Teacher Assistant Jobs

About The Position

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. 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)
• Administers medication and oral inhalant according to the Guidelines for the Administration of Medication to Students
• Carries out medical procedures (e.g. catheterization) when trained and authorized, according to Board policies and procedures
• Assists 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 regional policies
• Encourages students to respect the school’s code of conduct guidelines and PEBS initiative
• Models and encourages respect for self and others
• Promotes and facilitates positive interactions among all students
• Records data and observations as directed (e.g. the frequency of a particular behaviour or off-task data)
• Assists with program support when specifically directed and monitored by the teacher(s)
• Works 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 regional policies and procedures
• Respects and promotes the rights of students
• Understands the role of the program support assistant
• Models appropriate problem solving and conflict resolution
• Refers all requests for information to appropriate personnel
• Relays information regarding the student to the teacher(s)
• Participates in training and certification required to support the implementation of interventions
• Respects privacy and confidentiality
• Communicates effectively with teachers, appropriate personnel and students
• Is knowledgeable of and follows regional 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