Job Description

Are you interested in working with our dynamic and progressive school division to pursue excellence in education for students, professional learning opportunities, a flexible health benefits package, and a workplace that embraces diversity? Then we are the place for you!


Who we are and what we value:


Parkland School Division (PSD) is a large progressive school jurisdiction serving Spruce Grove, Stony Plain, Fort Chipewyan and Parkland County. PSD meets the diverse educational needs of over 12,000 rural and urban students among 23 sites, including outreach schools and alternative education programs.


Our values are what guide us. We strive for learning opportunities that are purposeful, essential, relevant, authentic and responsive while aiming for excellence in achievement. PSD also values trustworthy, respectful relationships that promote resilience as students and staff work towards our Ultimate Goal: Student Success & Well-being.


We are committed to fostering a culture of wellness, community, equity, and belonging for both students and staff. We believe in providing:


Supportive Environments: We champion trustworthy, respectful relationships and a collaborative spirit among our dedicated team of over 1,600 staff members. Diverse Opportunities: We offer a rich array of programs, including French Immersion, Nature-Based Kindergarten, specialized programs, and extensive Off-Campus Education options, allowing educators and support staff to engage in innovative and authentic learning practices. Focus on Growth: We prioritize continuous improvement in programming and pedagogy, supporting our staff with opportunities for professional development and leadership. Inclusive Culture: We are dedicated to increasing our understanding and integration of Indigenous perspectives and ways of knowing, ensuring a welcoming and respectful space for all members of our community.
Parkland School Division is more than just a place to work; it's a community where you can make a real difference, contributing to student success and well-being in a dynamic and supportive setting. We seek passionate, creative, and dedicated individuals to join us in shaping the future for our learners.




The Parkland School Division currently has a Probationary/Continuing Full-time (1.0 FTE) teaching position at High Park School, in Stony Plain, Alberta in the CASA Mental Health Classroom.


About the Casa Mental Health Classroom: The Casa Mental Health classroom is a unique and dynamic multi-graded learning environment designed for up to 12 students in Grades 4-6 , opening in September 2025 as a collaborative initiative between CASA and Parkland School Division (PSD). The program operates with two distinct cohorts annually, with the first session scheduled from September through January, followed by a second session from February through June. Our core team comprises a dedicated teacher, a Therapy Support Assistant (TSA), and a Mental Health Therapist (MHT), working collaboratively to foster a safe, caring, and welcoming learning and therapeutic space. The teacher plays a pivotal role in designing and delivering academic instruction, integrating strategies that promote positive mental health. This role works in close partnership with the TSA, who supports students within the classroom's therapeutic milieu and delivers the Social-Emotional Learning (SEL) curriculum, and the MHT, who develops individualized treatment plans and provides individual and group therapy.


We are seeking a compassionate, collaborative, and highly skilled educator who is passionate about supporting students with mental health needs within a therapeutic and academic setting. The Classroom Teacher for the Casa Mental Health Program (Grades 4-6), operating out of High Park School in Stony Plain, is responsible for creating and maintaining a safe, caring, and welcoming learning and therapeutic environment for up to 12 multi-graded students.

This includes:

Instructional Design and Delivery: Designing and delivering academic instruction across Grades 4, 5, and 6 , tailoring teaching styles and content to meet individual learning needs and integrating cross-curricular connections. Mental Health Integration: Incorporating strategies that support positive mental health into all aspects of classroom design and instruction. Collaborative Teamwork: Working closely and collaboratively with the Therapy Support Assistant (TSA) and Mental Health Therapist (MHT) to establish and maintain classroom routines, expectations, and the overall therapeutic atmosphere. This includes contributing to the development of individualized programming and treatment plans for students. Individualized Programming: Developing and implementing individualized academic programming for students with diverse learning needs, including those who are neurodiverse. Behavioral Support: Employing effective co-regulation and de-escalation techniques for students experiencing dysregulation, and responding thoughtfully to students refusing to follow classroom expectations. Assessment and Evaluation: Designing and implementing student assessment and evaluation methods that accurately reflect individual key learner outcomes for a diverse group of learners in Grades 4-6. Trauma-Informed Practice: Implementing trauma-informed approaches within the classroom environment and demonstrating a commitment to ongoing professional development in this area. Relationship Building: Demonstrating genuine care and building strong, positive relationships with students, fostering an environment of trust and respect.

Professional Development: Engaging in critical reflection on teaching methods and collaborating with other professionals to build personal and collective professional capacities and expertise.

Education & Certification:

Valid teaching certification/licence in Alberta. Bachelor of Education degree (or equivalent).

Experience:

Minimum of 3 years of successful teaching experience, preferably with experience teaching in Grades 4-6 or a multi-graded classroom setting that includes these levels. Demonstrated experience working with students with diverse learning needs, including neurodiverse students and those with mental health challenges. Experience in creating individualized programming for students. Experience collaborating effectively as part of a multi-disciplinary team. Experience with co-regulating and de-escalating students who have become dysregulated.

Skills & Abilities:

Strong Communication Skills: Clear and effective written and verbal communication, particularly for collaborating with a multidisciplinary team, students, and families. Flexible Thinking & Problem-Solving: Ability to adapt to changing student needs and classroom dynamics, and creatively solve challenges. Collaboration: Proven ability to work effectively and respectfully within a multidisciplinary team, valuing diverse perspectives in programming, assessment, and treatment. Trauma-Informed Approach: Understanding and commitment to implementing trauma-informed practices in the classroom. Willingness to participate in trauma-informed or other mental health training if not already obtained. Differentiated Instruction: Expertise in designing and implementing differentiated lessons that cater to individual learning styles and needs across Grades 4-6. Assessment Acumen: Ability to design student assessment and evaluation that accurately reflects individual key learner outcomes for diverse learners in Grades 4-6. Relationship Building: Demonstrated ability to build genuine rapport and positive relationships with students. Resilience & Empathy: Capacity to navigate challenging student behaviors with empathy and maintain a calm and supportive presence. Organizational Skills: Strong ability to manage multiple grade levels, individualized plans, and collaborate effectively within a complex therapeutic environment.

Assets:

Experience with the Alberta programs of study at multiple grade levels, specifically Grades 4-6. Specific training in trauma-informed care or other mental health interventions (e.g., Ukeru, therapeutic crisis intervention). Knowledge of Social-Emotional Learning (SEL) curriculum. Valid certification in Nonviolent Crisis Intervention.




Equivalencies will be considered.

Working Conditions

Teachers work indoors except when supervising children outdoors or going on field trips.





Teachers may have a holiday schedule including a long summer break as well as winter and spring breaks. However, they typically work over ten-months and are paid out over twelve months.





The scheduled hours to be worked will be determined by each specific position.

Additional Information

Teachers must agree to respect the confidentiality and personal integrity of students, parents, teachers and other staff.

This position requires an original copy of a current clean criminal record check with vulnerable sector and an original copy of a child intervention record check.

ONLY ONLINE APPLICATIONS SUBMITTED THROUGH APPLY TO EDUCATION WILL BE ACCEPTED.

How to Apply:


Applying is a two-step process. First you must register and create a portfolio, then you must apply to the job posting by following the steps below:


Click the position title of the job that you wish to apply to and then scroll down to the bottom of the page and click 'APPLY'. Jobs that you have applied to will appear under the 'Jobs Applied To' tab in the Job Postings section. You will also receive a confirmation email.
For technical support while applying to a position online, please contact our service provider for assistance:


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Hours: 5:30am-5:00pm, Monday through Friday


We thank all applicants for their interest, however only those candidates selected for an interview will be contacted.
We thank all applicants for their interest, but only those candidates who are selected for an interview will be contacted.