Teacher Assistant (TA) - Casual (Digby or, Shelburne or, Yarmouth) 2026/2027 (90652)

ISSA•Yarmouth, MA

10h•Onsite

About The Position

The Tri-County Regional Centre for Education (TCRCE) is seeking casual Teacher Assistants (TAs) to work on an on-call basis in schools across Shelburne, Yarmouth, and Digby counties for the 2026/2027 school year. TCRCE serves approximately 6100 students in twenty-two schools and is committed to equal opportunity, diversity, and inclusion, actively encouraging applications from under-represented groups. This role involves providing support to students under the direction of teachers, including personal care, behavior management, and program assistance, while maintaining a safe and respectful environment.

Requirements

High school completion certificate
Educational Support diploma or equivalent from a recognized post-secondary institution, including a formal practicum placement (other diploma's will be considered such as but not limited to Human Services, Early Childhood, CCA, LPN, etc)
Current First Aid and CPR certification
Available for casual on call work
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

Secondary Education an asset
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.
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).
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.
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 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.