Learning Support Teacher - Street Academy

CC#26-01-0691, Learning Support Teacher - Spring Street Academy

CC #: 26-01-0691

CCRCE honours each student and staff member's unique identity and strives to create a workplace grounded in diversity and inclusiveness where our staff represents the diverse student population we serve. We welcome applications from Persons of First Nation Descent, Persons of African Descent, Racially Visible Persons, individuals with disabilities, LGBTQ individuals and women in occupations or positions where they are under‑represented.

If you are a member of one of these equity groups, you are encouraged to self‑identify on your application.

For the purposes of selection and in accordance with the CCRCE's Employment Equity Policy, employment equity considerations for this position will apply to:

• African Nova Scotian and Persons of First Nations Descent

• Minimum Qualifications
  • Bachelor of Education Degree
  • Masters Degree in Special Education, Diverse Learners (SLDNE), Master of Education in Inclusive Education (Curriculum & Instruction) or other directly related Masters Degree – a related field would include curriculum focus such as Literacy, Numeracy, or Technology.
• Minimum Experience
  • Minimum 3 years successful teaching experience at the applicable grade level.
  • Minimum 3 years' experience implementing the Program Planning Process, including the development and implementation of Individual Program Plans.
• Minimum Ability
  • Predominately demonstrated through the interview process, the candidate will be assessed on their ability to effectively deal with situations that are likely to arise. Internal applicants must meet a minimum threshold of 70% where they do not have experience in the position. External applicants must meet a minimum threshold of 70%.

Please note: meeting the minimum posted qualifications and experience does not guarantee an interview. Further levels of short‑listing may take place, including consideration of qualifications and/or experiences related to the posted position in excess of the minimums posted.

• (a) Participate on Teaching Support Teams and Student Planning Teams to assist in problem solving and program planning, as required; through multi‑tiered systems of support (MTSS).
• (b) Incorporate knowledge of a variety of learning profiles and know how they impact learning.
• (c) Share the responsibility with other team members of interpreting and reporting assessment results and other pertinent information with parents/guardians, administrators and other professionals.
• (d) Work collaboratively with administrators, teachers, parents/guardians and students in the design, implementation and evaluation of comprehensive individualized program plans including instruction, behavioural programs that could include Health Plans of Care and Personal Care Plans that enhance the students social participation in family, school and community activities.
• (e) Assist teachers in selecting and adapting teaching strategies and resources to align with student strengths, challenges and interests.
• (f) Provide direct instruction (in‑class, small group and/or individualized instruction) based on identified student needs as outlined in the program plan, in collaboration with the classroom teacher using the MTSS Framework.
• (g) Provide direct and/or collaborative support to classroom teachers by developing and implementing strategies to promote student well‑being and achievement.
• (h) Use a variety of teaching strategies such as wait time, questioning, discussion, and other cooperative teaching techniques.
• (i) Use a variety of assessment strategies, including on‑going observations and informal assessment collection, to ascertain how students learn.
• (j) Use appropriate assessment instruments such as Level B assessments, adaptive skills assessments and developmental screening assessments.
• (k) Adapt and modify existing assessment tools and methods to accommodate the unique abilities and needs of students with developmental disabilities including ecological inventories, portfolio assessments, and functional assessments.
• (l) Promote problem solving, cooperative…