Teacher Assistant - Drumlin - Term (Jan.-June) - 2026 (89946)(2)

Armbrae Academy, Private School, Halifax, Nova Scotia, Canada•Yarmouth, MA

About The Position

The Tri-County Regional Centre for Education (TCRCE) encompasses the three (3) Counties of Shelburne, Yarmouth, and Digby serving approximately 6100 students in twenty-two (22) schools, composed of 13 Elementary Schools, 6 High Schools, 1 Middle School, and 2 Elementary/High Schools. TCRCE is an equal opportunity employer; we welcome applications from people with disabilities, and we can provide accommodations during the interview and hiring processes. We value the diversity of the people we hire and serve. We have an Employment Equity Policy and we actively encourage applications from under-represented groups, particularly people of African descent/ancestry and Mi’kmaw/Indigenous ancestry. Please ensure that you complete the self-identification portion on the position application. Effective Date: Immediately following successful completion of TCRCE onboarding and security checks. End Date: June 30, 2026 Assignment: Teacher Assistant – 5.5 hours per day – Monday to Friday Task Dimensions: Provides personal care functions as determined through the program planning process and under the direction of the teacher(s) when a student cannot, or should not, perform these activities independently. For example: Assisting students with physical and mobility challenges by lifting and positioning, exercising, transferring from or to transportation, as specified in their program plan Ensuring a safe and respectful environment when meeting personal care needs of students. Assisting students with routines (i.e. toileting, dressing, feeding, personal hygiene) Administering medication and oral inhalant according to the Guidelines for the Administration of Medication to Students Carrying out medical procedures (e.g. catheterization) when trained and authorized, according to Board policies and procedures Assisting with program support when specifically directed and monitored by the teacher(s). Supports the implementation of identified behaviour management outcomes under the direction of the teacher(s) when a student is unable to self-regulate his/her own behaviour. For example: Using appropriate physical interventions in accordance with the Non Violent Crisis Intervention Training program, the student’s plan and board policies Promoting and facilitating positive interactions among all students Recording data and observations as directed (e.g. the frequency of a particular behaviour or off-task data) Assisting with program support when specifically directed and monitored by the teacher(s) Working collaboratively as members of the school community. For example: Demonstrating ethical behaviours by addressing conflicts, first with teachers, second, the administrative level, and third at the board staff level, according to board policies and procedures Respecting and promoting the rights of students Modeling appropriate problem solving an conflict resolution Relaying information regarding the student to the teacher(s) Participating in training and certification required to support the implementation of interventions Respecting privacy and confidentiality Communicating effectively with teachers, appropriate personnel and students Being knowledgeable of and following board and provincial policies and administrative procedures Develops and maintains a positive rapport with students. For example: Treating students in a respectful, dignified and fair manner with due consideration to the student’s physical, social and psychological development Promoting independence and self-advocacy through appropriate wait time, prompting, reviewing and reinforcing Respecting the strengths and challenges of students Maintaining effective and collaborative relationships Demonstrating patience and understanding towards students Demonstrating appropriate responses to student-initiated interactions

Requirements

Educational Support diploma or equilivent from a recognized post-secondary institution, including a formal practicum placement
Current First Aid and CPR certification
Ability to perform physical requirements of the position
Proven ability to communicate and work alongside diverse cultural and racial backgrounds.
Demonstrated ability to value the voice and contribution of others while remaining open to corrective criticism.
Completion of WHMIS and First Aid, or willingness to obtain upon hire.

Nice To Haves

Specific health care support training or certification would be an asset (i.e Non Violent Crisis Intervention, etc.)

Responsibilities

Provides personal care functions as determined through the program planning process and under the direction of the teacher(s) when a student cannot, or should not, perform these activities independently.
Assisting students with physical and mobility challenges by lifting and positioning, exercising, transferring from or to transportation, as specified in their program plan
Ensuring a safe and respectful environment when meeting personal care needs of students.
Assisting students with routines (i.e. toileting, dressing, feeding, personal hygiene)
Administering medication and oral inhalant according to the Guidelines for the Administration of Medication to Students
Carrying out medical procedures (e.g. catheterization) when trained and authorized, according to Board policies and procedures
Assisting with program support when specifically directed and monitored by the teacher(s).
Supports the implementation of identified behaviour management outcomes under the direction of the teacher(s) when a student is unable to self-regulate his/her own behaviour.
Using appropriate physical interventions in accordance with the Non Violent Crisis Intervention Training program, the student’s plan and board policies
Promoting and facilitating positive interactions among all students
Recording data and observations as directed (e.g. the frequency of a particular behaviour or off-task data)
Working collaboratively as members of the school community.
Demonstrating ethical behaviours by addressing conflicts, first with teachers, second, the administrative level, and third at the board staff level, according to board policies and procedures
Respecting and promoting the rights of students
Modeling appropriate problem solving an conflict resolution
Relaying information regarding the student to the teacher(s)
Participating in training and certification required to support the implementation of interventions
Respecting privacy and confidentiality
Communicating effectively with teachers, appropriate personnel and students
Being knowledgeable of and following board and provincial policies and administrative procedures
Develops and maintains a positive rapport with students.
Treating students in a respectful, dignified and fair manner with due consideration to the student’s physical, social and psychological development
Promoting independence and self-advocacy through appropriate wait time, prompting, reviewing and reinforcing
Respecting the strengths and challenges of students
Maintaining effective and collaborative relationships
Demonstrating patience and understanding towards students
Demonstrating appropriate responses to student-initiated interactions