CC#26-01-0691, Learning Support Teacher - Spring Street Academy

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

9d•Onsite

About The Position

The Chignecto Family is seeking a Learning Support Teacher for Spring Street Academy. This is a full-time position with an anticipated start date of August 1, 2026, and an end date of July 31, 2027. The role involves supporting students with diverse learning needs within an inclusive education framework.

Requirements

Bachelor of Education Degree
Masters Degree in Special Education, Diverse Learners (SLDNE), Master of Education in Inclusive Education (Curriculum & Instruction) or other directly related Masters Degree - a related field would include curriculum focus such as Literacy, Numeracy, or Technology
Minimum 3 years successful teaching experience at the applicable grade level
Minimum 3 years' experience implementing the Program Planning Process, including the development and implementation of Individual Program Plans

Nice To Haves

Demonstrated understanding and commitment to inclusive education
Ability to work as a contributing team member, including co-planning and co-teaching
Knowledge of the characteristics of learners: typical and atypical development of cognitive, sensory, physical-motor, communication, social-emotional, self-regulation, and behavioral skills
Ability to implement effective and equitable strategies, activities and techniques for promoting quality student performance in academic, social and emotional behaviour based on students’ prior knowledge and experience
Understanding of students having complex needs and supporting school staff with programming that recognizes mental health, behavioural and trauma-based challenges
Ability to adapt curriculum as a member of the Student Planning Team to meet the varying rates, patterns and needs of all students, including students who extend learning beyond designated outcomes
Ability to assess learning outcomes, in collaboration with the classroom teacher, using various methods to monitor the effectiveness of teaching strategies
Ability to assess and analyze student behaviour in a school setting
Ability to contribute to the development of behaviour programming for individuals and groups of students
Ability to evaluate the effectiveness of intervention strategies
Ability to utilize effective problem-solving and communication techniques
Ability to employ de-escalation and non-violent crises intervention techniques when required and trained to do so
Ability to design instruction based on the adaptive skills of students with developmental disabilities
Ability to utilize current technologies
Knowledge of and works within provincial and CCRCE policies, guidelines and procedures and the rights and responsibilities of parents/guardians, students, teachers and schools as they relate to individuals with neuro-diversities
Ability to work and communicate effectively within CCRCE, with students, parents/guardians, community members and external groups
Ability to apply knowledge, experience and commitment in the areas of culturally responsive pedagogy, equity, accessibility, cross cultural understanding, human rights and diversity
Desire and ability to engage in continuing education and professional development
Ability to maintain and promote confidentiality

Responsibilities

Participate on Teaching Support Teams and Student Planning Teams to assist in problem solving and program planning, as required; through multi-tiered systems of support (MTSS).
Incorporate knowledge of a variety of learning profiles and know how they impact learning.
Share the responsibility with other team members of interpreting and reporting assessment results and other pertinent information with parents/guardians, administrators and other professionals.
Work collaboratively with administrators, teachers, parents/guardians and students in the design, implementation and evaluation of comprehensive individualized program plans including instruction, behavioural programs that could include Health Plans of Care and Personal Care Plans that enhance the student’s social participation in family, school and community activities.
Assist teachers in selecting and adapting teaching strategies and resources to align with student strengths, challenges and interests.
Provide direct instruction (in-class, small group and/or individualized instruction) based on identified student needs as outlined in the program plan, in collaboration with the classroom teacher using the MTSS Framework.
Provide direct and/or collaborative support to classroom teachers by developing and implementing strategies to promote student well-being and achievement.
Use a variety of teaching strategies such as wait time, questioning, discussion, and other cooperative teaching techniques.
Use a variety of assessment strategies, including on-going observations and informal assessment collection, to ascertain how students learn.
Use appropriate assessment instruments such as Level B assessments, adaptive skills assessments and developmental screening assessments.
Adapt and modify existing assessment tools and methods to accommodate the unique abilities and needs of students with developmental disabilities including ecological inventories, portfolio assessments, and functional assessments.
Promote problem solving, cooperative negotiating skills and conflict resolution strategies.
Assist students in the use of alternative and augmentative communication systems.
Assist parents/guardians and other professionals in planning appropriate transitions for students with developmental disabilities, including job placement, school-to-work and independent living.
Promote and maintain confidentiality regarding records and documentation.
Assist in the development and implementation of the school improvement plan in order to improve student achievement, well-being and success.
Attend ongoing professional development for learning support teachers.
Other duties as assigned.