Itinerant Student Support Worker - Long Term - FTE

The Upper Canada District School Board (UCDSB) is committed to equity in employment. As an equal opportunity employer, we are committed to establishing a qualified workforce that is reflective of the diverse population we serve. The UCDSB is committed to providing accommodations for people with disabilities. If you require an accommodation, we will work with you to meet your needs. This would be facilitated upon receiving an interview and would be done by contacting Human Resources at .

This position is covered under the UCDSB/CUPE collective agreement. For more information on employment information such as entitlements, pay, staffing, job protection, union security and dues information under the agreement please +- to view it on our external website.

Locations:

Maple Grove

Drummond Central

Montague PS

Perth DCI

The Stewart PS

North Elmsley PS

The Queen Elizabeth

Glen Tay

Job Summary:

Under the direction of the system Principal, the Itinerant Student Support Worker (ISSW) is responsible for providing support to specific students with special needs on a short term basis in various educational settings. The position will be responsible for stabilizing classroom situations initially and then establish and ensure the implementation of specific strategies and programs for long term student success and to build staff capacity.

As determined by the system Principal, the ISSW will work directly with colleagues in a coaching and capacity building role within a specific school or supporting a family of schools on an ongoing basis. The system Principal will be assigned the responsibility for deployment, supervision and assessment of progress. The length of time spent in any individual school varies due to the needs and the uniqueness of each situation.

The position involves dealing with confidential information and requires ongoing flexibility and diversity.

Program and strategies direction would be provided by the multi-disciplinary team, both at the school level and the system level (e.g. including but not limited to Student Support Partner, ABA Autism Therapist) and reinforced by the Itinerant Student Support Worker. Travel to various school locations is required.

Education & Experience:

Secondary school diploma and the completion of a two or three year community college diploma in Developmental Services Worker or Behaviour Science Technician.

A minimum of 5 years demonstrated experience in an educational setting with respect to students with behavioural needs, Autism and Developmental Delays is required.

An equivalent combination of education and experience may be considered.

Skills Required:

• Demonstrated conflict resolution skills, behavioural management and behavioural modification knowledge and skills, behavioural management system (BMS) training.
• Demonstrated knowledge and understanding of specific social/emotional and physical needs of students with learning disabilities, autism, behavioural challenges, and developmental disabilities.
• In depth working knowledge of assistive and adaptive technologies.
• Demonstrated flexibility to work in various school settings and work collaboratively in a team environment.
• Ability to work independently with instruction and minimal supervision, take direction and demonstrate initiative.
• Ability to learn and implement new ideas and concepts for student success.
• Familiarity with strategies/programming to support students with special needs.
• Strong interpersonal skills and the ability to interact appropriately with students, parents, colleagues, school team members and system team members.
• Ability to remain calm and non-confrontational under pressure.
• High degree of confidentiality, diplomacy, tact and discretion is essential.
• Good organizational skills.
• Willingness to learn and to accept challenges.
• Proficient computer skills and use of word processing, e-mail software(s), Internet and portal communication site used by the Board.

Duties & Responsibilities:

• Performs observations, either independently or with team members, for the purpose of gathering information to inform program decision-making by the classroom teacher.
• Collaborates with school team and system team to develop support strategies to meet the needs of the student and the classroom environment.
• In consultation with Student Support Partner, provides concentrated support to schools to reinforce methods and practices of behaviour management and behaviour modification.
• Assists, at times through modelling, with specific program delivery and strategy…