1.0 FTE (full-time)
January to June 23, 2026 

Kenneth Gordon Maplewood School (KGMS) is an Independent, co-educational K-12 school. One of a few dedicated Special Education Schools in BC, KGMS draws students from across the Lower Mainland. We follow the BC Ministry of Education curriculum while adapting and differentiating instruction to meet the needs of diverse learners. Using Universal Design for Learning principles, KGMS incorporates Experiential Learning, Inquiry, and Social-Emotional Learning to deliver a comprehensive educational experience. 

KGMS is seeking a warm and energetic Early Primary educator to lead an inclusive early learning program. This individual will foster a supportive and engaging learning environment where every student thrives academically, socially, and emotionally. Diverse learning needs at KGMS may include students who have physical, socio-emotional, health, or sensory needs in addition to learning strengths and stretches. The Early Primary Teacher will work as part of a collaborative instructional team to implement responsive Individualized Educational Plans.

KGMS teachers work in pairs, jointly enrolling a class of no more than 18 neurodivergent students. Co-Educators share equal responsibility for the social, emotional and academic development of the group. They demonstrate flexibility and creativity as they design, plan and assess learning activities to ensure the needs of all students are met. In addition to ministry-aligned reporting duties, co-educators share case management of 18 IEPs.

Reporting to the Principal, this is a full-time position that continues through the end of the 2025–2026 school year. Opportunities for ongoing employment may be available following the completion of the initial term.

Qualifications: 

• Canadian residency and be legally entitled to work in Canada
• A valid BC teaching certificate
• Experience, education and training in special education, preferably at the elementary school (K to 7) level
• Strong knowledge of child development and commitment to experiential learning; ECE qualifications are an asset
• Knowledge of culturally responsive and trauma-informed practices
• Knowledge of student regulation and management strategies
• Ability to contribute to the development, implementation, and evaluation of an IEP in consultation with the school team, parents and caregivers, students and community resource personnel
• Ability to carry out a variety of assessments, including classroom observation, curriculum-based assessment and diagnostic teaching methods, administration and interpretation of norm-referenced assessment instruments
• Proven experience in adapting materials for enrichment and meeting universal, targeted and intensive supports to empower learners
• Brings different perspectives, voices, and worldviews to the classroom learning experience, including those of Indigenous, local, and global populations
• Ability to engage in land-based education and out trips of mild to moderate physical intensity
• Fluent communication skills in English, both oral and written, with students, colleagues, families, caregivers, and external service providers
• Strong organizational, communication, administrative and interpersonal skills
• Occupational First Aid training is an asset in support of school emergency procedures

Responsibilities: 

Collaborative Planning and Coordination

• Actively engage as a member of a co-teaching team, engaging in weekly  meetings and consultation with specialists as required
• Share case management and IEP writing, including progress reporting
• Gather data to assist with pre-referral interventions and work closely with colleagues, including the school-based team, to plan for, organize and access support services for students
• Taking part in and contributing to effective student documentation, data collection and file review, including psychoeducational and diagnostic reports
• Actively participate in and contribute to professional learning related to school planning

Instruction

• Planning for skill extension or remediation based on learner profile, ensuring student voice in individualized learning plans to maximize engagement
• Integrating structured oral language instruction (Talking Tables), literacy programming (Heggerty, OG) and numeracy methodology (Math U See) into all areas of the curriculum
• Incorporating social-emotional  learning into all aspects of instruction
• Scaffolding learning engagements to support and develop executive function
• Direct instruction of learning habits and strategies for use in classroom settings or for independent learning
• Commitment to a restorative approach to investigating and understanding behaviour as a means of communication, in consideration of a lagging skill set

Consultation

• Weekly collaboration with co-educators, resource team members and/or other specialty service providers to design and  implement instructional strategies or to adapt content or materials
• Regular communication and consultation with families and other relevant stakeholders concerning adjustments to curriculum, instruction, or environmental factors in the classroom, which may facilitate learning for a student or group of students
• Consulting with parents and students regarding learning strategies and organizational skills, and how they might transfer across settings
• Consulting with school, home and community resource providers.

Assessment & Reporting

• Criterion-referenced or norm-referenced assessment, as appropriate, to answer questions about how best to provide instruction or support
• Systematic observation and collection of behavioural data to establish baseline/progress data or describe functional behaviours;
• Synthesis of information from parents, student records, other service providers, and health-related information to aid the assessment process;
• In-depth interviews with students to determine their knowledge of the learning process and/or thinking strategies
• Use BC Proficiency Scale and standards-based grading methodologies when reporting on student learning.

Salary and benefits are paid as per the BCGEU collective agreement. 

$66,115.28 – $107,445.55, Depending on Category and Step 

We are committed to building a diverse and inclusive workforce by ensuring a barrier-free work environment. We welcome applications from all qualified job seekers, from BIPOC (black, Indigenous, and people of colour), persons with disabilities, and SLGBTQ (persons of all sexual orientations and genders). If you are an applicant with a disability, we will work with you to make reasonable workplace accommodations you may need for your best work performance.

Please email your resume to Human Resources at hr@kgms.