***ALL UPLOADED FILES MUST BE IN PDF FORMAT*** Please include a PDF of your Manitoba Permanent Teaching Certificate and confirmation of completion of Commit 2 Kids or Respect in Schools training

  

Pembina Trails School Division is committed to removing barriers to ensure employment opportunities are accessible for all applicants.  If you require accommodation supports during the recruitment process, please contact:  ao-humanresources-email@pembinatrails.ca

 

Pembina Trails School Division is committed to the principles of equity, diversity and inclusion.  We encourage applications from members of equity-deserving groups with diverse abilities, backgrounds, cultures, and identities.  

 

1.0 FTE Permanent SST - Resource(Individualized) & At-Risk

Effective September 2, 2025

Fort Richmond Collegiate

 

 

RESOURCE TEACHERS – ALL LEVELS

 

The Resource Teacher is an Inclusion leader in the school and leads in the area of the implementation of the Appropriate Educational Programming (A Handbook for Resource Teachers in Manitoba, Man. Ed. 2014).

 

The following outlines roles and responsibilities:

1.   Research based leadership, planning and strategies:

• Knowledge of high yield inclusive practices
• Ability to provide 21^st century innovative practices for all students
• Plan successful interventions
• Participate in school based and divisional professional learning
• Knowledge of initiatives at universities and professional organizations

     2. Continuum of Student Specific Planning:

• Knowledge of inclusive practices and understanding of the classroom teacher’s role
• Knowledge of curriculum outcomes for Grade level(s)
• Knowledge of a wide variety of adaptations and the adaptation planning process
• Ability to Consult, Collaborate and Coach
• Ability to Co- teach, team teach and be a teacher leader
• Ability to facilitate Case management and In-Take Procedures
• Understanding of Differentiation, Adaptation, and Modification and Individualization
• Knowledge of Manitoba education documents on Inclusion

3. Student Specific Planning for students with special needs:

• Ability to support and facilitate the Individual Education Plan or Individual Transition Plan; Behaviour Intervention Plan; Individual Transition Plan; Targeted Intervention Plan; Daily Plans
• Understanding of the PATH/MAPS process and able to facilitate and/or lead
• Knowledge of individual students and their strengths, need and interests, and an understanding of common disabilities
• Ability to consult and team with divisional staff in planning for students
• Ability to organize meetings and facilitate productive plans
• Knowledge of outside agencies and supports
• Ability to collaborate with families
• Confidentiality
  • Management and storage of Pupil Files as per policy
  • Continuous recording Notes (documentation, storage)
  • Able to manage electronic record keeping

4. Provide or coordinate service for students

• Ability to co teach (i.e. Mentoring, modeling or contracting for a period of time with a specific goal)
• Ability to work with small groups
• Knowledge of learning materials and other resources
• Ability to develop and facilitate support, training management, scheduling and professional development for Educational Assistants
• Ability to support transitions at a variety of different points

 5. Knowledge of the Continuum of Assessment

• Knowledge of assessment principles and best practices in classroom assessment
• Knowledge of how to administer and interpret a variety of assessment tools (both informal and formal)
• Observational skills and Data Collection
• Ability to differentiate and adapt academic assessment and behavioural assessment
• Ability to use information from assessments for planning
• Understanding of Adaptive Skills Assessment
• Ability to Referral for Specialized Assessment with knowledge of the pre-referral/referral process

 6. EAL programming

• Understanding of Reception Protocol
• Fundamentals of second language learning
• Ability to collaborate with EAL teacher