teachers may also use mechanical lifts for students.

  • Ability to work with students in a variety of positions (i.e. sit on Chair or floor, kneel, stand, bend or reach to assist.
  • Ability to walk easily, maneuver stairs and move from one position or place to another with sufficient ease to respond to student need in a timely manner.
  • Ability to assist with student transfer (i.e. floor-chair, standing, sit, standing transfers as needed per weight of student.
Potential Risks of the work environment are:
  • Contact with infectious diseases
  • Noise level
  • Dealing with uncooperative or difficult student.
  • Inherent risk of work:
There are inherent risks in the work a Teacher does with students at Parkland School Division No. 70 (PSD). Teachers and other staff are to be prepared to satisfactorily manage the inherent risks encountered in their work. There is potential risk a Teacher or other staff might be injured by a student. Student behaviour can be somewhat unpredictable at times. The specific needs of students is not always known. Some students may become aggressive, which has the potential for causing injury to the Teacher and other staff. PSD makes the Teacher and other staff aware of known risks before assignments of students needing the assistance of a Teacher are made. PSD provides training to the Teacher and other staff for known and anticipated risks related to a student. Teachers and other staff are responsible for advising the Principal or Assistant Principal of unknown risks encountered with students. For a student with an Individual Program Plan (IPP), the Teacher should oversee the IPP of unknown risks encountered. Any plans for working with students who may show aggression whether an IPP or other plan, are evolving plans which may change over time to meet the needs of a particular student at a PSD school. Teachers and other staff are expected to cooperate in ensuring workplace health and safety in a caring and respectful educational setting.

WORKING CONDITIONS

Teachers work indoors except when supervising children outdoors or going on field trips.

Teachers may have a holiday schedule including a long summer break as well as winter and spring breaks. However, they work on a ten-month contract basis and therefore are not paid during the summer months.

The scheduled hours to be worked will be determined by each specific position.

This position may require the use of a personal vehicle.

ADDITIONAL INFORMATION

Teachers must agree to respect the confidentiality and personal integrity of students, parents, teachers and other staff.

This position requires a current clean criminal record check and child intervention record check

ONLY ONLINE APPLICATIONS VIA THIS SYSTEM WILL BE ACCEPTED.

Applying to a job is a two-step process. First you must create an account and then you must apply to the job posting, by following the steps below:

Internal Employees: View and apply to job postings through the 'Internal Applicant' tab

External applicants: View and apply to job postings through the 'Job Postings' tab and then click 'Search Jobs'

Click onto the job posting you wish to apply to

Scroll down to the bottom of the page, click 'APPLY'

Jobs that you have applied to will arrive in the ‘Job Application Log’, you will also receive a confirmation pop up, as well as a confirmation email.