Teacher Assistant; NGES) Term

Position: Teacher Assistant (NGES) Term
Location: West Lunenburg County (New Germany)

South Shore Regional Centre for Education

The South Shore Regional Centre for Education (SSRCE) practices the culturally responsive pedagogy approach in providing an inclusive, diverse, equitable, safe and healthy education that supports learning and success both personally and academically to the 59,000 residents of Lunenburg and Queens Counties, an area of 5,250 square kilometres and a total of 23 schools.

Regional Centres for Education have Employment Equity Policies and/or processes and we actively encourage applications from under-represented groups, particularly people of African Nova Scotian, African Canadian and African ancestry and Mi’kmaw/Indigenous ancestry. Please ensure that you complete the self-identification portion on the position application.

Position:  Teacher Assistant + Bus Monitor

Location:

New Germany Elementary School

Reports to:

School Principal

Employee Group:  SEIU

Job Status:  Term Position - 5.5 hrs/day

Start Date:

Effective immediately to June 30, 2027

Posting at 11:59pm

** The assignment includes bus monitor duties

Qualifications and

Experience:

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

Characteristics:

Highly motivated, self-starter

Demonstrates ability to cope with multiple responsibilities and projects

Possess skills to effectively interact and develop a positive rapport with children and youth

Possess problem solving skills

Ability to maintain confidentiality and privacy protocols

Ability to demonstrate sensitivity and respect for diversity

Team player

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 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. For example:

Demonstrating ethical behaviours by addressing conflicts, first with teachers, second, the administrative level, and third at the board staff…