1.0 Lto Child and Youth Care Practitioner K-12

3 weeks ago

Mississauga, Canada Peel District School Board Full time

The Peel District School Board (PDSB) is a racially, culturally and linguistically diverse board that serves 155,000+ students and approximately 17,000 employees. In PDSB, 87% of students are racialized, non-white, representing 162 different ethnic backgrounds. Students in Peel have 121 different first languages. Student diversity also exists in terms of gender and gender expression, sexuality and in terms of ability and faith. A responsive and empathetic understanding of the lived experiences of the students and communities we serve is vital to those who will take on leadership roles within the PDSB. The workforce consists of teachers, office staff, custodial staff, education assistants and professional staff. The workforce is largely unionized through PDSB’s numerous affiliated bargaining agents.

CHILD & YOUTH CARE PRACTITIONER K-12 (Level 4)

DEPARTMENT OF SOCIAL EMOTIONAL LEARNING AND WELL-BEING

**Background**:
The focus of the Child & Youth Care Practitioner (CYCP) position will be to work as a member of a cross-functional and multidisciplinary team to support the ongoing implementation of priorities as highlighted in the Board’s Plan for Student Success and aligned with Ministry priorities. This role is intended to provide support to K-5 and K-6 schools.

Given the recent review of the Peel District School Board and the resulting directions by the Ministry, there is an expectation that applicants will have an understanding of anti-Black racism and other forms of discrimination as we look to lessen the disparities in educational outcomes for marginalized students, particularly those who identify as Indigenous, Black, African and Caribbean. As well, the successful applicant will possess an exemplary understanding of effective, culturally relevant, anti-oppressive, youth centered and trauma informed practices.

Child and Youth Care Practitioners would be assigned to schools on an itinerant basis.

**Responsibilities include, but are not limited to**:
?Modelling the principles of equity, the Ministry's Equity and Inclusive Education Strategy, and Learning for All

?Utilize and advocate for approaches that are culturally and developmentally responsive and sensitive to human diversity, anti-Black and anti-Indigenous racism

?Understanding and supporting the Ministry Directives to support students and families through a culturally responsive and anti-oppressive lens

?Designing and facilitating professional learning for a diverse group of staff with an awareness of the adult learning model

?School-wide programming (student engagement, initiatives that boost student voice and participation, mental health and well-being initiatives, school-wide programming that supports equitable, inclusive and safe school climates, student leadership opportunities)

?Class-wide observations and plan implementation (assess classroom needs and determine which social emotional learning interventions would best meet the identified need, plan, implement, deliver and evaluate evidence based social and emotional learning programs, in collaboration with school team)

?Small group interventions (utilize an evidence-based group work modality to meet student needs focused on well-being strategies, social skills and belonging, friendship groups and clubs, provide assistance with peer conflict resolution, mediation and restorative approaches)

?In line with trauma informed practice, anti-oppressive and youth centred engagement, collaborate with students, families, school teams, and community partners to create positive outcomes for children

?Offering families resources to support social emotional learning and well-being

?Provide and monitor individual, goal driven support to students for well-being strategies and students experiencing personal crises including mental health, grief, social crisis, sexual orientation and gender identity, etc. - utilizing the core elements of multiple treatment modalities based on the students’ individual needs

?Gather and analyse data to identify function of behaviour, implement strategies and evaluate outcomes of interventions

?Provide direct support, emotion regulation and behavioural guidance within the students’ lifespace (classroom setting, recess etc.)

?Conduct informal assessments, goal setting, monitoring, disaggregated data collection, analysis, maintain documentation, records and prepare reports

?Develop individual Safety Plans and Positive Behaviour Implementation Plans (PBIP) in collaboration with school teams which will include evidence-based strategies to meet specific developmental needs

?Respond to crisis situations utilizing non-violent crisis interventions

?Liaise with parent(s)/guardian(s), school personnel and external service providers to determine andrespond to the needs of students and their family

?Participate in team meetings and work collaboratively within multi-disciplinary teams

?Reporting to the Coordinating Principal for Social Emotional Learning and Studen

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