Frequently Asked Questions

Start date: September 2025 Established in 1925, the Dr. Eric Jackman Institute of Child Study (JICS) Laboratory School at the Ontario Institute for Studies in Education (OISE), University of Toronto is the oldest laboratory school in Canada and will celebrate its centennial in the 2025-2026 school year. The JICS Lab School serves children from Nursery to Grade 6. It has a threefold mandate: exemplary education for the 200 children who attend the school, graduate teacher education, and research in an intentionally diverse environment. The JICS Lab School makes a noted contribution to the understanding of strong educational practices in elementary schools in Canada and around the world. The successful candidate will teach a Junior Grade class and will contribute to the teacher education and research work of the JICS Lab School. JICS Lab School classroom teachers create a secure learning environment for their students, one that inspires exploration, creativity, curiosity, and confidence to flourish. The school seeks and honours diversity. It values a deeply interconnected community, in which all members feel known, respected, and supported as active participants. Classroom teachers work part of a collaborative team of educators. Key Responsibilities include: Developing an engaging learning environment to foster student growth Teaching an enriched curriculum to support success for all learners Reporting achievement Supporting families Mentoring teacher candidates to support connections between theory/research and application Contributing to research initiatives Serving as an active member of a collaborative school staff We seek applicants with the following professional qualifications and experience: Ontario College of Teachers Certification (Primary/Junior) Demonstrated record of successful teaching experiences in a Junior Grade classroom Minimum of two years teaching experience Research experience will be an asset Completed Additional Qualification in Special Education, and/or ECE will be an asset BIPOC teachers are strongly encouraged to apply Salary will be commensurate with qualifications and experience. Qualified applicants are asked to submit a complete application, including CV, application letter, and two letters of reference by 12:00pm on Monday, January 13, to: Richard Messina, Principal Dr. Eric Jackman Institute of Child Study Laboratory School Ontario Institute for Studies in Education | University of Toronto c/o: Jayda Lam jayda.lam@mail.utoronto.ca http://www.oise.utoronto.ca/jics Conditions of employment: Teachers currently employed in publicly funded schools are encouraged to consider this as a one-year secondment opportunity, with the possibility of renewal up to 3 years. We thank all interested applicants; however only those candidates selected for an interview will be contacted. The University of Toronto is strongly committed to diversity and intentional inclusion within its community and encourages applications from racialized persons / persons of colour, women, Indigenous People of North America, persons with disabilities, and LGBTQ2S+ persons. Detailed Job Description: Junior Grade Teacher Dr. Eric Jackman Institute of Child Study Laboratory School Ontario Institute for Studies in Education | University of Toronto Responsibilities: Teaching and Student Learning Planning and teaching a research-supported, engaging curriculum to address the needs of all students; Instructing in a developmentally appropriate way, respecting the salient characteristics of both the age group and the individuals in the class; Assessing on a day-to-day basis the students’ achievement of expectations; Adapting instruction for student success; Engaging with the specialty teachers; Taking a holistic view of each student, so as to understand/respond to the student’s wellness and mental health; Working as a member of the staff team to plan for each student’s progress; Building relationships with families to maximize trust and open communication. Assessment of Students’ Strengths and Needs Observing and interpreting student learning; Assessing students’ strengths and needs; Developing learning expectations for all students who require Special Education instruction, in consultation with the Special Education Team. Reporting Achievement Maintaining ongoing communication with the student’s parents; Reporting to families at parent-teacher interviews and through report cards. Involvement in the Masters of Arts in Child Study and Education (MA CSE) Mentoring MA CSE and other teacher-candidates who are placed in the classroom; Participating in MA CSE classes and lectures as required. Research Contributing to school-wide research initiatives as appropriate (e.g. Natural Curiosity, Japanese Lesson Study, Math For Young Children M4YC, Knowledge Building, etc.) Supporting classroom-based research, as approved. Ongoing Professional Learning Maintaining professional competence by participating in staff development activities, curriculum development meetings, and professional opportunities; Presenting professional development updates to school staff; Extending professional knowledge through attending professional workshops, conferences, and courses; Presenting the school’s education program to parents, visiting scholars, and researchers. Leadership and Community Serving as an active member of a collaborative school staff, attending weekly PD meetings, and participating in all school-wide staff activities; Serving as an active member of the Jackman Institute of Child Study: participating in Institute-wide meetings and initiatives, including: MA CSE reviews, interviewing, dissemination, and long-range planning. Giving leadership to school-wide and Institute-wide initiatives, as required; Working with visitors: visiting scholars, educators, research teams, the media, and policy makers; Participating in and writing for publications, presentations, and conference reporting.

Falk Laboratory School, a coeducational K-8 school in Pittsburgh, Pennsylvania, seeks one full-time Educational Support teacher to work collaboratively with students, teachers, and families to help facilitate positive interactions within the school environment, allowing all students to integrate behaviorally into an inclusive school setting. The Behavior Intervention Specialist has the training to address behaviors that create barriers to learning and healthy relationships in the school. This person will provide direct and consultative services in the school setting for responsive, preventative, and interventive purposes. In addition, the Educational Support teacher works directly with identified students to develop and self-sustain positive behaviors that support their growth academically and behaviorally. Under the supervision of the director of Student Services and Division directors, the Behavior Intervention teacher will provide diversified strategies and activities specifically designed for identified students.  This position will start in August 2024. Responsibilities: Collaborating with school personnel to communicate and uphold universal school expectations to effectively include social validity and equitable support. Working with faculty to develop classroom practices that support student growth and engagement. When necessary, identify, measure, and respond to challenging behaviors, including antecedents and follow-through. Facilitating team meetings with the identified student’s teachers and parents to complete a Functional Behavioral Assessment. Attending regular Student Services team meetings and collaborating with other members (learning specialists, counselors, and the Director of Student Services) to determine effective plans for individual students. Develop a repertoire of assessment strategies consistent with instructional goals, teaching methods, and individual student needs to assess student behavior skills and understandings accurately. Establishing relationships and communicating with teachers, administrators, and family members. Work as a team member to establish and show commitment towards a restorative practices program at Falk. Other duties as assigned Qualifications Experience supporting behavior in either a school or therapeutic setting is advantageous. Knowledge of function-based intervention planning for developing positive interactions across all environments. Knowledge of techniques needed to complete effective Functional Behavior Assessments (FBA), function–based interventions, and Behavior Intervention Plans (BIP). Knowledge in using assessment and assessment data to inform instruction and prescribe work plans for individual students. Ascribes to the philosophy that all children can succeed and demonstrates the commitment to do what is necessary to make this a reality. Demonstrates an inquiry stance approach to behavioral support. Strong knowledge of culturally responsive practices. Possesses training to take relevant data to help track and modify inappropriate behavior. Prepared to develop, implement, and maintain student data collection and progress monitoring system for students with behavior disorders and other exceptionalities. A commitment to restorative practices, diversity, equity, and inclusion work. Minimum Qualifications Bachelor’s degree required; Master's Degree in special education (or related field) preferred Elementary/middle school experience is advantageous, and interesting work and/or educational experience in psychology and counseling is beneficial for the position. Materials can be uploaded to join.pitt.edu. For full consideration, please submit:  Letter of application  A Resume An educational philosophy statement Three letters of recommendation Official transcripts PA instructional certificate or equivalent The review of applications will begin immediately and continue until the position is filled. The starting salary for this position is $50,000 with additional credit based on experience. Offer of employment is contingent on the candidate satisfactorily obtaining and passing the following before commencement of appointment: Pennsylvania Department of Human Services Child Abuse History Clearance, Pennsylvania State Police Criminal Record Check, and FBI Criminal Record Check.  Candidates must also submit proof of a negative TB test before their first day of work if hired.  Also, as Act 168 of 2014 requires, the candidate must satisfy the requirements on the Commonwealth of Pennsylvania Department of Education Sexual Misconduct/Abuse Disclosure Release Form.

FANNY EDEL FALK LABORATORY SCHOOL University of Pittsburgh 4060 Allequippa Street Pittsburgh, PA 15261 www.falkschool.pitt.edu ​ Position Announcement Director of Student Services (K-8) Falk Laboratory School, a coeducational K-8 school in Pittsburgh, Pennsylvania, seeks one full-time Director of Student Services to provide leadership and support in meeting the tiered needs of students in behavioral development, academic development, and student social, emotional, and mental well-being. This person analyzes the needs of students across all levels at Falk Laboratory School and assists personnel in developing, implementing, and exploring the ongoing effectiveness of school counseling and educational support. This is a 12-month position with an anticipated start date of Summer 2024. Specific responsibilities include: Communicating with Intermediate Unit (IU)/other external supports. Coordinating student evaluations and referrals. Collecting and maintaining student data. Facilitating meetings with families, students, and teachers. Overseeing educational support funds. Planning and coordinating professional development for student services team members and Falk faculty when applicable. Coordinating with external service providers (doctors, etc.). Ensuring continuity of care for students. Developing long-term strategic goals for the student services team and serving as a strategic advisor to the School Director and member of the School Administrative Leadership Group. Working with other administrators to continue developing and refining tiers of support and code of conduct. Supervising student services team members, including 7 full-time faculty members comprising counselors, specialists, and interventionists. Work with division directors to ensure classroom teachers implement student accommodation plans. Supporting learning differentiation in classrooms Developing and managing student support teacher schedules to meet each student's instructional needs and priorities. Regularly updating other academic teams on the needs and progress of students receiving support. Being in partnership with student households to ensure continuity of services both in and outside the School Salary range is competitive and commensurate with experience. Falk Laboratory School, a department in the School of Education at the University of Pittsburgh, offers excellent benefits. Please direct any questions to the search committee chair, Dr. Jill Sarada, at jill.sarada@pit.edu. The review of applications will begin in the Spring of 2024 and continue until the position is filled. Qualifications Strong leadership and interpersonal skills with the ability to lead people and provide direction. Demonstrated knowledge and experience in Student Services and its best practices. Knowledge of federal and state legislation related to educational programming for students with needs, IDEA, Title II, Title IV. Understanding of child development, cultural diversity, and family systems. Ability to communicate effectively with students and colleagues. Ability to collaborate with colleagues and contribute to a diverse workplace with your ideas and experience. Excellent time management skills. Ability to work as an independent self-starter. Ability to be flexible and adapt as needed. Demonstrates an open-mindedness, curiosity, and ability to hold multiple perspectives. Minimum requirements Master’s degree in special education, counseling, or similar study area. Minimum 9 years classroom experience; administrative leadership experience preferred. Materials can be uploaded to join.pit.edu. For full consideration, please submit: Letter of application A Resume An educational philosophy that includes ideal classroom experiences in language arts Three letters of recommendation Official transcripts PA instructional certificate or equivalent The review of applications will begin immediately and continue until the position is filled. Offer of employment is contingent on the candidate satisfactorily obtaining and passing the following before commencement of appointment: Pennsylvania Department of Human Services Child Abuse History Clearance, Pennsylvania State Police Criminal Record Check, and FBI Criminal Record Check. If hired, candidates must also submit proof of a negative TB test before their first day of work. Also, as Act 168 of 2014 requires, the candidate must satisfy the requirements on the Commonwealth of Pennsylvania Department of Education Sexual Misconduct/Abuse Disclosure Release Form. For full consideration, please submit a letter of application, curriculum vitae/resume, an educational philosophy, three letters of recommendation, official transcripts, and PA instructional certificate or equivalent. The University of Pittsburgh is committed to championing all aspects of diversity, equity, inclusion, and accessibility within our community. This commitment is a fundamental value of the University and is crucial in helping us advance our mission, which includes attracting and retaining diverse workforces. We will continue to create and maintain an environment that allows individuals to discover, belong, contribute, and grow, while honoring the experiences, perspectives, and unique identities of all. The University of Pittsburgh is an Affirmative Action/Equal Opportunity Employer and values equality of opportunity, human dignity and diversity. EOE, including disability/vets.