***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.

 

0.5 FTE Term, Student Support Teacher with a focus on Resource

Effective: February 2 - June 30, 2026

Pembina Trails Collegiate   

 

This position will include a focus on Resource.

 

These positions have a focus on the role as a resource teacher and inclusion leader in the school and leads in the implementation of the Appropriate Educational Programming (A Handbook for Resource Teachers in Manitoba, Man. Ed. 2014).

 

In these specific roles, the student support services teacher may work with students who have an Individualized Programming Designation. These are students in 9-12+ whose cognitive abilities mean that they do not benefit from participating in provincial curricula.  These students are not on a credit acquisition path and instead are engaged in highly individualized and functionally appropriate learning experiences outside the provincial curricula.

 

The following outlines roles and responsibilities:

 

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 including social emotional, mental health programming and well-being
• Knowledge of initiatives at universities and professional organizations

Continuum of Student Specific Planning:

• Ability to Consult, Collaborate and Coach
• Ability to facilitate Case management and In-Take Procedures
• Understanding of Differentiation, Adaptation, and Modification and Individualization
• Knowledge of Manitoba education documents on Inclusion
• Ability to assist students with timetabling, post-secondary and career planning

Student Specific Planning for students:

• Ability to support and facilitate Student Specific Planning
• Understanding of the PATH/MAPS process and able to facilitate the setup of the process at an appropriate time in planning
• Knowledge of individual students and their strengths, needs 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 and multi-system teams

Confidentiality

• Management and storage of Pupil Files as per policy
• Continuous recording Notes (documentation, storage)
• Able to manage electronic record keeping

Provide or coordinate service for students

• Providing case management
• Ability to work with groups of students
• 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 families in the transition to adulthood
• Providing crisis response
• Providing individual intervention counselling and monitoring
• Providing group counselling
• Collaborate with threat assessment team and conducting various violence threat risk assessment procedures

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 use information from assessments for planning
• Ability to facilitate the Referral for Specialized Assessment with knowledge of the pre- referral/referral process