Brandon School Division is currently accepting applications for Educational Assistants - Life Skills for the following:

Green Acres School

Riverview School

Purpose of Position

Under the direction of the School Principal, the Educational Assistant - Life Skills provides educational supports in working with students, specifically those presenting with more intensive exceptional education needs. Exceptional needs range on a continuum from low to high requiring different levels of support; a Life Skills EA would provide intervention support requiring specialized training/knowledge to deliver. The position supports student safety, behaviour, and educational programming, including specific support plans and educational devices (may include the use of intervention strategies that require training relating to Behaviour Intervention Plans, Curriculum Modification Plans Individualized Intervention Plans, Safety Plans, specialized software, or devices). The position also promotes a positive and inclusive learning environment and works closely with a multi-disciplinary team (may include social workers, psychologists, speech language pathologists, occupational therapists, physiotherapists, and/or outside agency specialists in addition to the school-based team). Through a team approach, the Educational Assistant - Life Skills will facilitate life skills development to support successful student outcomes.

Duties and Responsibilities

Are established by the School Principal within the parameters of the job description .

Required Qualifications

• Grade 12 education or equivalent.


• Educational Assistant Certificate or at least two (2) years applicable experience as an Educational Assistant, preferably within a school environment.


• Demonstrated ability in determining the level of support to ensure student independence, safety, and inclusive learning experiences.


• Demonstrated ability to provide and respond to student needs and learning adaptations in flexible and respectful ways.


• A good working knowledge and understanding of diverse learning styles, academic needs, sensory processing needs, behaviour regulation strategies, communication needs, and classroom processes.


• Demonstrated ability to support student use of specialized equipment and techniques and ensure the recommended and safe use of the equipment in a variety of environments (ex. I-Pad, sensory items, visual schedules, specialized furniture, etc.).


• Demonstrated ability to function in the language of classroom instruction (English/French) and must posses, at a minimum, the level of knowledge required of the students in core subject areas.


• A positive working knowledge and ability to support feeding needs and adaptive programming tools.






• Effective interpersonal and communication skills, with the ability to work independently and cooperatively as an effective member of a team.


• Demonstrated ability to understand the common characteristics and behaviours associated with specific behaviours and/or diagnosis.


• Must hold a valid Class 5 Drivers License.

Preferred Qualifications

• Working knowledge of relevant Brandon School Division Policies and Procedures.


• Training and/or certification in First Aid, CPR, Non-Violent Crisis Intervention, and Health and Safety.


• Prior experience with assistive technology and educational applications are considered an asset.

Permanent CUPE employees presently on staff will be given early consideration, in accordance with COLLECTIVE AGREEMENT.

Employment will be subject to a Criminal Record Check and a Child Abuse Registry Check completed within the four months preceding the date of application with results satisfactory to the Brandon School Division.

Brandon School Division will give consideration to gender equity, visible minorities, indigenous peoples, and persons with disabilities. The Brandon School Division thanks all applicants for their interest. Only those selected for an interview will be contacted.

Upon request, Brandon School Division will provide reasonable accommodations to applicants disabled by barriers during the interview and assessment process.