1.0 Student Services Teacher (Term)
BULLETIN NUMBER 134/T/26 DATE POSTED May 13, 2026
SCHOOL HIGHBURY SCHOOL

COMMENCING September 8, 2026 and will end December 18, 2026, or one day prior to the return of the incumbent, whichever occurs first.

POSITION DESCRIPTION

This position requires a dedicated advocate for inclusion, accessibility, and equity in education, who has consistently demonstrated

the ability to foster meaningful student engagement for all students through their professional practice.

The Student Services Teacher promotes practices that align Manitoba’s Standards for Appropriate Educational Programming. As a

key member of the school-based student support team, the Student Services Teacher often serves as the designated case manager

for students requiring a Student-Specific Plan (SSP), oversees the coordination and implementation of the SSP, and ensures all team

members can meaningfully contribute to the planning process. This also includes planning for students accessing modified and

individualized programming.

In alignment with Louis Riel School Division’s Multi-Year Strategic Plan (MYSP), the Student Services Teacher will:

• Model and promote effective inclusive and culturally responsive practices.
• Build the capacity of others through professional learning, collaboration, co-planning, co-teaching.
• Facilitate identity-affirming, strengths-based programming that meets the academic, behavioral, and social-emotional needs of

students through trauma-informed and culturally responsive approaches.

• Implement research-based tools for the early identification of programming needs for individuals, small groups, and whole

classes, with a focus on early language development, numeracy, literacy, and critical thinking.

• Engage in collaborative student-specific planning with school-based and divisional teams, including Instructional Services,

Indigenous Education, Clinical Services, and Diversity, Equity, Inclusion & Antiracism (DEIA) Services, to ensure responsive and

equitable learning supports.

• Facilitate effective partnerships between teachers, clinicians, and educational assistants, ensuring an interdisciplinary, student-

centered approach to inclusion.

• Integrate Indigenous ways of knowing, being, and doing into instructional practices and student supports, collaborating with

Elders, Knowledge Keepers, and Indigenous community partners.

• Use data-informed decision-making to develop equity-driven student support plans that address systemic barriers and

promote meaningful student success.

• Facilitate student transitions.

REQUIRED AND PREFERRED QUALIFICATIONS

• 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 as well as LRSD policies related to Student Services.
• Experience in contributing to the development, implementation, review, and revision of Student Specific Plans (including

Individual Education Plans and Individual Healthcare Plans) to support children with a range of special/differing abilities,

including those with significant and complex needs.

• Ability to liaise with external agencies.
• Demonstrated ability to positively influence the practice of colleagues through mentorship, collaboration, and professional

learning.

• Ability to be a contributing member of the school support team.
• Demonstrated experience in collaborative practice including the use of collaborative cycles of inquiry.
• Commitment to equity-based leadership, ensuring that all students receive culturally relevant, anti-racist, and identity-

affirming learning experiences.

• 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 that builds capacity in

inclusive, trauma-informed, and decolonizing educational practices.

CONDITIONS OF EMPLOYMENT

• Permanent Manitoba Teaching Certificate.

• 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

• 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.

The Louis Riel School Division is committed to:

• fostering employment equity and accessibility. We encourage applications from members of equity-seeking groups with

diverse abilities, backgrounds, cultures, identities

• providing an inclusive and barrier-free experience for people with accessibility needs. Applicants may request reasonable

accommodation related to the materials or activities used throughout the selection process. To make a confidential request,

send an email to the Staff Services Department so that the necessary arrangements can be made.

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

APPLICATION DEADLINE 4:00 p.m., Tuesday, May 19, 2026