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Research based leadership, planning and strategies:
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Knowledge of high yield inclusive practices
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Ability to provide 21st century innovative practices for all students
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Plan successful interventions
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Participate in school based and divisional professional learning
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Knowledge of initiatives at universities and professional organizations
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Continuum of Student Specific Planning:
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Knowledge of inclusive practices and understanding of the classroom teacher's role
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Knowledge of curriculum outcomes for Grade level(s)
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Knowledge of a wide variety of adaptations and the adaptation planning process
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Ability to Consult, Collaborate and Coach
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Ability to Co- teach, team teach and be a teacher leader
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Ability to facilitate Case management and In-Take Procedures
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Understanding of Differentiation, Adaptation, and Modification and Individualization
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Knowledge of Manitoba education documents on Inclusion
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Student Specific Planning for students with special needs:
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Ability to support and facilitate the Individual Education Plan or Individual Transition Plan; Behaviour Intervention Plan; Individual Transition Plan; Targeted Intervention Plan; Daily Plans
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Understanding of the PATH/MAPS process and able to facilitate and/or lead
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Knowledge of individual students and their strengths, need and interests, and an understanding of common disabilities
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Ability to consult and team with divisional staff in planning for students
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Ability to organize meetings and facilitate productive plans
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Knowledge of outside agencies and supports
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Ability to collaborate with families
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Confidentiality
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Management and storage of Pupil Files as per policy
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Continuous recording Notes (documentation, storage)
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Able to manage electronic record keeping
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Provide or coordinate service for students
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Ability to co teach (i.e. Mentoring, modeling or contracting for a period of time with a specific goal)
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Ability to work with small groups
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Knowledge of learning materials and other resources
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Ability to develop and facilitate support, training management, scheduling and professional development for Educational Assistants
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Ability to support transitions at a variety of different points
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Knowledge of the Continuum of Assessment
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Knowledge of assessment principles and best practices in classroom assessment
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Knowledge of how to administer and interpret a variety of assessment tools (both informal and formal)
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Observational skills and Data Collection
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Ability to differentiate and adapt academic assessment and behavioural assessment
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Ability to use information from assessments for planning
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Understanding of Adaptive Skills Assessment
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Ability to Referral for Specialized Assessment with knowledge of the pre-referral/referral process
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EAL programming
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Understanding of Reception Protocol
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Fundamentals of second language learning
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Ability to collaborate with EAL teacher
