Teacher Assistant (DJCWA)

Nova Scotia Regional Centres for Education & CSAP•Hunts Point, NS

4d•Onsite

About The Position

The South Shore Regional Centre for Education (SSRCE) is seeking to fill three permanent full-time Teacher Assistant positions at Dr. J.C. Wickwire Academy. These positions involve supporting students in an inclusive, diverse, equitable, safe, and healthy educational environment. The SSRCE serves 59,000 residents across Lunenburg and Queens Counties, with a total of 23 schools. The organization actively encourages applications from under-represented groups, including those of African Nova Scotian, African Canadian, African ancestry, and Mi’kmaw/Indigenous ancestry. One or more of these positions may include bus monitor duties, and applicants will be asked if they are willing to accept these additional responsibilities.

Requirements

High school completion certificate
Successful completion of a minimum 2 year course of study certified from the N.S. Department of Education, in a related field of study, such as, but not limited to, the education support program offered by the Nova Scotia Community College.
The course of study must have a significant Special Education component.
The course of study must include a supervised practicum of no less than 100 hours.
Bona fide occupational requirements as identified in the job posting (ex. American Sign language, Braille, etc)
First Aid and CPR certification
Specific health care support training or certification as required (i.e Non Violent Crisis Intervention, etc.)
Ability to perform physical requirements of the position
Possess basic computer skills and have training in assistive technology
Satisfactory Criminal Record / Vulnerable Sector Check
Satisfactory Nova Scotia Child Abuse Register Check

Nice To Haves

American Sign language
Braille

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 regional policies.
Encouraging students to respect the school’s code of conduct guidelines and PEBS initiative.
Modeling and encouraging respect for self and others.
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.
Demonstrating ethical behaviours by addressing conflicts, first with teachers, second, the administrative level, and third at the board staff level, according to regional policies and procedures.
Respecting and promoting the rights of students.
Understanding the role of the program support assistant.
Modeling appropriate problem solving an conflict resolution.
Referring all requests for information to appropriate personnel.
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 regional 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.