DEAFBC

Assignment:                Teacher of the Deaf and Hard of Hearing

The assignment may change due to the itinerant nature of the position, or to meet the needs of the school’s educational program, grade organization, and/or enrolment.

0.40 FTE CONTINUING

Commencing as soon as possible.

The successful candidate will be expected to:

Collaborative Planning, Teaching and Coordination:

• Assist classroom teachers with the design and implementation of an appropriate educational program complete with universal and essential supports as required to meet the individual needs of students;
• Support the development, implementation, communication, monitoring and evaluation of support plans (Class Support Plans, IEP, behaviour plans, safety plans) for students who require additional supports;
• Work to support the needs of students in classroom and/or small group settings;
• Support staff and students in the use of compensatory strategies such as assistive technology to build success and independence;
• Integrate use of Information and Communication Technology (ICT) to support teaching and learning, manage information, and carry out professional communication;
• Participate as a member of the School-based Team (as required), coordinate district referrals, and attend the district Screening Committee meetings as required;
• Work collaboratively with parents, district staff, outside professionals and community agencies while also maintaining healthy boundaries;
• Attend Learning Support staff meetings.

Consultation:

• Communicate effectively with students, parents, staff and outside professionals;
• Support the work of the school toward enhancing student achievement;
• Provide UDL focused classroom-based support for teachers and their students;
• Advise teachers about universal and essential supports for classroom environments;
• Consult with students and families regarding support strategies;
• Create an engaging, respectful and inclusive learning environment for students;
• Support classroom teachers in providing direction and support to Educational Assistants.

Assessment and Evaluation:

• Completes criterion-references or norm-references assessment as appropriate to answer questions about how to best provide instruction or support;
• Provides observation and collection of behavioural data to establish baseline/progress data or describe functional behaviours;
• Synthesizes information from students, families, student records, outside professionals/agencies and health related information to inform the assessment process.

The successful candidate will have the following qualifications:

• A valid BC Teaching Certificate and familiarity with BC curriculum;
• A Diploma of Deaf Education;
• Training and the ability to communicate using sign language;
• Training and experience in teaching students with a variety of needs;
• Training and experience in teaching specialized instructional methodologies;
• Training and experience in using technological adaptations and programs to enhance the individual learning needs of students, including working with SET BC;
• Training and experience in modifying and adapting curriculum to meet the individual needs of the learner;
• Training and experience in providing strategies and materials for classroom teacher(s);
• Experience working collaboratively with classroom teachers to develop and implement comprehensive IEPs.

Salary Grid: 

$59,711-$109,520 with placement on the range based on length of service and qualifications in accordance with the collective agreement.

Salary Grid Link: https://shorturl.at/nwO86

Qualified applicants are invited to apply online on Make a Future at https://bit.ly/4gKk8BC.

SIGN LANGUAGE INTERPRETER
Gold River Worksite of School District 84
Under the instructional direction of the teacher and/or Special Education teacher, and the supervision and evaluation of the Principal, the Sign Language Interpreter provides sign language interpreting services in the school and in the community. The Sign Language Interpreter also reinforces the educational program.
The Gold River Worksite is within the Village of Gold River, located on the West Coast of Vancouver Island, 90 km from Campbell River. Nestled among snow-capped mountain peaks, surrounded by the Pacific Rain Forest and open to the waters of the Historic Nootka Sound, it is an ideal location for outdoor enthusiasts. With its beautiful rivers, breathtaking scenery, clean air, excellent water, and affordable living, Gold River provides the foundation for healthy living. The schools are well-equipped with quality services and many creative learning opportunities for students, including the Nootka Sound Outdoor Program.
This appointment is effective September 3, 2024 on days when students are in regular attendance, and has a flexible work schedule equal to 30 hours per week.
Note: School District 84 engages in preferential hiring of self-identified First Nations applicants in all positions in accordance with section 42 (Special Programs) of BC’s Human Rights Code.
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Duties
·Facilitates communication between deaf, hard of hearing and hearing students, staff and other personnel in the school(s) by providing interpreting services in and out of the classroom in settings which may include, but not restricted to: field trips, conferences, interviews, specialist appointments (occupational therapy, speech and language therapy, medical training), and meetings with students, parents, staff, and community groups;
·Adjusts the sign language mode and provides an equivalent message to meet the educational and communication level as required;
·Researches and prepares, as necessary, for interpreting assignment whether in the classroom or in another educational setting by reviewing the course materials, vocabulary, concepts, teaching goals, and learning styles, and assists in the acquisition of life and social skills;
·Interprets in extra-curricular activities, which support the attainment of health and wellness goals including work experience and recreational activities;
·Works in collaboration with the educational team in a mutually supportive manner that reinforces the educational program goals by adapting or modifying the language mode as well as classroom materials to meet the specific needs of students;
·Demonstrates professional boundaries and interpersonal skills;
·Works independently as well as in a team, and displays initiative and resourcefulness in an environment where diverse approaches are used;
·Familiar with a wide range of equipment including adaptive technology; examples may include but are not limited to computers, iPads, closed captioning, computer software, and Smart Boards;
·Explain the interpreter’s role to administrators, teachers and students;
·Provide orientations as to the proper use of interpreting services for the deaf, hard of hearing and hearing students and staff, and/or other in-service training;
·Participates, as a para-professional, in educational team meetings and provides input to the IEP process as required;
·Monitors, observes and reports to the classroom teacher on student’s progress;
·Supervises students during brief absences of teaching staff but does not assume whole class instructional responsibilities;
·Modifies classroom and curriculum materials to meet student’s and/or group’s specific needs as directed;
·Assists student(s) in developing problem solving, socializing and peer interaction skills;
·Assists with implementation of behavior modification techniques/conflict resolution strategies, problem solving models and with general classroom management;
·Assists in the implementation of particular speech and language activities and lessons;
·Assists with assessment of student’s progress by compiling information regarding behavior and recording progress (i.e. journals, observation sheets).
·Possesses a strong understanding of child/teen development and demonstrates a strong ability to work with children with diverse needs and challenges;
·Displays a professional and impartial attitude; is knowledgeable about deaf culture and community resources; has the ability to establish and maintain trust and rapport with students and staff;
·Works in collaboration with parents, health care professionals and school and district staff and other agencies under the direction of the teacher and other related professionals to foster and develop the individual student’s potential;
·Prepares and gathers materials, equipment and supplies as directed by the classroom teacher (i.e. worksheets handouts, flash cards, charts);
·Reads to students or listens to students read, encourages students with work tasks, reinforces overall teacher expectations of students;
·Actively pursues professional development;
·Operates standard office and classroom equipment;
·Performs all duties with a level of interpersonal skills appropriate to the position;
·Maintains the confidentiality of sensitive information seen or heard;
·May be required to perform other job-related duties as assigned.
Qualifications
·Grade 12 education or the equivalent including fluent proficiency in written and spoken English;
·Two-year post-secondary diploma from a recognized American Sign Language English Interpreting Program;
·Up to six months’ experience in a variety of settings, including educational and community interpreting;
·Active membership in The Westcoast Association of Visual Language Interpreters and the Canadian Association of Sign Language Interpreters (CASLI or similar)
·Fluent in American Sign Language including the ability to adjust to the signing, educational and communication levels required;
·Working knowledge of adaptive technology related to work performed including smart phones, computers and related software;
·Physical capability to perform the job duties; and,
·Valid BC Driver’s License.
The rate of pay is $33.37 per hour. Employment is subject to an approved Criminal Record Check.