EARLY NUMERACY TEACHER
1. DESCRIPTION OF SCHOOL LEVEL DELIVERY MODEL
The Early Numeracy Teacher will possess the skills and experience to work co-operatively and collaboratively with members of the school-based early learning team (primary teachers, LST and administration) and District staff (Numeracy and Early Learning Helping teachers) to support the most at-risk Aboriginal early learners. The Early Numeracy Teacher will work in-class collaboratively with classroom teachers to provide targeted and small group instruction for students who can be successful with additional and increased depth of instruction in specific areas of numeracy.
The Early Numeracy teacher will:
a) maintain a current knowledge base of research in the instructional components of early numeracy, including but not limited to: number sense development which includes subtilizing, partitioning, and patterning, understanding of the development of conceptual understanding in early numeracy;
b) possess knowledge and understanding of Ministry documents and resources pertinent to early learning (e.g. The Early Learning Framework, The Full-Day Kindergarten Program Guide, The Primary Program);
c) possess knowledge off programs, support services, classroom resources, and current issues related to vulnerable learners, including at-risk Aboriginal learners;
d) provide additional numeracy instruction for primary students as needed;
e) meet with primary teachers and LST to collaboratively plan support for identified students;
f) in collaboration with primary teachers, participate in school-based team meetings;
g) support classroom assessment models that guide instructional practice;
h) provide leadership in the area of early numeracy learning at the school level.
2. MINIMUM ACADEMIC QUALIFICATIONS/EXPERIENCE
a) valid B.C. Teaching Certificate;
b) a Bachelor of Education Degree or equivalent;
c) minimum of three years satisfactory primary classroom teaching experience;
3. PREFERRED QUALIFICATIONS/EXPERIENCE
a) Knowledge and understanding of play-based learning;
b) Knowledge, understanding and experience in early numeracy development;
c) Knowledge, understanding of early childhood development;
d) Knowledge of current research in early numeracy and district initiatives (e.g. Numeracy Project);
e) Minimum of one course or equivalent senior level (300 level or higher) in numeracy instruction or equivalent;
f) Preference will be given to those who have a background and/or experience with Aboriginal heritage and culture.
4. REPORTING STRUCTURE
The personnel in this position are accountable in the execution of their assigned duties to the principals of the schools they are working with and the Director of Instruction.