Supporting Students with Exceptionalities Teacher

1940 Third Ave, Prince George, BC V2M 1G

Prince George Band Office (250) 562 888

Tsay Keh Dene Band Office (250) 993 210

Special Education Teacher/ Learning Assistant Teacher

If you are looking for a challenging and rewarding career opportunity, please consider helping our little

school blossom into an innovative place for learning rooted in Sekani culture and tradition. Tsay Keh

Dene is a remote community located in Northern BC in Rocky Mountain Trench in some of the most

beautiful natural surroundings in the world. We are currently looking for talented and inspiring person to

come join our team in the following position,

Job Title: Special Education Teacher / Learning Assistance Teacher

Location: Tsay Keh Dene School, Tsay Keh Dene Nation, British Columbia

Reports to: Principal & Director of Education and Training

Position Summary

The Special Education Teacher (SET) plays a key role in supporting the academic, social, emotional, and

behavioral growth of students with exceptionalities at Tsay Keh Dene School. Working closely with the

Learning Assistance Team, Educational Assistants, and the broader community, the SET ensures that all

supports reflect trauma-informed, culturally responsive, and strength-based approaches aligned with

the school’s SSEP (Supporting Students with Exceptionalities Program) and the Tsay Keh Dene Nation’s

vision for lifelong, land-based learning.

This position requires flexibility, creativity, and compassion in meeting the diverse needs of learners,

including those with FASD, ADHD, developmental delays, communication exceptionalities, and trauma-

related challenges.

Core Responsibilities

1. Individualized Education Planning (IEPs)

• Develop, implement, and review Individualized Education Plans (IEPs) in collaboration with

classroom teachers, EAs, families, and allied professionals (SLP, OT, Psychologist).

• Ensure IEPs are culturally relevant, strength-based, and measurable, incorporating Sekani

values, land-based learning, and student interests.

• Track progress through regular documentation and align IEP goals with SSEP workplan

requirements.

• Facilitate quarterly IEP review meetings and ensure documentation is updated for certification

compliance.

2. Instructional Design & Student Support

• Deliver small-group or one-on-one instruction focusing on literacy, numeracy, communication,

and self-regulation.

• Implement visual learning supports (e.g., First–Then boards, schedules, choice boards) to

enhance comprehension and independence.

• Use multi-sensory, hands-on, and experiential approaches to support students with FASD,

language delays, and sensory needs.

• Integrate replacement behaviors and self-regulation strategies into learning routines.
• Provide modifications and accommodations that align with provincial curriculum outcomes and

Dogwood completion pathways.

3. Behavioral and Emotional Support

• Apply trauma-informed, brain-based practices that emphasize co-regulation and emotional

safety.

• Collaborate with EAs and the school counsellor to implement individualized Behavior Support

Plans (BSPs) and regulation routines (e.g., Eagle’s Nest, sensory diets).

• Participate in regular debriefs and data collection to refine intervention plans for students

exhibiting high-risk or escalated behaviors.

• Model calm, consistent adult responses that promote predictability and trust.

4. Collaboration & Communication

• Work collaboratively with teachers, EAs, and parents to align goals and strategies.
• Partner with OTs, SLPs, and mental health clinicians to translate assessment recommendations

into classroom practice.

• Communicate progress and next steps clearly with families in a strengths-based and culturally

sensitive manner.

• Participate in SSEP and School Certification planning alongside the Principal, Vice Principal, and

Director.