***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 (ÉTP) poste permanant, enseignante bibliothécaire et support en littératie

commençant le 2 septembre 2025

École Crane

 

 

TEACHER LIBRARIAN

 

As TEACHER the teacher-librarian…

• promotes student understanding of the inquiry process by collaborating with teachers to plan, implement, and assess curricular based projects
• provides instruction to students and teachers in becoming effective users of the library and its available resources
• assists students in seeking, critically evaluating, synthesizing and presenting research findings
• keeps informed of and uses current teaching and assessment techniques.
• accommodates the diverse needs of learners through differentiated instruction.
• collaborates with teachers to provide resources for courses, units and lessons

As LITERACY ADVOCATE the teacher-librarian…

• selects and promotes quality literature and information resources including print, non-print, and online/digital
• develops strategies to foster a love of reading as a leisure activity
• exposes students and teachers to a range of genres, themes, authors, and illustrators, in print and digital format
• helps students read, appreciate, and evaluate a variety of literary resources
• guides students in reading choices by matching students and books

As SCHOOL LEADER the teacher-librarian…

• models current educational practices and teaching techniques
• contributes to staff professional development
• is a member of the school leadership and curriculum team as well as the school plan team
• provides leadership toward achieving school goals
• develops library policies, sets and evaluates goals according to changing needs within the school

 

As  INFORMATION SPECIALIST the teacher-librarian…

• supports and assists staff and students in the acquisition of information literacy skills
• teaches various methods of accessing and critically evaluating information to students and teachers
• provides intellectual and physical access to information in print, online, and in media resources

As TECHNOLOGY FACILITATOR the teacher-librarian…

• is a member of the school technology team (Leveraging Digital, Literacy with ICT)
• is knowledgeable in the use of electronic resources
• promotes the ethical use of print and electronic media
• assists teachers in infusing technology throughout the curriculum
• promotes and maintains the use of technology in the library (databases, portals, web sites, blogs and software)

As LIBRARY MANAGER the teacher-librarian…

• creates and maintains a welcoming and supportive learning environment
• seeks, selects and purchases quality resources to support curricula and for the development of lifelong learning skills
• keeps informed of current fiction and non-fiction literature to enhance the library collection
• maintains a collection of resources that reflect diverse perspectives, including those of Indigenous peoples
• systematically weeds the collection to accommodate new resources
• develops a plan to manage the library budget
• coordinates the roles and tasks of the library staff and volunteers
• establishes a plan of short and long term library goals
• produces an annual report for school administrators and the library consultant

Bachelor of Education as well as course work in School Librarianship is highly recommended.

 

 

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