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The Aboriginal Learner Support Team Teacher will have the skills and experience to work collaboratively and cooperatively with other members of the LST (Learner Support Team) and SBT (School Based Team) to improve individual student learning.  The Aboriginal LEARNER SUPPORT TEAM will deliver a range of support services to Aboriginal students with diverse learning needs.

The Aboriginal Learner Support Team Teacher will:

a) Develop, in consultation and collaboration with district staff, principals, vice principals, and classroom teachers, an Aboriginal Learner Support Team Program based on the intellectual, social, cultural and emotional developmental needs of each student; 

b) Teach to meet the diverse learning needs of students;

c) Utilize appropriate teaching practices to provide instructional opportunities for full class, small group and individual student learning;

d) Administer appropriate educational assessments, interpret results and provide relevant information to appropriate staff, students, and parent(s)/guardian(s);

e) Evaluate student progress and participate in the reporting process in consultation and collaboration with the classroom teachers;

f) Develop, implement and monitor Aboriginal Education Plans in consultation with the classroom teacher(s) and make ongoing evaluations and revisions consistent with ministry and district policy;

g) Support classroom teachers in selecting instructional strategies to meet the learning needs of the students;

h) Provide information and in-service training to the school staff; 

i) Communicate with parents, and encouraging them to be involved in their child’s educational program; 

j) Maintain files and records, monitor student attendance and liaise with the home as necessary to encourage improved attendance.


Teachers listed in the “Teachers Qualified for Positions Requiring Special Training” booklet for the position of LST.

a) Bachelor of Education degree or equivalent;    

b) valid B.C. Teaching Certificate;

c) minimum of two years’ satisfactory classroom teaching experience;

d) four courses to include:

  • one course or equivalent senior level (300 or higher) in: 
    • Assessment and Evaluation of Student Learning. 


  • one course or equivalent senior level (300 or higher) in:
    • Differentiated Instruction  or
  • Inclusive Teaching Practices.


  • one course or equivalent senior level (300 or higher) from List A and one course or equivalent senior
    • level (300 or higher) from List B:

List A                                                           

  • Behaviour Disorders;                                                       -   
  • Designs for Learning: Reading;                                           
  • Designs for Learning: Mathematics
  • Identification, Assessment and Support of Learning Disabled Learners;
  • Introduction to Exceptional Children;
  • Teaching the Atypical Learner; 
  • Teaching Thinking/Learning Strategies.

List B

  • Curriculum and Instruction in Teaching ESL;
  • ESL Literacy Instruction;
  • Learner Support Team;
    • Second Language Acquisition;
  • Supporting ESL Learners Across the Curriculum; 


a) one course or equivalent in a First Nations field of Educational study;

b) completion, or near completion, of a Master’s degree in Inclusive Education, ESL and/or Curriculum and Instruction;

c) completion, or near completion, of a diploma in English as a Second Language Instruction or Inclusive Education.


The personnel in this position are accountable in the execution of their assigned duties to the school-based principal.  The District Principal for Aboriginal Education is responsible for the Aboriginal LST program.

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