Primary Support Teacher (Temporary Coverage Contract)

West Point Grey Academy is seeking a Primary Support Teacher to join our school community beginning November 16, 2026. This is a temporary coverage position for a teacher who is on leave and anticipated to return for the 2027-28 school year. This position is eligible for benefits through the school's benefits package for long-term, temporary contracts.

Great schools have great faculty, and WPGA has exceptional teachers and staff who are dedicated to shaping lives of inquiry, action, and joy.

West Point Grey Academy teachers and staff focus on the individual child, the whole person, and a balanced life. They give each student transformative learning experiences rooted in inquiry, shaped by action, and celebrated with joy.

Impact of the Role:

The Primary Support Teacher is a valued member of our Junior School community, supporting students during a significant year of academic growth, increasing independence, and social-emotional development.

With the support of school leadership and collaborative teaching teams, the Primary Support Teacher helps to deliver engaging, future-focused learning experiences and fosters a warm, supportive, and well-structured learning environment. Through flexible classroom support, instructional coverage, and meaningful relationships with students, families, and colleagues, the teacher plays an important role in ensuring the continuity of learning and care. As a mentor, role model, and advocate, the Primary Support Teacher encourages students to grow in confidence, curiosity, independence, and their sense of belonging within the school community.

This role contributes meaningfully to:

Student wellbeing and academic success

Strong partnerships with families

A cohesive, caring Junior School culture

All WPGA Faculty:

Embrace a growth mindset, are deeply child‑centred, and support a wholistic education model that attends to academic learning, wellbeing, and character development.

Provide future‑focused programs and personalized learning experiences that recognize each student’s strengths, needs, and potential.

Design and sustain inspirational learning environments that foster curiosity, collaboration, inclusion, and joyful engagement.

Build strong relationships within the school community and strengthen our connection to local and global communities through positive culture, partnership, and service to others.

Inspire joy in learning and model enthusiasm, care, and optimism each day.

In your first year at WPGA, you'll be directly involved in:

Teaching & Learning

Supporting and helping to deliver developmentally appropriate learning experiences aligned with the BC Curriculum for Grade 1, with assignments varying as needed

Supporting classroom teachers in implementing instruction, small-group learning, and targeted student support

Using assessment information and teacher direction to provide meaningful feedback and support student growth

Adapting instruction and learning activities to meet a range of student needs, strengths, and interests

Fostering foundational learning skills, including organization, independence, self-regulation, and positive learning habits

Student Support & Wellbeing

Building positive, supportive relationships with students across the Junior School

Contributing to inclusive, respectful, and engaging learning environments during classroom coverage and support assignments

Supporting students' social-emotional growth, wellbeing, and positive peer relationships

Providing consistent care and supervision, and instructional continuity throughout the school day

Collaborating with classroom teacher, learning support, counselling, and administration to support student success and wellbeing

Encouraging the development of independence, confidence, curiosity, and a strong sense of belonging

Supporting students through transitions, routines, and daily classroom expectations in a manner that promotes safety and engagement

Co-Curricular Involvement

Contributing to the co‑curricular life of the school, which may include athletics, clubs, outdoor education, or other student activities, based on skills and school needs

Supporting and, where appropriate, coaching or assisting with athletic programs in at least one term

Recognizing that participation in co‑curricular programming may require work beyond the typical school day, including early mornings, late afternoons, or occasional evenings during peak periods of the school year

Participating in school events, parent evenings, and community activities as part of faculty life

Collaboration & Professional Practice

Working collaboratively with colleagues within the Primary Department and broader Junior School to plan, reflect, and align practice

Communicating proactively, clearly, and compassionately with parents and caregivers

Participating in faculty and departmental meetings

Engaging in reflective practice and contributing positively to the professional community throughout the term

About You

I understand that...

The Primary Years are formative years that require a thoughtful balance of academic challenge and emotional support

Positive, respectful relationships, consistent routines, and clear expectations are essential to student wellbeing

Independent school teaching includes meaningful contributions beyond the classroom, particularly during busy periods of the academic year

Joining a new school community requires flexibility, professionalism, and collaboration

I bring experience in…

Teaching primary-aged learners

Planning and delivering curriculum aligned with the BC Curriculum (focus on Primary Years)

Using inquiry-based, student-centred teaching practices.

I am able to...

Teach the BC Curriculum with confidence, care, and adaptability

Build strong, positive relationships with students, families, and colleagues grounded in trust and consistency

Create a learning environment that is structured, engaging, and emotionally safe

Communicate clearly and constructively with students, families, and colleagues in both verbal and written contexts

Balance classroom responsibilities with co‑curricular and community commitments

Contribute positively to a collaborative team through reflection, and shared practice

I am becoming more...

Thoughtful and reflective in my teaching practice

Intentional in supporting student wellbeing alongside academic learning

Confident in guiding students toward increased independence and self-advocacy

Collaborative, adaptable, and responsive within professional learning communities

Mindful of self-care so that my presence strengthens the wellbeing of the wider community

In my work, I want to…

Make a lasting, positive difference in students' lives

Be part of a collegial and professional community

Contribute meaningfully to a school culture rooted in inquiry, action, and joy

Feel connected, purposeful, and energized in a values‑centred learning community

About Us

Founded in 1996, West Point Grey Academy is an independent co-educational day school in Vancouver, British Columbia. Set on 18 acres with sweeping views of English Bay and the North Shore mountains, we offer future-focused programs to approximately 940 students from Junior Kindergarten to Grade 12.

Our Process

At West Point Grey Academy, we use a structured, competency-based hiring process to create consistency, reduce bias, and focus on what matters most—teaching practice, reflection, and contribution to our school community. The process is designed to give candidates choice while ensuring fairness, and to identify educators who will be successful and supported at WPGA. We are committed to respecting candidates' time, experience, and perspectives throughout each stage of the process.

Applications for this position will be reviewed on a rolling basis, with priority given to candidates who submit their materials by October 19, 2026.