Behaviour Specialist Teacher (SSRCE)

Nova Scotia Regional Centres for Education & CSAP•SSRCE, NS

4d•Onsite

About The Position

The South Shore Regional Centre for Education (SSRCE) is committed to providing an inclusive, diverse, equitable, safe, and healthy education that supports learning and success both personally and academically. They serve approximately 59,000 residents across Lunenburg and Queens Counties, encompassing an area of 5,250 square kilometers and 23 schools. The SSRCE actively encourages applications from under-represented groups, including individuals of African Nova Scotian, African Canadian, African ancestry, and Mi’kmaw/Indigenous ancestry, aligning with their Employment Equity Policies. This position is a 100% permanent role, effective August 1, 2026.

Requirements

Valid NS teaching license
Masters in Curriculum (UDL or SLDNE), and/or Masters Degree in Special Education or Inclusive Education
Minimum of 5 years experience working as a Learning Support Teacher (Behaviour Support), across grade levels
Minimum of 5 years experience working as a classroom teacher programming for students with diverse needs
Recent training and experience in evidence based programming and intervention for students with diverse and complex needs
Proven ability to work as a contributing member of Student Planning Teams and Teaching Support Teams
Demonstrated ability to support students and teams from a trauma-informed lens
Excellent communication (written, oral, and electronic), problem solving, organization, and interpersonal skills
Knowledge and understanding of the Program Planning Process
A demonstrated understanding and commitment to inclusive education
The ability to maintain knowledge and understanding of provincial and regional centre policies, guidelines, and procedures
The ability to work successfully in a team environment
The ability to maintain and promote confidentiality
Comply with the Occupational Health & Safety Act and Regulations
Possess knowledge of provincial and Regional Education Centre or CSAP policies, guidelines and procedures, and the rights and responsibilities of parents, students, teachers, and schools, as they relate to individuals with special needs.

Nice To Haves

BCBA Certification in good standing with the Behaviour Analyst Certification Board
Experience and/or training in functional behaviour assessment procedures
Training in the following: APSEA AIE ASD Online Course: ASD and Behavioral Interventions: An Introduction for School Personnel, Understanding and Promoting Positive Behaviour Certification, and ARC (Attachment, Regulation, Competency Framework)
The ability to teach Non-Violent Crisis Intervention (NVCI)

Responsibilities

Contribute to the assessment of students with behaviour challenges.
Support the school team with interpreting and reporting assessments and other information.
Work collaboratively in the design, implementation, and review of Individual Program Plans.
Work within the Inclusive Education Policy, consistent with policies of the Department of Education and Early Childhood Development and the South Shore Regional Centre for Education.
Assess and analyze student behaviour in a school setting.
Contribute to the development of behaviour programming for individuals and/or groups of students.
Assist in the planning, implementation, and evaluation of appropriate classroom management strategies and techniques as a member of the Student Planning Team (SPT).
Evaluate the effectiveness of intervention strategies.
Utilize effective problem-solving and communication skills.
Teach Non-Violent Crisis Intervention (NVCI) (considered an asset).
Apply knowledge, experience, and commitment in the areas of culturally responsive instruction and assessment of students.
Maintain knowledge and understanding of provincial and regional centre policies, guidelines, and procedures.
Apply effective presentation skills in the delivery of training and Professional Development for staff.
Mentor and coach school-based staff in the implementation, monitoring, and reporting of appropriate behaviour programming for students with diverse learning needs.
Utilize current technologies as it relates to special education.
Work successfully in a team environment.
Apply knowledge and experience in the areas of race relations, cross-cultural understanding, human rights, and diversity.
Engage in continuing education and professional development.
Maintain and promote confidentiality.
Apply training and experience to develop and support Individual Program Plans, Integrated Support Plans, and teaching strategies based on the individual needs of students.
Provide concentrated time working with teaching support teams and individual teachers in providing programming for students with Autism Spectrum Disorder, ADHD, history of trauma, learning disorders, intellectual disabilities, and other emotional/behavioural challenges.
Model teaching strategies, and cooperative teaching with teachers, LSTs, BSTs, CYCPs, and TAs.
Support the implementation of systems/structures within the classroom, Learning Centre, and/or Connect Centre.
Support Universal Design for Learning within an MTSS framework.
Collaborate and support assessment and reporting practices.
Support the implementation of evidence-based programming, strategies, and interventions at Tier 1, 2, and 3.
Work collaboratively with the Student Services Team, Program Planning Implementation Specialist Teacher, and school-based team.
Comply with the Occupational Health & Safety Act and Regulations.
Possess knowledge of provincial and Regional Education Centre or CSAP policies, guidelines, and procedures, and the rights and responsibilities of parents, students, teachers, and schools, as they relate to individuals with special needs.
Perform other related duties as required.