CONNECTIONS PROGRAM TEACHER
1. DESCRIPTION OF DELIVERY MODEL
The Connections Program Teacher supports and promotes inclusion for students who would benefit from social and emotional development and behavioural support to improve academic competence in core curricula. The Connections Program Teacher provides instruction and direct support to individual students and collaborates with classroom teachers, community partners and parents/guardians to support the inclusion of students in regular classroom settings.
Key responsibilities of the Connections Program Teacher will include:
a) developing and implementing inclusive practices and various support plans including, but not limited to, Individual Education Plans, Positive Behaviour Support Plans, and consulting on Employee Safety Plans;
b) teaching strategies to develop coping skills (e.g., self-calming techniques, aggression replacement, etc.);
c) coordinating, facilitating, and chairing Integrated Case Management (ICM) meetings;
d) collaborating with classroom teachers, other school staff, parents/guardians and community partners;
e) participating in school-based team meetings where they provide or are anticipated to provide a direct educational service to a particular student or as determined by an administrative officer and/or the school-based team;
f) participating as a member of an interdisciplinary problem solving team in other related meetings such as Employee Safety Plans, transition meetings, course selection meetings;
g) working in collaboration with Child and Youth Care Workers (CYCW);
h) facilitating transition of the student to a regular school setting or another educational program.
2. MINIMUM ACADEMIC QUALIFICATIONS/EXPERIENCE
a) valid B.C. Teaching Certificate;
b) two years satisfactory secondary teaching experience;
c) training/experience in the field of social and emotional development and behavioural supports.
3. PREFERRED QUALIFICATIONS/EXPERIENCE
a) teaching or other pertinent experiences in other related settings such as Mental Health, The Maples or provincial resource institutions;
b) training and experience working with students with learning disabilities;
c) training and experience working with students with behavioural challenges.
4. REPORTING STRUCTURE
The personnel in this position are accountable in the execution of their assigned duties to the school principal.
Revised May 2021