SRCE-26-173, WEC, 50% SEL, 50% Learning Support

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

1d•Onsite

About The Position

The Social and Emotional Learning (SEL) and Learning Support Teacher is an educational leader who promotes student achievement, well-being, inclusion, and equitable access to learning. Reporting directly to the School Principal, this role provides leadership in social-emotional learning, inclusive education, and individualized student support. The successful candidate will collaborate with students, families, classroom teachers, support staff, and community partners to develop and implement evidence-based practices that support diverse learning and behavioural needs while fostering safe, inclusive, and culturally responsive learning environments.

Requirements

Valid Nova Scotia Teaching Certificate.
Completion of Elementary and/or Secondary Teaching Methods courses, as applicable.
Master's Degree in Education with a focus on Inclusive Education, Supporting Diverse Learners, Social and Emotional Learning, Mental Health, or a closely related field.
Minimum five (5) years of successful teaching experience, preferably including experience supporting students with diverse learning, behavioural, and social-emotional needs.
Demonstrated experience in the development, implementation, and monitoring of Individual Program Plans (IPPs).
Experience working within collaborative team-based models including co-teaching, consultation, and multidisciplinary planning.
Experience implementing inclusive teaching, assessment, and behavioural support strategies.
Demonstrated proficiency with educational and assistive technologies.
Strong knowledge of social and emotional learning, inclusive education, and effective instructional practices.
Expertise in assessment, individualized program planning, and intervention development.
Knowledge of exceptionalities, learning challenges, sensory deficits, mental health concerns, and diverse learner needs.
Ability to create culturally responsive, student-centered learning environments.
Strong communication, collaboration, consultation, and report-writing skills.
Ability to work effectively within multidisciplinary teams and collaborative teaching models.
Knowledge of provincial policies and procedures related to student support services and inclusive education.
Skill in implementing Universal Design for Learning, differentiated instruction, and accessible learning practices.
Experience using educational and assistive technologies to support student achievement and independence.
Commitment to equity, diversity, inclusion, human rights, and culturally relevant pedagogy.
Ability to collect, analyze, and use data to support student learning, well-being, and school improvement.
Strong organizational, leadership, and problem-solving skills.

Nice To Haves

Experience working with children and youth across a range of developmental, learning, and behavioural needs is considered an asset.

Responsibilities

Lead and support the implementation of school-wide and classroom-based social and emotional learning initiatives.
Model and teach emotional awareness, relationship-building, self-regulation, co-regulation, problem-solving, conflict resolution, and positive behavioural practices.
Support school-wide well-being goals through student success planning and data-informed decision making.
Promote student voice and leadership opportunities within classrooms and throughout the school community.
Develop positive, respectful, and supportive relationships with students and families.
Facilitate culturally responsive SEL instruction that reflects the diverse cultures, languages, experiences, and identities of students.
Support staff in identifying and implementing effective SEL practices for whole-class, small-group, and individualized interventions.
Coordinate and monitor Individual Program Plans (IPPs) for students with identified learning and behavioural needs.
Participate as a key member of Student Planning Teams, Teaching Support Teams, and School Planning Teams.
Conduct and interpret formal and informal assessments to inform programming, intervention planning, and student progress monitoring.
Develop, implement, and evaluate individualized interventions and accommodations in collaboration with school teams and families.
Provide direct instructional support to students through individual, small-group, and classroom-based interventions.
Support accessible learning through Universal Design for Learning (UDL), differentiated instruction, and evidence-based inclusive practices.
Integrate programming and interventions within classroom and school settings to maximize student participation and success.
Assist in identifying and implementing enrichment, executive functioning, academic, behavioural, and social-emotional supports.
Collaborate with classroom teachers through co-teaching, coaching, mentoring, consultation, and professional learning.
Provide guidance and support to Teacher Assistants to ensure effective educational programming and student support.
Share responsibility for communicating student progress, assessment results, and intervention outcomes with families, administrators, and external professionals.
Work collaboratively with community agencies and outside professionals to support student success.
Participate in ongoing professional learning and contribute to school improvement initiatives.
Plan and deliver engaging instruction aligned with provincial curriculum outcomes and inclusive education principles.
Adapt curriculum, assessment, and instructional strategies to meet diverse student strengths, needs, interests, and learning profiles.
Use a variety of assessment methods to monitor student growth, inform instruction, and support equitable evaluation practices.
Establish and maintain safe, respectful, equitable, and inclusive learning environments.
Utilize educational and assistive technologies to enhance learning and accessibility.
Maintain confidentiality and demonstrate ethical and professional judgment in all aspects of practice.