NUMERACY & INSTRUCTIONAL PRACTICE - HELPING TEACHER

1. DESCRIPTION OF SCHOOL LEVEL DELIVERY MODEL

Background Information: The Numeracy/Instructional Practice Helping Teacher will provide district leadership in the development and implementation of Curriculum, with a focus on research based instructional practice that will support vulnerable learners across the curriculum. The teacher will support the implementation of early numeracy strategies for at-risk Aboriginal learners as well as supporting the implementation of instructional strategies in other curricular areas. The Helping Teacher, in consultation with the Related Director of Instruction, will work with teachers, administrators, and other district personnel to provide support through:

a) maintaining a current knowledge base of learning theory and research for vulnerable learners, Ministry programs, curricula and resources;

b) working as a curriculum team member; focusing on best instructional practice for vulnerable and at-risk Aboriginal learners;

c) facilitating and providing district in-service and staff training development sessions that highlight promising practices which encourage success for at-risk learners for teachers and administrative officers;

d) communicating with teachers, administrators, other district personnel, Ministry of Education officials and others regarding District and Provincial programs;

e) monitoring program delivery and emergent needs of at-risk learners;

f)  maintain a current knowledge base of research in the instructional components of early numeracy, including but not limited to: number sense development which includes subtilizing, partitioning, and patterning, understanding of the development of conceptual understanding in early numeracy;

g) possess knowledge and understanding of Ministry documents and resources pertinent to early learning (e.g. The Early Learning Framework, The Full-Day Kindergarten Program Guide, The Primary Program).

2. MINIMUM ACADEMIC QUALIFICATIONS/EXPERIENCE

a) Bachelor of Education Degree or equivalent;

b) valid B.C. Teaching certificate;

c) five years of school based elementary teaching which includes a minimum, of two years classroom experience in a school/district with a significant population of at-risk and Aboriginal learners;

d) participation in collaborative planning and facilitating of professional development activities;

e) demonstrated successful experience implementing best instructional practices.

3. PREFERRED QUALIFICATIONS/EXPERIENCE

a) Possession of, or working toward, a Master of Education Degree or equivalent and appropriate course work in the area of Curriculum;

b) knowledge of current research in early numeracy and district initiatives (e.g. Numeracy Project);

c) knowledge of current research in early childhood development;

d) preference will be given to those who have a background and/or experience with Aboriginal heritage and culture.

4. REPORTING STRUCTURE

The personnel in this position are accountable in the execution of their assigned duties to the principals of the schools they are working with and the Director of Instruction.