Teacher Assistant

**Teacher Assistant (FHCS) Term**:
**South Shore Regional Centre for Education**

The South Shore Regional Centre for Education (SSRCE) practices the culturally responsive pedagogy approach in providing an inclusive, diverse, equitable, safe and healthy education that supports learning and success both personally and academically to the 59,000 residents of Lunenburg and Queens Counties, an area of 5,250 square kilometres and a total of 23 schools.

**Position**:
Teacher Assistant

**Location**:
Forest Heights Community School

**Reports to**:
Principal

**Employee Group**:
SEIU

**Job Status**:
Term Position - 5.5 hrs/day

**Start Date**:
Effective Immediately to June 30, 2025

**Posting Deadline**:
October 8, 2024 at 11:59pm

**Qualifications and Experience**:

- High school completion certificate
- Successful completion of a minimum 2 year course of study certified from the N.S. Department of Education, in a related field of study, such as, but not limited to, the education support program offered by the Nova Scotia Community College.
- The course of study must have a significant Special Education component.
- The course of study must include a supervised practicum of no less than 100 hours.
- Bona fide occupational requirements as identified in the job posting (ex. American Sign language, Braille, etc)
- First Aid and CPR certification
- Specific health care support training or certification as required (i.e Non Violent Crisis Intervention, etc.)
- Ability to perform physical requirements of the position
- Possess basic computer skills and have training in assistive technology

**Characteristics**:

- Highly motivated, self-starter
- Demonstrates ability to cope with multiple responsibilities and projects
- Possess skills to effectively interact and develop a positive rapport with children and youth
- Possess problem solving skills
- Ability to maintain confidentiality and privacy protocols
- Ability to demonstrate sensitivity and respect for diversity
- Team player

**Task Dimensions**:
Provides personal care functions as determined through the program planning process and under the direction of the teacher(s) when a student cannot, or should not, perform these activities independently. For example:

- Assisting students with physical and mobility challenges by lifting and positioning, exercising, transferring from or to transportation, as specified in their program plan
- Ensuring a safe and respectful environment when meeting personal care needs of students.
- Assisting students with routines (i.e. toileting, dressing, feeding, personal hygiene)
- Administering medication and oral inhalant according to the Guidelines for the Administration of Medication to Students
- Carrying out medical procedures (e.g. catheterization) when trained and authorized, according to Board policies and procedures
- Assisting with program support when specifically directed and monitored by the teacher(s).

Supports the implementation of identified behaviour management outcomes under the direction of the teacher(s) when a student is unable to self-regulate his/her own behaviour. For example:

- Using appropriate physical interventions in accordance with the Non Violent Crisis Intervention Training program, the student’s plan and board policies
- Encouraging students to respect the school’s code of conduct guidelines and PEBS initiative
- Modeling and encouraging respect for self and others
- Promoting and facilitating positive interactions among all students
- Recording data and observations as directed (e.g. the frequency of a particular behaviour or off-task data)
- Assisting with program support when specifically directed and monitored by the teacher(s)

Working collaboratively as members of the school community. For example:

- Demonstrating ethical behaviours by addressing conflicts, first with teachers, second, the administrative level, and third at the board staff level, according to board policies and procedures
- Respecting and promoting the rights of students
- Understanding the role of the program support assistant
- Modeling appropriate problem solving an conflict resolution
- Referring all requests for information to appropriate personnel
- Relaying information regarding the student to the teacher(s)
- Participating in training and certification required to support the implementation of interventions
- Respecting privacy and confidentiality
- Communicating effectively with teachers, appropriate personnel and students
- Being knowledgeable of and following regional and provincial policies and administrative procedures

Develops and maintains a positive rapport with students. For example:

- Treating students in a respectful, dignified and fair manner with due consideration to the student’s physical, social and psychological development
- Promoting independence and self-advocacy through appropriate wait time, prompting, reviewing and reinforcing
- Respecting the strengths and challenges of students
- Maintai