Highbury School

**1.0 Student Services Teacher (K - 8) (Term)**
**BULLETIN NUMBER: 830/T/24 DATE POSTED**:January 14, 2025

**SCHOOL: HIGHBURY SCHOOL**
:
The term teaching assignment will commence as soon as can be arranged until February 21, 2025, transitioning to a 0.5 FTE
(afternoons) February 24 to March 7, 2025, then to a 0.40 FTE (two days/week) March 10 to 28, 2025 or one day prior to the
return of the teacher being replaced, whichever occurs first. Consideration to split the position may be given.

This position requires an individual who understands and is an advocate for meaningful inclusion, accessibility, and equity in
education, and who develops the capacity of others to achieve these goals. Consistent with the goals of the division’s Multi-Year
Strategic Plan, the Student Services Teacher will model and promote effective inclusive educational practices through professional
learning, collaboration, co-planning, and co-teaching as well as provide data-informed services that support student learning and
wellbeing. The Student Services Teacher will promote and implement current, research-based tools for early identification of
programming needs for individuals, small groups and whole classes in areas such as, early language development, critical thinking,
numeracy, and literacy. The Student Services Teacher will engage in collaborative student specific planning with school and
program-based teams, as well as divisional school support teams (Instructional Services, Indigenous Education Team, Clinical
Services, and Diversity, Equity, Inclusion & Antiracism Services) to meet whole class and/or student specific learning needs. This
includes facilitating effective partnerships between teachers, clinicians, and educational assistants.
**REQUIRED AND/OR PREFERRED QUALIFICATIONS: -**
Possess a permanent Manitoba Teaching Certificate
- A minimum of five years of varied and successful teaching experience
- Post graduate education in Special Education, Resource, Counselling, Literacy, or Teaching English as an Additional Language

preferred; education in progress may be considered
- Knowledge and understanding of provincial legislation and standards related to Student Services
- Experience developing, implementing, reviewing, and revising language acquisition, academic, behavioural, and social needs

programs for children with a range of special/differing abilities, including those with significant and complex needs
- Experience in developing, implementing, reviewing and revising Student Specific Plans (including Individual Education Plans),

as well as liaising with external agencies
- Demonstrated ability to positively influence the practice of colleagues
- Ability to be a contributing member of the school support team
- Demonstrated experience in collaborative practice including the use of collaborative cycles of inquiry
- Experience working in a multi-tiered system of supports (MTSS) model
- Experience implementing a Structured Literacy approach
- Experience co-teaching, co-planning, mentoring, and developing/delivering professional development

**APPLICATION PROCEDURE**:
equity-seeking groups with diverse abilities, backgrounds, cultures, identities.
- Include in your resume and cover letter your strengths and abilities in relation to the preferred qualifications listed above
- Identify the names and contact information of three references
- Address cover letter and resume to Michelle Jean-Paul, Assistant Superintendent Staff Services
- Upload your resume and cover letter as one document

Vulnerable Sector Search), clear report from the Child Abuse Registry, and completion of Respect In School certification

We thank all applicants for their interest. Only those selected for further consideration will be contacted.
**APPLICATION DEADLINE: 4:00 p.m., Thursday, May 16, 2024