Learning Support Teacher

SJK has an opportunity for a Full-Time Learning Support Teacher, Lower School, to join the team for the 2026 School year. SJK seeks a highly motivated and committed Lower School Learning Support Teacher to join our Learning Services team. We are looking for someone passionate about supporting the education and development of students with learning, behavioural, and social-emotional needs, and who has a particular appreciation for adolescents' needs.

The successful candidate will also have the skills and experience to implement policies and best practices that will positively impact student learning and the School as a whole.

SJK is the leading co-educational independent school in the Waterloo Region of Ontario. The School, founded in 1972, is located on a beautiful 36-acre natural campus, offering enriched educational programming for day students from JK‑Grade 12 and international boarding students from Grades 9‑12 through our accredited International Baccalaureate (IB) Programme. The School’s co‑ed Boarding Residence is located in close proximity to the University of Waterloo and Wilfrid Laurier University.

SJK offers a world of learning where we embrace innovation, diversity and internationalism. We have dedicated and inspirational educators, attentive to the needs of individual students and their families. Our expectations are high; students are encouraged to find balance through academics, sports, arts, service and leadership. As the only accredited IB World Continuum School in Southwestern Ontario, our students love learning and graduate as confident, well‑rounded individuals, fully prepared for post‑secondary education and life beyond.

Our graduates take their passions to the world as leaders and global citizens.

As a community, we believe in the importance of diversity, equity, inclusion and social justice. We strive to be a place where every student, faculty and staff member, parent, and alumnus feels welcome and valued. We achieve this by living our core values and by appreciating that our learning community is enhanced by human differences. We value the unique experiences that each individual brings to our community and the myriad of perspectives that our diversity provides.

We also recognize that it is our common humanity that binds us together as a community. We welcome applications from individuals who feel they could contribute positively to our diverse community.

The Learning Support Teacher will also provide professional guidance to Lower School faculty to ensure high-quality teaching and effective resource use. Over time, as St. John’s‑Kilmarnock School undertakes a review and redesign of its learning services portfolio, this role will evolve as part of a team of Learning Support Teachers operating within a reimagined, needs‑responsive and integrative model of learning support.

This model is intended to strengthen both downstream supports (targeted intervention, accommodations, individualized planning) and upstream supports (capacity‑building for teachers, students, and families; early identification; continuity across transitions).

The Learning Support Teacher works within SJK’s Circle of Care framework and as part of a multidisciplinary team using a Multi‑Tiered System of Supports (MTSS) approach, informed by Universal Design for Learning (UDL) and Response to Intervention (RTI) frameworks.

Through this work, the Learning Support Teacher contributes to SJK’s aspiration to be recognized as a pre‑eminent school for personalized education, supporting students not only during their time at SJK, but in preparation for success in post‑secondary education and beyond.

• Collaborate with classroom teachers to support a wide range of learning profiles, strengths, and needs across the curriculum.
• Design and implement targeted support strategies for students identified through psycho‑educational assessments and school‑based identification processes.
• Provide learning support through a range of approaches, including assistive and instructional technologies, small‑group or individual intervention, and in‑class or…