Summer Learning Program (Elementary)

Special Education Resource Teacher (SERT) **(**Virtual / In Person)

Teacher

Temporary

8:45 a.m. to 3:45 p.m. daily (7 hours per day)

Salary $51.95 (including holiday and vacation pay) / hour

All teaching positions will be available Pending Ministry Grant Approval and student enrolment.

POSITION SUMMARY:

The Simcoe County District School Board is seeking qualified applicants for the position of Summer Learning Program Special Education Resource Teacher (SERT). Reporting to the Summer Learning Program Coordinator and Site Supervisor, the successful candidate will be committed to supporting students in Grades 1 to 8 who require additional special education support to achieve success. The Summer Learning Program SERT will support students with special education strengths and needs across a variety of grades, programs, and learning environments, and will act as a resource to teachers as they accommodate students who may require additional and/or individualized learning and development support.

This year (2026), Summer Learning Programs will include both in-person and online learning formats. All educational staff, including the Summer Learning Program teachers, will be expected to work in-person supporting students and educators enrolled in all programs. Student programs will be located at West Bayfield Elementary School (Barrie) and Alcona Glen Elementary School (Alcona). Programming will run for two one-week sessions. These sessions will be identical in content.

Summer Learning Program SERTs will support students in a variety of classes/programs (in-person and online), mornings only, based on student enrolment and teacher preference.

SCHEDULE FOR THE SUMMER LEARNING PROGRAMS:

• July 9 and July 10, 2026 (9:00 a.m. to 3:00 p.m. – 6 hours per day for 2 days of mandatory training)
• July 13 to July 24, 2026 (8:45 a.m. to 3:45 p.m. – 7 hours per day for 10 days for the Summer Learning Program)

QUALIFICATIONS, SKILLS AND EXPERIENCE:

• primary, junior, or intermediate Ontario College of Teachers (OCT) qualifications
• special education qualifications
• preference will be given to existing SCDSB teachers with knowledge and understanding of SCDSB's special education programs and supports, including IEP Online, etc.

KEY COMPETENCIES:

Successful applicants for the Summer Learning Program SERT position will demonstrate evidence of:

• knowledge and understanding of SCDSB's special education programs, practices, and policies
• ability to integrate technology into their daily practice, including the use of Lexia Core 5, Google Classroom, Scratch (coding), etc.
• a deep understanding of learning pedagogy, especially in the areas of special education, as well as direct instruction reading, mathematics, and assistive technology
• collaboration and teamwork with colleagues
• excellent oral and written communication skills

MAJOR RESPONSIBILITIES FOR SLP SERTs**:**

• provide special education support (direct and indirect) to SCDSB elementary-aged students with special education learning needs, including in the areas of evidenced-based direct reading and mathematics instruction
• support other educators (indirect support) in their instructional, environmental, and assessment practices to accommodate the individualized learning needs of students in the programs
• support and/or coordinate the use of various instructional programs such as Ufli (reading), Google Classroom), etc.
• support educators to accommodate and/or modify curriculum-based content to integrate with differentiated instructional strategies designed to improve student engagement and foster deeper learning
• knowledge of the board approved virtual learning environment (e.g., Google Classroom)

All t****eaching positions will be available subject to student enrolment.

APPLICATIONSWILLBERECEIVEDTHROUGH APPLYTOEDUCATION (ATE) until 4p.m. on May 13, 2026. Cover letters should be addressed to: Kadri Jessop, Summer Learning Program Coordinator. Applicants should clearly note in their application/cover letter a preference for the teaching location.

We thank all applicants for their interest in this position and advise that only those candidates selected for an interview will be contacted regarding this posting.

* All fees for the application process are covered by the Simcoe County District School Board.*

Guided

by the principles of dignity, individualization and inclusion, the

Simcoe County District School Board (SCDSB) is committed to creating an

equitable and inclusive environment that supports all human rights and

accessibility needs for students and staff. The SCDSB recognizes the

duty to accommodate, short of undue hardship as per the Ontario Human

Rights Code (OHRC) and the Accessibility for Ontarians with Disabilities

Act (AODA).

We value and are committed to upholding the

principles of diversity, equity, and inclusion, and equitable hiring

practices for all applicants to be successful. In support of our

strategic priorities, we are seeking members who reflect diverse

identities, lived experiences and perspectives, especially Indigenous

peoples, racialized persons, persons with disabilities, 2SLGBTQ+, and

women to assist the board in reflecting the community we serve. Our

equitable hiring initiative is consistent with the Ontario Human Rights

Code (OHRC) to ensure that our hiring practices remain equitable to

candidates from groups protected by the prohibited grounds under the

Code.

Applicants are to provide permission to contact two

professional references, including their current and most recent

supervisor. New hires to the Simcoe County District School Board will

be required to submit a Vulnerable Sector Check (VSC) that is

satisfactory to the Board prior to beginning employment. All new

employees will be required to complete mandatory training modules with

the Board prior to their first day of employment. All applicants are

thanked for their interest in this position; however, only those who

have been shortlisted for an interview will be contacted.

R.R.O. 1990, REGULATION 298 - Operation of Schools Section 20 - Duties of Teachers

20. In addition to the duties assigned to the teacher under the Act and by the board, a teacher shall,

(a) be responsible for effective instruction, training and evaluation

of the progress of pupils in the subjects assigned to the teacher and

for the management of the class or classes, and report to the principal

on the progress of pupils on request;

(b) carry out the

supervisory duties and instructional program assigned to the teacher by

the principal and supply such information related thereto as the

principal may require;

(c) where the board has appointed

teachers under section 14 or 17, co-operate fully with such teachers and

with the principal in all matters related to the instruction of pupils;

(d) unless otherwise assigned by the principal, be present in the

classroom or teaching area and ensure that the classroom or teaching

area is ready for the reception of pupils at least fifteen minutes

before the commencement of classes in the school in the morning and,

where applicable, five minutes before the commencement of classes in the

school in the afternoon;

(e) assist the principal in maintaining close co-operation with the community;

(f) prepare for use in the teacher’s class or classes such teaching

plans and outlines as are required by the principal and the appropriate

supervisory officer and submit the plans and outlines to the principal

or the appropriate supervisory officer, as the case may be, on request;

(g) ensure that all reasonable safety procedures are carried out in

courses and activities for which the teacher is responsible;

(h) co-operate with the principal and other teachers to establish and

maintain consistent disciplinary practices in the school;

(i)

ensure that report cards are fully and properly completed and processed

in accordance with the guides known in English as Guide to the

Provincial Report Card, Grades 1-8 and Guide to the Provincial Report

Card, Grades 9-12, and in French as Guide d’utilisation du bulletin

scolaire de l’Ontario de la 1ère à la 8e année and Guide du bulletin

scolaire de l’Ontario de la 9e à la 12e année, as the case may be, both

available electronically through a link in the document known in English

as Ontario School Record (OSR) Guideline, 2000 and in French as Dossier

scolaire de l’Ontario: Guide, 2000, on a website of the Government of

Ontario;

(j) co-operate and assist in the administration of tests under the Education Quality and Accountability Office Act, 1996;

(k) participate in regular meetings with pupils’ parents or guardians;

(l) perform duties as assigned by the principal in relation to co-operative placements of pupils; and

(m) perform duties normally associated with the graduation of pupils.

R.R.O. 1990, Reg. 298, s. 20; O. Reg. 95/96, s. 2; O. Reg. 209/03,

s. 1; O. Reg. 227/23, s. 3.