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

Employment Equity Considerations
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

Qualifications, Experience & Ability

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.

Responsibilities

(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 team-oriented 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 negotiating skills and conflict resolution strategies.

(m) Assist students in the use of alternative and augmentative communication systems.

(n) Assist parents/guardians and other professionals in planning appropriate transitions for students with developmental disabilities, including job placement, school‑to‑work and independent living.

(o) Promote and maintain confidentiality regarding records and documentation.

(p) Assist in the development and implementation of the school improvement plan in order to improve student achievement, well‑being and success.

(q) Attend ongoing professional development for learning support teachers.

(r) Other duties as assigned.





Additional Assets

(a) A demonstrated understanding and commitment to inclusive education.

(b) The ability to work as a contributing team member; including co‑planning and co‑teaching.

(c) Possess knowledge of the characteristics of learners: typical and atypical development of cognitive, sensory, physical‑motor, communication, social‑emotional, self‑regulation, and behavioral skills.

(d) The ability to implement effective and equitable strategies, activities and techniques for promoting quality student performance in academic, social and emotional behavior based on students prior knowledge and experience.

(e) Possess an understanding of students having complex needs and supporting school staff with programming that recognizes mental health, behavioral and trauma‑based challenges.

(f) The ability to adapt curriculum as a member of the Student Planning Team to meet the varying rates, patterns and needs of all students, including those who extend learning beyond designated outcomes.

(g) The ability to assess learning outcomes, in collaboration with the classroom teacher, using various methods to monitor the effectiveness of teaching strategies.

(h) The ability to assess and analyze student behavior in a school setting.

(i) The ability to contribute to the development of behavior programming for individuals and groups of students.

(j) The ability to evaluate the effectiveness of intervention strategies.

(k) The ability to utilize effective problem‑solving and communication techniques.

(l) The ability to employ de‑escalation and non‑violent crisis intervention techniques when required and trained to do so.

(m) The ability to design instruction based on the adaptive skills of students with developmental disabilities.

(n) The ability to utilize current technologies.

(o) Possess knowledge of and work within provincial and CCRCE policies, guidelines and procedures and the rights and responsibilities of parents/guardians, students, teachers and schools as they relate to individuals with neuro‑diversities.

(p) The ability to work and communicate effectively within CCRCE, with students, parents/guardians, community members and external groups.

(q) The ability to apply knowledge, experience and commitment in the areas of culturally responsive pedagogy, equity, accessibility, cross cultural understanding, human rights and diversity.

(r) The desire and ability to engage in continuing education and professional development.

(s) The ability to maintain and promote confidentiality.

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📌 CC#26-01-0691, Learning Support Teacher - Spring Street Academy (Nova Scotia)
🏢 Province Of Nova Scotia Regional Centres For Education
📍 Nova Scotia