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WRDSB Essential Skills Upgrading (ESU) Program is seeking a dynamic individual to join our team. Working with the team and the System Administrator and Vice-Principal of Rosemount Family of Schools, which includes Continuing Education, you will provide quality Adult Education service delivery as outlined in the Ontario Adult Literacy Curriculum Framework (OALCF).

This position will work primarily out of the Waterloo ESU location (151 Weber St. S., Unit 1 in Waterloo) from Monday to Thursday afternoons, with the potential for additional hours across all three ESU locations: Cambridge (60 McDonald Ave., Cambridge), Waterloo (151 Weber St. S., Unit 1 in Waterloo), and Kingsdale Community Centre in Kitchener (72 Wilson Avenue, Kitchener).

For more information, please visit https://schools.wrdsb.ca/esu/.

This position is for 10.5 hours per week, with the potential for additional hours up to a maximum of 35 hours per week, based on program needs and availability. Additional hours may be offered through a flexible combination of days (Monday to Friday) across all three ESU locations. The instructor reports directly to the ESU Program Coordinator, as well as the System Administrator and Vice-Principal of Rosemount Family of Schools.

Start date is December 14, 2026

Instructors who work in the school board sector of the Essential Skills (ESU) Program have duties and responsibilities related to the five service functions of Get SET (Skills, Education and Training) LBS program delivery:

1. Information and Referral

2. Assessment

3. Learner Plan Development

4. Training Delivery

5. Transition and Follow-up

An instructor's primary task is to provide competency-based programming for adult literacy learners with goals related to employment, apprenticeship, preparation for secondary school equivalency, post-secondary education, or independence. ESU programming is learner-centred, goal-directed, task-based and transition-oriented.

The requirements of the job involve numerous tasks with specialized knowledge, skills and attitudes related to adult education and the implementation of the Ontario Adult Literacy Curriculum Framework (OALCF). These include:

A working knowledge and understanding of the following:

• Principles of adult learning

• Learner-centred, goal-directed, task-based and transition-oriented programming

• Key concepts and deliverables of OALCF framework, including a focus on math, reading, writing, and digital literacy

• Experience working with adult learners with developmental disability profiles

• Get SET goals and goal paths

• Coordination of programs and services

• Competencies, tasks and levels of task performance required for goal completion

• Learner plans

• Milestones and culminating tasks

• Program planning and curriculum development

• Assessment

• Classroom management

• Teaching techniques and methodologies

• Case management systems

Ability (skills) to provide the following:

• Initial screening

• Coordination of referrals

• Goal-setting

• Learner Plan development

• Initial ongoing and transition assessment and evaluation

• Task-based, goal-directed program planning

• Individualized, contextualized teaching and learning

• Successful transitions

• Information management (record-keeping and reporting)

• Electronic communication and transfer of information

• Effective classroom management

• Program evaluation

University or College degree or diploma in an educational / training field, with two years of experience in the adult learning field, with specific experience in the area of literacy and math. OCT is not required.

Commitment to Equity

The Waterloo Region District School Board is committed to equity in employment. We are committed to fair and equitable hiring practices that allow us to hire qualified staff who reflect the diversity of the community we serve, who will foster the success and well-being of our students, and who demonstrate a commitment to equity and inclusion in the classroom.

We actively encourage applications from members of groups with historical and/or current barriers to equity, including, but not limited to:

• First Nations, Métis and Inuit peoples, and all other Indigenous peoples;
• members of groups that commonly experience discrimination due to race, ancestry, colour, religion and/or spiritual beliefs, or place of origin;
• persons with visible and/or invisible (physical and/or mental) disabilities; and
• persons of marginalized sexual orientations, gender identities, and gender expressions.

Applicants who identify as First Nation, Métis and Inuit are encouraged to include the information within cover letters and/or resumes.

We will provide appropriate employment accommodations based on any of the human rights protected grounds to support candidates to participate in the hiring process.

We appreciate the interest of all applicants but will only be interviewing selected candidates based on job specific criteria and only those selected for an interview will be contacted. No phone calls please. For the safety of students, all school board staff will require a satisfactory Police Vulnerable Sector Check in accordance with the Education Act.