On-Call Youth & Family Support Worker; School & Student Support B

THE ORGANIZATION: VANCOUVER SCHOOL BOARD (SCHOOL DISTRICT 39)

With deep gratitude and respect, we are honoured to be learning and unlearning on the ancestral and unceded lands of the xʷməθkʷəy̓əm (Musqueam), Sḵwxwú7mesh Úxwumixw (Squamish Nation) and səlilwətaɬ (Tsleil-Waututh Nation).

At the VSB, we are proud to provide exceptional learning experiences for students. As a large, urban school district, the VSB is one of Canada’s most diverse school systems and equity and inclusivity are at the forefront of our approach to education.

Throughout the District, more than 7,700 staff work to create learning environments where every student thrives by prioritizing students’ needs, applying evidence-informed practices, and building relationships. The VSB’s culture reflects the diversity of our city. Students enrolled in VSB come from varied backgrounds and lived experiences and are encouraged to explore and share their unique selves and gifts. Our commitment to students goes beyond academics with students’ overall well-being and sense of belonging being equally important.

As an organization, we strive to build a school system where every student can be their authentic self and succeed throughout their learning journey. In doing this work, we champion equity and accountability by making evidence-based decisions. As a learning organization, humility is our guidepost as we work to continually improve student outcomes in service to them, their families, and the broader community.

For more information about our school district, visit

THE OPPORTUNITY:

YOUTH & FAMILY SUPPORT WORKER ON-CALL
(SCHOOL & STUDENT SUPPORT

B)

We are seeking a highly skilled youth worker who has experience with a wide range of school-aged children/youth with various needs and challenges. This position supports programs throughout the District including:

• Low Incidence Programs
• Behaviour Support Programs
• Jr. & Sr. Alternative Programs

Employees in this role are often placed into full-time assignments (on a temporary basis) covering vacancies and staff absences/leaves. Once hired, you can remain on-call or apply to permanent positions via the VSB internal job board.

Working months are from September to June each year.

In this position, youwill:

• Implement individual, small group, and class-wide programming under the direction of and liaising with the classroom teacher
• Support the implementation of student’s IEP goals and assist in documentation of progress
• Collaborate with classroom teacher to teach and implement a variety of self-regulation, social skills and/or social communication programs
• Support students and collaborate with staff to support transitions to and from educational placements
• Collaborate with families, involve support agencies, social workers, medical/clinical practitioners and district staff, where appropriate
• Supervise students, as required, and support students during times when problematic behaviour is more likely to occur
• Prepare instructional aid material; set up and operate instructional aid materials
• Maintain and evaluate records/data of observed student behaviour
• Collaborate with team members regarding Behaviour Support Plans
• Manage verbal and/or physical “acting out” behaviour
• Perform other work within the job band as required

Qualifications:

• Completion of Grade 12 plus 2 years of years of full-time equivalent post-secondary education and/or a diploma in any of the following areas:
  Psychology, Sociology, Social Work, Child and Youth Care, Immigration/Migration studies, Ethnic/Cultural/Indigenous studies, Human Development and Family Studies, Applied Behaviour Science or Education
• Minimum of two (2) years’ related work experience with students exhibiting challenging behaviours
• Strong knowledge and experience in implementing various learning and behavior management strategies
• Ability to establish positive relationships with individual students and school teams in order to build school capacity
• Participation and facilitation in professional development opportunities relating to behavior management (e.g.: non-violent crisis intervention, conflict resolution) would be an asset
• Must be willing to obtain CPI training
• Must be willing to travel…