Educational Assistant

School Directory Link: website

Thank you for your interest in a career as a

casual Educational Assistant (EA)

- Special Education Assistant (SEA), Developmental Support Worker (DSW) or Intervention Support Worker (ISW) with the York Region District School Board.

This application is for casual Educational Assistant opportunities for the 2024/2025 school year.

Salary:

Special Education Assistant (SEA) - Casual Rate: $25.83, Temporary/Term Rate: $28.66 - $30.03

Developmental Support Worker (DSW) - Casual Rate: $28.18, Temporary/Term/Permanent Rate: $30.98 - $32.35

Intervention Support Worker (ISW) - Casual Rate : $28.18, Temporary/Term/Permanent Rate: $36.17 - $37.50

Please Note:

You may be considered for temporary and/or permanent opportunities as they arise throughout the year for Developmental Support Worker and Intervention Support Worker positions.

You may also be considered for temporary or term opportunities for Special Education Assistant positions.

Casual Positions:

On call, as-needed basis to cover absences of permanent employees ranging from daily occurrences up to 30 consecutive working days.

Temporary Positions:

This is a position that is available for a period in excess of 30 consecutive working days to replace a permanent employee who is absent on an approved leave of absence (e.g. pregnancy, parental, educational or medical leave).

Permanent Positions:

These are full-time positions (35 hours per week).

We require staff with a desire to provide quality service and programs to York Region students.

To support our exceptional students and their ever-changing personal and educational needs, the Board is seeking Educational Assistants experienced in working with a wide variety of exceptionalities.

We require employees who are flexible, willing to take on a multitude of challenges and who are prepared to attend to the physical needs of our students,

which include toileting, lifting, feeding and physical intervention

.

Educational Assistants support students with exceptionalities such as physical disabilities, developmental delays, autism, behaviour disorders, acquired brain injuries, hearing and vision loss.

These services can be provided in a wide variety of educational settings such as standard classrooms, specialized facilities and work placements.

In addition, in order to meet the needs of our students, staff assignments may be divided between more than one location.

Therefore, employees are required to have access to regular transportation in order to travel between sites.

The Board also reserves the right to transfer support staff between locations depending upon student and system needs.

The term “Educational Assistant” encompasses a variety of positions.

Special Education Assistant (SEA)

Position Summary:

Responsible for assisting students under the direction of the classroom teacher and/or resource staff in compliance with Board policies and procedures.

Major Responsibilities:

To assist students with personal and medical care in accordance with Board Policy and Procedure #662.0 which may include administration of medication, feeding, dressing, toileting, hygiene, lifting and positioning and assistance with mobility.

To supervise and assist with individuals or groups of students during classroom activities, recess, lunch, field trips, excursions, bus and/or taxi arrivals and departures and work placements and other situations as required.

To assist in the preparation of materials and monitoring of programs.

To assist the teacher and/or resource staff in the planning, development and implementation of the students’ Individual Education Plans (I.E.P).

To deliver interventions or strategies as set out in the I.E.P.

To provide direct intervention, in accordance with student’s IEP and Safety Plan, in managing behavioural and immediate safety needs of the students using the principles of CPI and as outlined in the Memo Addressing Unsafe Student Behaviour in Safe and Supportive ways.

To assist with ongoing assessment of student programs and writing daily anecdotal reports and records as required.

To attend meetings as requested.

To attend professional development sessions/training as required.

To support students in community integration and work placements.

To work as an active member of the school team to ensure the safety and success of all students.

To perform other duties as assigned.

Line of Responsibility

:

Responsible to the school Principal or designate.

EDUCATION, EXPERIENCE AND QUALIFICATIONS:

Secondary School Graduation Diploma is required.

Minimum six months related experience is required.

Training in de-escalation strategies (including CPI certification, where required), lifting and positioning techniques are requirements of this position.

A good working knowledge of Microsoft Office Suite and current Board approved/implemented software is required.

Proficient verbal and written communication and interpersonal skills are required.

Developmental Support Worker (DSW)

Position Summary:

Responsible for providing direct

care of and support to students with needs including but not limited to

students with physical, safety, medical, behaviour, cognitive, learning needs

or concerns, in compliance with Board policies and procedures, utilizing Board

approved tools and technology.

Together with the classroom

teacher, team and/or resource staff take actions to improve the educational

outcomes of students with disabilities and ensure inclusivity with an emphasis

on accommodations and practices that promote integration, acceptance and full

participation.

Major Responsibilities:

To assist the teacher and/or resource staff in the planning, development and implementation of students’ Individual Education Plans (I.E.P.).

To deliver interventions or strategies as set out in the I.E.P.

To assist in the preparation of materials and monitoring of programs.

To supervise and assist individuals or groups of students during classroom activities, recess, lunch, field trips, excursions, bus and/or taxi arrivals and departures, work placements and other situations as required.

To assist students with personal and medical care in accordance with current Board Policy and Procedure #662.0 which may include administration of medication, feeding, dressing, toileting, clean catheterization, hygiene, lifting and positioning and assistance with mobility.

To work as an active member of the school team to ensure the safety and success of all students.

To assist the teacher and/or resource staff in dealing with behavioural needs of the students as outlined in Memo S33.

To assist with on-going assessment of student programs and writing daily anecdotal reports and records, as required.

To attend meetings as requested.

To support students in community integration and work placements.

To attend professional development sessions/training as required.

To perform other duties as assigned.

Line of Responsibility

:

Responsible to the Principal or designate.

Education, Experience, and Qualifications:

Secondary School Graduation Diploma with at least two years of post-secondary education in a related field is required.

Minimum one year related

experience is required

Training in de-escalation

strategies (including CPI certification, where required), feeding, toileting,

lifting and positioning techniques are requirements of this position.

A good working knowledge of Microsoft Office Suite and current Board

approved/implemented software is required.

Proficient verbal and written communication and interpersonal skills are required.

Intervention Support Worker (ISW)

Position Summary:

Responsible for providing

direct care of and support to students with complex needs including but not limited

to students with physical, safety, medical, behaviour, cognitive, learning

needs or concerns, in compliance with Board policies and procedures, utilizing

Board approved tools and technology.

Together with the classroom

teacher, team and/or resource staff take actions to improve the educational

outcomes of students with disabilities and ensure inclusivity with an emphasis

on accommodations and practices that promote integration, acceptance and full

participation.

Major Responsibilities

:

To provide direct management and support of individual student needs through direct intervention, data collection observation, case conferences as well as the creation and implementation of personalized resources.

To provide students with direct personal and medical care in accordance with their IEP, Safety Plan and Board Policy and Procedure #662.0 which may include administration of medication, feeding, dressing, toileting, clean catheterization, hygiene, lifting and positioning and assistance with mobility.

To maintain a safe learning

environment by responding immediately and taking the lead on interventions in

heightened situations where a student(s) with complex behaviour is escalated

and/or posing a safety risk.

To participate in the development, implementation and monitoring of student support strategies and programs, including Growth Plans, Individual Education Plans (I.E.P.

) and Safety Plans etc., to ensure a safe and caring school environment.

To provide direct

intervention, in accordance with student’s IEP and Safety Plan, in managing

behavioural and immediate safety needs of the students using the principles of

CPI and as outlined in the Memo

Addressing Unsafe Student Behaviour in Safe and Supportive ways

To develop and prepare materials of programs that promote integration,

participation and successful transfer of knowledge, and work in collaboration

within the team to demonstrate, utilize and facilitate strategies that will enhance

student learning, all in accordance with the students’ IEP and Safety Plan.

To supervise, support and assist individuals or groups of students, indoor and

outdoor, during but not limited to classroom activities; recess, lunch and

before and after school; on field trips, including swimming, excursions,

community integration, work placements; with transportation or travel needs,

and other situations as required.

To model for and coach staff to build capacity in best practices and evidence

based strategies for working with students with different exceptionalities.

To work with regional board supports (Psych staff, SLP, PTOT, Social Worker ABAF etc.

), community agencies and other school staff in a variety of areas (e.g. Mediation, Circle Solutions, Applied Behaviour Analysis, CPI Nonviolent Crisis Intervention).

To assist and participate in the identification of staff needs for on-going education and in-service training.

As required, facilitate and deliver professional development in a variety of areas (e.g. Restorative Approaches, Threat Assessment, Applied Behaviour Analysis, and CPI Nonviolent Crisis Intervention).

To model and coach school staff, and provide direct support such as behaviour

management and intervention to enable students to function in a school setting,

either individually or within groups.

To participate in case management sessions and In School Team Meetings where

appropriate and collaborate with school and system staff.

To participate in the identification of risk and resiliency factors that may

impact on the provision of effective supports to students and families.

To work and liaise with community agencies to support students and their

families.

To attend meetings, professional development and training sessions as required.

To cover breaks, lunches and unfilled vacancies of other non-teaching school

staff as required

To perform other duties as assigned.

Line of Responsibility:

Responsible to the Student Services Coordinator or designate for regional staff.

Responsible to the School Principal or designate for school based staff.

Education, Experience, and Qualifications:

Secondary School Graduation Diploma with at least two years of post-secondary education in a related field is required.

Minimum two years related experience with a range experience with complex social-emotional, mental health and/or behavioural concerns is required.

Successful completion of training in de-escalation strategies (including CPI certification, where required), feeding, toileting, lifting and positioning techniques are requirements of this position.

Proficient

verbal and written communication, interpersonal skills and the ability

to work collaboratively as part of a team is required.

Additional Information:

Employees are expected to work at least 30 days within the current school year to remain on the casual Educational Assistant list.

Please note that hours of operation in our schools could start as early as 7:30 a.m. and end as late as 4:30 p.m. The Board highly recommends that employees accept as many shifts as possible throughout the year to encourage advancement within the Board.

Please note that there are other Educational Assistant opportunities that are posted separately on the website as needs are identified.

These positions could include:

Sign Interpreter, Communicative Disorders Assistant, etc.

In the application process, you will be prompted to provide at least three (3) professional, supervisory references (including full name, position title, work location/organization, and email address) in the job posting screening section of the online application.

We do not contact references prior to practicum/interview.

For your information, a list of

YRDSB Schools

is provided.

Equity, Diversity and Inclusion Statement

The York Region District School Board (YRDSB) believes in giving each and every applicant an equal opportunity to succeed on their own merit and we strive to hire staff that reflect and support the diverse perspectives, experiences and needs of students and communities. We remain committed to upholding the values of equity, diversity, and inclusion in our living, learning and work environments. We know that diversity underpins excellence, and that we all share responsibility for creating an equitable, diverse and inclusive Board-community.

Therefore, in pursuit of the Board’s values, we seek members who will work respectfully and constructively with differences and across the organizational hierarchy in actualizing the Board’s priorities, goals and principles outlined in the Director’s Action Plan. Candidates who have strong racial literacy practices and a commitment to dismantling anti-racism, anti-oppression, and creating identity-affirming spaces, in order to intentionally disrupt racist and hateful acts.

We actively encourage applications from members of groups with historical and/or current barriers to sovereignty, equity, including, but not limited to:

First Nations, Métis and Inuit peoples, and all other Indigenous peoples;

African, Black and Black Caribbean peoples (in alignment with Anti-Black Racism Strategy);

South Asian, East Asian, Southeast Asian, Middle East/West Asian, Latino/Hispanic (in alignment with YRDSB Workforce Census to address disproportionalities identified).

members of groups that commonly experience discrimination due to race, ancestry, colour, religion and/or spiritual beliefs, or place of origin;

persons with visible and/or invisible (physical and/or mental) disabilities;

persons who identify as women; and

persons of marginalized sexual orientations, gender identities, and gender expressions.

At YRDSB, we recognize that many of these identities intersect and therefore, equity, diversity and inclusion can be complex. We value and respect the contributions that each person brings to enriching the Board and are committed to ensuring full and equal participation for all in the communities that we serve.

Accessibility and Accommodation Statement

We also recognize the duty to accommodate and foster a culture of inclusion. Consistent with the principles of dignity, individualization and inclusion, we will make any appropriate accommodation based on any of the protected grounds in the Human Rights Code to support candidate participation in the hiring process. When contacted, candidates will be provided with an overview of the various elements of the hiring process, such as skills assessments, written practicum, presentation, interview, etc. If an accommodation is required, requests can be made in advance of any stage of the recruitment process. All information received relating to a candidate’s required accommodation will be addressed confidentially by the Recruitment and Retention Team. Please make this request to careers@yrdsb.ca or a member of the Recruitment Team. If this position is a school based LTO/Contract Teaching position, please email the Principal directly to request the accommodation to be made at the school in collaboration with Human Resource Services, Disability Management Team.

Important Note for YRDSB Employees:

If you have a current accommodation in place through Disability Management, please inform your Disability Management Case Manager to ensure that your accommodation needs can be met in the new role that you are pursuing.

If invited to participate in the hiring process, and you are unable to perform the essential/bona fide requirements (e.g. physical, cognitive requirements), please notify the Recruitment Team by emailing

careers@yrdsb.ca to review next steps (in the email please reference the job title you are applying to).

Important Information for CUPE 1734 Members:

LA.11.7 Those twelve (12) month employees filling vacancies as a result of their applying to a job posting are to remain twelve (12) months at their position. Ten (10) month employees are to remain in their position until the end of the school year. This requirement can be waived with permission from the Superintendent responsible for Human Resource Services. This does not prevent employees from applying for a position or from applying for a promotion during the twelve (12) month period.

As a condition of employment

, successful candidates will be required to submit a current original Police Vulnerable Sector Check (PVSC) from the police jurisdiction in which they reside or an Enhanced Police Information Check (E-PIC) through Sterling Backcheck prior to commencing employment with the Board.

The PVSC and E-PIC documents are only valid if issued within the last six months.

Candidates are not advised to obtain this document prior to an offer of employment.

Should you go through the E-PIC process it is the candidates responsibility to download the results and provide a PDF copy to the Board upon instruction.

Should you go through the PVSC process, it is the candidates responsibility to provide the results to the Board upon instruction.

On-line applications are collected centrally at the Education Centre - Aurora and are monitored by Human Resource Services.

All applications will be screened based on the required education, experience and qualifications as noted in the posting and job description and as reflected in the application.

Only those candidates meeting these criteria will be eligible to participate in the selection process and only qualified candidates will be contacted.

The personnel file of all internal applicants will be reviewed as part of the selection process.

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