榴莲视频

1. DESCRIPTION OF SCHOOL LEVEL DELIVERY MODEL

The Learner Support Team teacher will have the skills and experience to work collaboratively and cooperatively with other members of the LST (Learner Support Team) and SBT (School Based Team) to improve individual student learning. The LST will deliver a range of support services to students with diverse learning needs including, but not limited to, students classified in the 'high incidence' inclusive education categories, English as a Second Language, and children without categories who are in need of learning support.

The Learner Support Team teacher will:

a) Develop, in consultation and collaboration with district staff, principals, vice principals, and classroom teachers, a Learner Support program based on the intellectual, social, and emotional developmental needs of each student;

b) Teach to meet the diverse learning needs of students;

c) Utilize appropriate teaching practices to provide instructional opportunities for full class, small group and individual student learning;

d) Administer appropriate educational assessments, interpret results and provide relevant information to appropriate staff, students, and parent(s)/guardian(s);

e) Evaluate student progress and participate in the reporting process in consultation and collaboration with the classroom teachers;

f) Develop, implement and monitor Individual Educational Plans in consultation with the classroom teacher(s) and make ongoing evaluations and revisions consistent with ministry and district policy;

g) Support classroom teachers in selecting instructional strategies to meet the learning needs of the students;

h) Provide information and in-service training to the school staff; 

i) Assume responsibility for the direct instructional supervision of Inclusive Education Assistants assigned to the Learning Support program where applicable;

j) Provide, where the principal or vice principal requires information regarding job performance of the Inclusive Education Assistant (SEA) for evaluative or fact-finding purposes, factual information to the extent known by the teacher; nothing shall preclude the teacher from providing the information to the SEA;

k) Communicate with and involve parents to provide support for the student's educational program;

2. MINIMUM ACADEMIC QUALIFICATIONS/EXPERIENCE

Teachers listed in the "Teachers Qualified for Positions Requiring Special Training" 2002/2003 booklet for positions of LA, ESL, Tutorial and CELD.

a) Bachelor of Education degree or equivalent;

b) valid B.C. Teaching Certificate;

c) minimum of two years' satisfactory classroom teaching experience;

d) four courses to include:

one course or equivalent senior level (300 or higher) in:

• Assessment and Evaluation of Student Learning.

and

one course or equivalent senior level (300 or higher) in:

• Differentiated Instruction or Inclusive Teaching Practices

and

one course or equivalent senior level (300 or higher) from List A and one course or 

equivalent senior level (300 or higher) from List B:

List A

• Behaviour Disorders;
• Designs for Learning: Reading;
• Designs for Learning: Mathematics
• Identification, Assessment and Support  of Learning Disabled Learners;
• Introduction to Exceptional Children;
• Teaching the Atypical Learner;
• Teaching Thinking/Learning Strategies;

 List B

• Curriculum and Instruction in Teaching ESL;
• ESL Literacy Instruction;
• Language Development;
• Second Language Acquisition;
• Supporting ESL Learners Across the Curriculum;

3. PREFERRED QUALIFICATIONS/EXPERIENCE

a)  completion, or near completion, of Master's degree in Inclusive Education, ESL and/or Curriculum and Instruction;

b)  completion, or near  completion, diploma in English as a Second Language Instruction or Inclusive Education.

4. REPORTING STRUCTURE

The personnel in this position are accountable in the execution of their assigned duties to the principal of the school to which they are assigned.