Specialized Behaviour Support Worker

**Specialized Behaviour Support Worker**

Position: 1.0 Full Time Temporary Specialized Behaviour Support Worker

Location: HDSB Schools[Burlington, Halton Hills (Acton & Georgetown), Oakville, Milton]

Term: Immediately up to and including June 26, 2026

Pay Rate: $61,848.00 - $73,028.00 per year as per the collective agreement

Salary step would be determined based on previous experience

Work Schedule: 10 Months/year

The Halton District School Board (HDSB) is one of the fastest growing school districts in Canada. Together, our 10,000+ staff serve more than 66,000 students in more than 100 schools in the communities of Burlington, Halton Hills, Milton and Oakville. We are seeking a Specialized Behaviour Support Worker to join our special education team.

For temporary long-term occasional (LTOs) positions, once hired, applicants have first consideration for permanent opportunities. A comprehensive Employee & Family Benefits plan applies to those in positions longer than 90 consecutive days.

**Benefits of working as a Specialized Behaviour Support Worker with the Halton District School Board**:
Direct opportunity to impact student wellbeing

Opportunity to work in a Board where collaboration, inclusion, and innovation are fostered

Professional Development / Mentorship provided

Opportunity to actively engage and learn collaboratively with peers

Opportunities to participate in a variety of ongoing ad-hoc committees and teams

**Position Summary**:
Reporting directly to the Supervisor of Special Education, the Specialized Behaviour Support Worker offers intensive support to students with complex developmental and behavioural needs, often those with multiple diagnoses. The role supports a unique population of students who are struggling to experience success at school, due to the frequency or severity of their challenging behaviour. The Specialized Behaviour Support Worker provides coaching and modelling to school staff to enhance their capacity to support the physical safety of students in a respectful and student-centred way. In other circumstances, they may be assigned to support staff and students within a self-contained classroom.

**Responsibilities will include**:
Work directly with students utilizing supportive intervention strategies (e.g. teaching skills) and de-escalation techniques; Provide person-directed supports and services to students with challenging behaviour and/or developmental disabilities in a manner that is respectful and fosters self-determination and empowerment whenever possible;
Work directly with core team staff to model, coach and debrief intervention and de-escalation techniques fostering the independent use of these techniques; Inform and guide decisions around appropriate interventions that will be implemented by core team staff;
Coordinate, lead and model containments and crisis interventions including supporting decision making around class evacuations, durations of containments and continuous visual supervision room use; Model post crisis debriefs with student and facilitate staff debriefing with administration;
Work collaboratively with the school team to support the transfer of skills and strategies;

**Minimum Qualifications**:
Two to three year College diploma and/or Undergrad degree in a related field (eg. Developmental Services Worker or Child and Youth Worker/Practitioner).

5 years experience working with in-risk children /adolescents/teens and/or individuals with developmental disabilities

Experience using evidenced-based intervention techniques, including co-regulation strategies, attunement strategies, and de-escalation techniques

Experience in working with children/adolescents from diverse cultural and racial backgrounds

Experience working with students with dual diagnoses

BMS Certification

A commitment to anti-oppression and anti-racism

Strong interpersonal skills, and verbal communication skills

Flexibility, patience, tolerance, enthusiasm, creativity and team-orientation

Competence with Google Workspace and electronic record keeping

A commitment to ongoing learning

Excellent judgment, organizational and time management skills

Authentic, resilient, dependable, reliable and have the ability to problem solve effectively

Adherence to a high level of professional and ethical standards

Experience working in a fast-paced environment

Knowledgeable of local community resources

Reliable transportation and the ability to work at a variety of locations throughout the day

**Preferred Qualifications**:
Undergraduate degree in a related field (e.g. Child and Youth Care Bachelor's Degree; Disability Studies Bachelor’s Degree)

Completed coursework in autism and/or applied behaviour analysis (ABA)

Mental Health & Disability Management Certificate

Experience working in a School Board setting

Experience supporting individuals from a variety of lived experiences (socio-economic, cultural, etc.,)

Lived experience as a member of an equity-deserving group

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