INCLUSIVE LEARNING HELPING TEACHER (K-12)
1. DESCRIPTION OF DISTRICT LEVEL DELIVERY MODEL
British Columbia promotes an inclusive education system in which students with disabilities and diverse abilities are fully participating members of a community of learners. Inclusion describes the principle that all students are entitled to equitable access to learning, achievement and the pursuit of excellence in all aspects of their educational programs. The practice of inclusion goes beyond a student’s placement within the classroom, and includes meaningful participation and the promotion of interaction with peers.
The Inclusive Learning Helping Teacher (K-12) provides leadership in the provision of supports for learners with disabilities and diverse abilities and supports the enhancement of inclusive learning environments in all schools. The Inclusive Learning Helping Teacher (K-12), in consultation with the Student Support leadership team, will work with teachers, EAs and ABA SWs, principals and vice principals, other district personnel and families to support learners in elementary and secondary schools.
Key responsibilities of the Inclusive Learning Helping Teacher include:
a) a commitment to inclusion, equity and truth and reconciliation;
b) maintaining a current knowledge base of evidence-based/promising practices which support inclusion and the success of learners with disabilities or diverse abilities as well as Ministry of Education and Child Care programs and services;
c) maintaining an understanding of current issues and trends in inclusive education and research developments in the field of inclusive education;
d) facilitating and providing district-level and school-level in-service, staff training and professional development opportunities;
e) researching, identifying and suggesting relevant learning resources (e.g., websites, instructional materials, readings, articles, books, lesson/unit plans, assistive technology and assessment tools);
f) partnering with and representing the district in relation to various provincial-level resources including the Ministries of Health, Child & Family Development, and Education and Child Care, as well as Provincial Outreach Programs (example: SETBC) and other community partners, to maintain an up-to-date understanding of issues, trends, and evidence-based interventions which promote inclusion and the success of all learners;
g) collaborating with outside agencies and groups;
h) collaborating with school staff to apply the principles of universal design for learning (UDL), differentiated instructional strategies/materials, or environmental adjustments to facilitate learning and inclusion, including the use of assistive technology;
i) participating as a member of an interdisciplinary problem-solving team, a school-based team, an integrated case-management team, and other school-based and district collaborative teams;
j) supporting educational teams as they facilitate the transition of students moving in or out of our schools or between schools;
k) working closely with school staff to plan for and organize support for students with disabilities and diverse abilities;
l) promoting and supporting innovations in evidence-based/promising practices in inclusive education (e.g., students' independent control of their own supports and self-direction, positive behaviour support);
m) communicating with school staff, district personnel, and families regarding District and Provincial programs;
n) consulting in the referral and placement process;
o) working as a team with other Helping Teachers and other district department staff;
p) demonstrating, co-teaching, and/or training school staff in strategies that would help a student become more independent within the classroom including the use of both low- and high- tech tools and/or devices;
q) supporting school-based staff with assessment and evaluation including Level B assessments.
2. MINIMUM ACADEMIC QUALIFICATIONS/EXPERIENCE
a) completion of a Diploma in Inclusive/Special Education or equivalent;
b) five years of school-based teaching which includes a minimum of two years’ classroom experience and two years in a role working directly with students who have diverse abilities or disabilities;
c) valid B.C. teaching certificate.
3. PREFERRED QUALIFICATIONS/EXPERIENCE
a) Master’s Degree in Inclusive/Special Education or a related field, or enrolment in and progress toward the completion of such a degree with emphasis on supporting learners with disabilities or diverse abilities;
4. REPORTING STRUCTURE
The Inclusive Learning Helping Teacher is accountable in the execution of the assigned duties to the Director of Instruction, Inclusive Learning/Student Support or designate.
Revised November 2022