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The Early Literacy 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 helping teachers) to support the most vulnerable early learners in our inner city schools.

The Early Literacy teacher will work collaboratively with classroom teachers to provide additional and increased depth of instruction in literacy for students.  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.

The Early Literacy teacher will:

a) maintain a current knowledge base of research in the foundational components of early literacy, including but not limited to: oral language development, phonological and phonemic awareness, play-based learning, reading, writing, etc.;

b) possess knowledge and understanding of Ministry documents and resources pertinent to early learning (eg. The Early Learning Framework) as well as principles that foster learning, including First Peoples Principles of Learning;

c) possess current knowledge of programs, support services, classroom resources, and issues related to vulnerable learners;

d) work collaboratively with Kindergarten and Grade One teachers to provide additional literacy instruction and support to Kindergarten and Grade One students in the foundational components of literacy;

e) work collaboratively with Kindergarten teachers to implement District Supported targeted phonemic awareness instruction;

f) work collaboratively with Kindergarten and Grade One teachers to support classroom assessment models that guide instructional practice, including using District supported assessment tools;

g) in collaboration with classroom teachers, participate in school-based team meetings when appropriate;

h) communicate regularly with school and district staff; 

i) provide leadership in the area of early literacy at the school level. 


a) valid B.C. Teaching Certificate

b) Bachelor of Education degree or equivalent;

c) satisfactory Kindergarten and/or Grade One or ELT classroom teaching experience.


a) knowledge, understanding and experience of play-based learning;

b) knowledge, understanding and experience in early literacy development;

c) knowledge, understanding of early childhood development;

d) knowledge of current research in early literacy and district supported initiatives or programs (e.g., Links to Literacy, ELPATS, formative assessment, play-based learning, emergent curriculum);

e) knowledge, understanding and experience working with learners in inner city settings;

f) post-graduate courses in reading, early childhood education, or equivalent; 

g) diploma in reading, early childhood education, or equivalent.


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).  

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