Elementary Learning Support Team - ITT and LA Teacher

Job summary

Provide direct, targeted instruction to students with diverse learning needs, including support in reading, writing, and numeracy. Coordinate student plans and progress reporting, collaborate with families and school teams, and help classroom teachers implement inclusive and responsive learning strategies.

Job details

Are you looking to work in a District that is committed to collaboration, mentorship, and creating inspiring educational experiences? The Delta School District aims to be an innovative, inclusive community where all learners belong and everyone soars. We are a District of more than 15,900 students and 3,000 employees. The District’s mission is to inspire and nurture thriving, future-ready learners at each of its 31 schools, located in Ladner, North Delta, and Tsawwassen. We value Compassion, Responsibility, Integrity, Creativity, Diversity, and Resilience. Our schools and District offices are located on the traditional territories of the Tsawwassen and Musqueam First Nations. The District offers its respect to the Knowledge Keepers and all First Peoples who have been on these lands since time immemorial. Elementary Learning Support Team - ITT and LA Teacher Working Thursdays and Fridays Competition: T-26-486 Location/Dept.: Pebble Hill Elementary FTE: 0.4 Start Date: October 1, 2026 Term of Employment: Term Specific to June 30, 2027 Posted: September 29, 2026 Application Deadline: 12:00 P.M., Tuesday, October 6, 2026 Salary is based on TQS category and years of experience, ranging from $69,147 - $116,190 per year. Elementary LST - ITT Qualifications Role Description and Responsibilities Working As Part Of a Cross-categorical Learning Support Team, The Learning Support Teacher (LST) Has An Inclusion Mindset And Uses a Strength-based Trauma-informed Approach In Working With Schools To Enable Student Access To Learning In The Classroom Environment. LST Support Classroom Teachers And Support Staff In The Work Of Supporting The Inclusion Of Learners Exhibiting Unique Learning Needs Including Students Who Are struggling with academics or behaviour but have no formal Ministry designation. Meet Ministry criteria as having a Ministry of Education Inclusive Education designation Are English Language Learners This support is undertaken primarily through direct work with students, case-management responsibilities, and collaborative work with teachers. Case-management responsibilities and service schedules are assigned by the Principal. Direct Work with Students includes direct instruction that supplements efforts of classroom teachers. For example, intensive targeted instruction in reading, writing and numeracy. Case Management responsibilities include coordinating the development, implementation and progress reporting for formal plans including IEPs, AIPs, Student Learning Plans and Positive Behavior Support Plans. This includes working collaboratively with students and families; working with Learning Services personnel and outside agencies (as appropriate); and, also, supporting student transitions and access to specialized service referrals. Collaborative Work With Classroom Teachers Includes An Emphasis Upon Implementing UDL strategies that build access for all learners. Implementing responsive teaching strategies specific to individual students. Implementing range of curriculum, instruction and assessment strategies and supports outlined in AIPs, IEPs, Student Learning Plans or other formal plans. Learning Support Team teachers also work closely and collaboratively with fellow LST team members to build collective capacity. Learning Support Team teachers work collaboratively with all members of the School Based Team. Qualifications Diploma or Masters in the area of Inclusive Education preferred OR at least three courses in inclusive education in the area of ASD, intellectual disability and physical impairment. Qualifications to teach at the appropriate grade level for this position Qualifications to undertake Level B assessments may be required. Clarify with Principal. Preferred – CPI training All required documents must be submitted in your application which include: resume cover letter copy of valid/pending BC Teaching Certificate additional/supporting documentation For more information on this position, please email Kevin Vasconcelos, District Principal of Human Resources and Teaching Staff at . Please be sure that you have received a confirmation from Make a Future that you have applied to a specific posting. Without this confirmation your application will not have been submitted.

What you’ll do

Provide direct, targeted instruction to students with diverse learning needs, including support in reading, writing, and numeracy. Coordinate student plans and progress reporting, collaborate with families and school teams, and help classroom teachers implement inclusive and responsive learning strategies.

Requirements

A diploma or master's degree in Inclusive Education is preferred, or at least three relevant courses in areas such as autism spectrum disorder, intellectual disability, and physical impairment. Applicants must be qualified to teach at the appropriate grade level; Level B assessment qualifications may be required, and CPI training is preferred.

Listed skills

• Collaboration · Preferred
• case management · Preferred
• learning support · Preferred

Other relevant skills

Identified from the job description. Confirm important requirements above.

• Inclusive Education
• Learning Support
• Individualized Education Plans
• Case Management
• Reading Instruction
• Writing Instruction
• Numeracy Instruction
• Universal Design for Learning
• Responsive Teaching
• Student Assessment
• Behavior Support
• Trauma-Informed Practice
• Strength-Based Practice
• Collaboration
• Family Engagement
• Student Transition Planning

Job areas

• Education

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