91±¬ÁÏ

Join our list of teachers to be called in for occasional supply work

Starting date: September 2023

Established in 1925, the Dr. Eric Jackman Institute of Child Study Laboratory School (JICS) at the 91±¬ÁÏ (91±¬ÁÏ), the University of Toronto, is the oldest Laboratory School in Canada. The JICS Laboratory 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, all these in an intentionally diverse environment. The JICS Laboratory School makes a noted contribution to the understanding of strong educational practices in elementary schools in Canada and around the world.

JICS teachers create a secure learning environment for their students, one that inspires exploration, creativity, curiosity, and confidence to flourish. The JICS Laboratory School honours diversity and values a deeply interconnected community, in which all members feel known, respected, and supported as active participants. Teachers work as part of a collaborative team of educators.

Key responsibilities include:

• Implementing indoor and outdoor daily classroom activities and lessons
• Promoting an engaging and secure environment to foster student learning
• Mentoring student teachers on placement in the classroom

We seek applicants with the following professional qualifications and experience:

• Ontario College of Teachers Certification (OCT Primary/Junior) preferred for elementary classrooms
• College of Early Childhood Educators (RECE) certification preferred for early years classrooms
• Minimum of two years teaching experience preferred
• Completed Additional Qualifications will be an asset
• First Aid skills an asset

 Qualified applicants are asked to submit a CV, cover letter, and two letters of reference by email to:

Chriss Bogert, Vice Principal
Dr. Eric Jackman Institute of Child Study Laboratory School
91±¬ÁÏ | University of Toronto
Email: chriss.bogert@utoronto.ca

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 within its community and especially welcomes applications from visible minority group members, women, Aboriginal persons, persons with disabilities, members of sexual minority groups, and others who may contribute to the further diversification of ideas. All candidates are encouraged to apply, however, Canadians and permanent residents will be given priority. 

Secondment Opportunity – Junior Grade Teacher

Starting date: September 2025

Established in 1925, the Dr. Eric Jackman Institute of Child Study (JICS) Laboratory School at the 91±¬ÁÏ (91±¬ÁÏ), 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
91±¬ÁÏ | University of Toronto
c/o: Jayda Lam jayda.lam@mail.utoronto.ca

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

91±¬ÁÏ | 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.