1.0 Itinerant SCST Teacher – Numeracy Focus (Term)
BULLETIN NUMBER: 753/T/25 DATE POSTED: October 7, 2025
SCHOOL: Itinerant Position – Multiple Locations

COMMENCING: October 27, 2025 and will end December 19, 2025, or one day prior to the return of the incumbent, whichever occurs first.

POSITION DESCRIPTION:

The Itinerant School & Classroom Support Team (SCST) Teacher – Numeracy Focus works collaboratively with school teams and

classroom teachers to enhance mathematics learning and numeracy development for all students. This role ensures that

instructional practices are inclusive, accessible and trauma-informed, prioritizing the strengths, identities, and lived experiences of

all learners. The Itinerant School & Classroom Support Team Teacher will work collaboratively to create equitable, student-
centered learning environments that reflect culturally responsive pedagogy and Indigenous ways of knowing and being, with a

particular emphasis on numeracy.

A teacher in this role will:

• Support school teams in developing and implementing comprehensive, responsive numeracy plans and instructional practices

that improve mathematics learning outcomes for students in Kindergarten through Grade 12.

• Mentor, co-teach and collaborate with school teams to enhance numeracy instruction and ensure appropriate, differentiated

educational programming for all students.

• Collaborate with instructional leaders to build capacity in numeracy teaching and learning, aligned with the Multi-Year

Strategic Plan.

• Co-plan and implement professional learning focused on effective mathematics pedagogy, numeracy across the curriculum

and culturally responsive math instruction.

• Support school teams in enhancing all staffs’ numeracy and data literacy, including the interpretation and use of assessment

data to inform instruction.

• Use divisional and school-level numeracy data, collaborative inquiry cycles, and evidence-based decision-making to improve

professional practice and student achievement in mathematics.

• Strengthen experiential and job-embedded professional learning in numeracy, including modeling instructional strategies,

facilitating math discourse, and supporting the integration of numeracy in real-world contexts.

RESPONSIBILITIES AND DUTIES:

Grounded in our Multi Year Strategic Plan and its commitment to decolonization, reconciliation, Indigenous ways of being,

inclusion, and anti-racist/anti-oppressive/anti-bias pedagogies, the successful candidate will:

• Practice to develop and support communication and relationship skills with Students, Parents, and Colleagues.

o Employs strategies to include student voice and choice.

o Effective communication with caregivers.

o Collaboration with colleagues.

o Managing conflict.

• Practice to develop and implement an effective instructional process.

o Demonstrates infusion of Indigenous ways of being and knowing.

o Demonstrates equity-centred practice and inclusive pedagogy.

o Demonstrates understanding of pedagogical practices that positively influence individual student learning such as

differentiation.

o Demonstrates understanding of curriculum and use of data in planning.

o Demonstrates effective use of ICT as a teaching tool.

• Practice to develop and implement effective assessment strategies.

o Demonstrates use of learner centred assessment strategies.

o Demonstrates use of assessment data to inform instruction.

• Commitment to professional development.

o Demonstrates commitment to professional learning through the application of learning to their practice.

o Ability to make connections between MYSP and their professional learning.

o Ability to critically reflect on practice to inform professional growth, particularly around inclusive programming.

o Demonstrates curiosity.

QUALIFICATIONS & CONDITIONS OF EMPLOYMENT:

• Manitoba Teaching Certificate.
• Preference given to candidates with a minimum of five years of successful teaching experience with demonstrated impact on

student numeracy achievement.

• Post graduate training in instructional pedagogy, mathematics education, and/or inclusive education; education in progress

may be considered.

• Proficiency in facilitating professional learning that leverages:

o Participative evidence-informed decision-making that genuinely empowers staff and fosters collective efficacy

o Responsive-tiered instruction to meet the cognitive, social, emotional and communication needs of students

o Instructional and assessment practices that promote mathematical reasoning, independence, and lifelong learning.

o Culturally responsive, anti-racist, anti-oppressive instructional and assessment practices, empowering students to

engage critically and take ownership of their learning.

o Current pedagogical and cognitive science research: •

Numeracy: mathematical discourse, multiple representations, building conceptual understanding, fluency,

and growth mindset in math; •

Assessment: clear learning targets, triangulation of evidence, and outcome-based assessment; •
Literacy: foundational understanding of how literacy supports mathematical comprehension and

communication.

o Indigenous knowledge systems, perspectives, and teachings, embedding these into curriculum, assessment, and

professional learning.

o Programming for students who are multilingual learners, ensuring linguistic supports are equitable and identity-

affirming.

o Universally designed inquiry approach to learning that utilizes technology as a learning tool

• Strong leadership, organization, and communication skills, with the ability to foster collaborative, inclusive school

environments.

• Fluent bilingualism (English and French) and knowledge of French Immersion program an asset
• A valid Manitoba driver’s license and access to a reliable vehicle.
• Satisfactory Criminal Record Check, including Vulnerable Sector Search.
• Clear report from the Child Abuse Registry.
• Respect In School or Commit To Kids certification.
• Review and comply with divisional policies and guidelines.

APPLICATION PROCEDURE:
The Louis Riel School Division is committed to employment equity and accessibility. We encourage applications from members of

equity-seeking groups with diverse abilities, backgrounds, cultures, identities.

• Apply by using the LRSD online submission process at www.lrsd.net.

• Include in your resume and cover letter your strengths and abilities and clearly define how you meet eligibility for the role.

• Identify the names and contact information of three references.

• Address cover letter and resume to Staff Services, Louis Riel School Division.

• Quote the Bulletin Number on the application; a separate application is required for each job bulletin.

• Upload your resume and cover letter as one document.

We thank all applicants for their interest. Only those selected for further consideration will be contacted.

APPLICATION DEADLINE: 4:00 p.m., Friday, October 10, 2025