EARLY LITERACY AND NUMERACY TEACHER

1. DESCRIPTION OF SCHOOL LEVEL DELIVERY MODEL

The Early Literacy and Numeracy Teacher will possess the skills and experience to work cooperatively and collaboratively with members of the school-based early learning team (Kindergarten and Grade One teachers, LST, administration) and District staff (Early Learning and Literacy and Numeracy helping teachers) to support the most vulnerable early learners in our inner-city schools.

 The Early Literacy and Numeracy Teacher will work collaboratively with classroom teachers to provide additional and increased depth of instruction for students in literacy and numeracy (in some schools).  The intent of this model is to maintain the primacy of the learning community, supporting students within their learning environment.  Support can take the form of individual, small group and/or team-teaching formats.

Key responsibilities of the Early Literacy and Numeracy Teacher:

1. maintain a current knowledge base of research in the foundational components of early literacy, including but not limited to: oral language development, phonemic awareness, letter sound knowledge, play-based learning, and early reading, etc.
2. 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. 
3. possess knowledge and understanding of Ministry documents and resources pertinent to early learning (eg. The Early Learning Framework, Learning in the Primary Years) as well as principles that foster learning, including First Peoples Principles of Learning.
4. possess current knowledge of programs, support services, classroom resources, and issues related to vulnerable learners.
5. work collaboratively with Kindergarten and Grade One teachers to provide additional literacy and numeracy (in some schools) instruction.
6. support Kindergarten and Grade One students in the foundational components of literacy and numeracy (in some schools).
7. work collaboratively with Kindergarten and Grade 1 teachers to implement District recommended early literacy and numeracy resources.
8. work collaboratively with Kindergarten and Grade One teachers to support classroom assessment models that guide instructional practice, including using District supported assessment tools.
9. in collaboration with classroom teachers, participate in school-based team meetings when appropriate.
10. communicate regularly with school and district staff.
11. provide leadership in the area of early literacy and numeracy at the school level. 

2. MINIMUM ACADEMIC QUALIFICATIONS/EXPERIENCE

1. valid B.C. Teaching Certificate
2. Bachelor of Education degree or equivalent
3. satisfactory Kindergarten and/or Grade One or ELT/ENT classroom teaching experience

3. PREFERRED QUALIFICATIONS/EXPERIENCE

1. knowledge, understanding and experience of play-based learning
2. knowledge, understanding and experience in early literacy and numeracy development
3. knowledge, understanding of early childhood development
4. knowledge of current research in early literacy/numeracy and district supported initiatives or programs (for example ELPATS, formative assessment, play-based learning, emergent curriculum)
5. knowledge, understanding and experience working with learners in inner city settings
6. post-graduate courses in early literacy, early numeracy, early childhood education, or equivalent (diploma, Masters)

4. REPORTING STRUCTURE

The personnel in this position are accountable in the execution of their assigned duties to the principal of the school(s) to which they are assigned and to the Director of Instruction or District Principal in Education Services (Priority Practices).