District Wellness and Inclusion Worker

DISTRICT WELLNES AND INCLUSION WORKER
ONE POSITION FOR THE DISTRICT WITH AN INITIAL ASSIGNMENT AT PORT RENFREW ELEMENTARY SCHOOL.

32 HOURS PER WEEK.

TO SUPPORT STUDENTS IN A VARIETY OF CLASSROOMS INCLUDING A STUDENT/STUDENTS WITH CHALLENGING BEHAVIOURS AND LEARNING DISABILITIES.

QUALIFICATIONS AS PER THE JOB DESCRIPTION.

1. Secondary school graduation or equivalent.

2. Education Assistant Certification and/or Health Care Assistant (HCA) certification

3. Recognized certificate or equivalent experience in Autism Spectrum Disorder (ASD)

4. Current certification in Non-Violent Crisis Intervention (e.g., CPI).

Additional training in:
5. Applied Behavioral Analysis (ABA), Intensive Behavior Interventions (IBI)

6. Trauma-Informed Practice, Sensory Regulation, and Social Thinking

7. Personal care procedures and protocols, including safe lifting, hygiene support, and mobility assistance

**EXPERIENCE**

2-3 years of experience supporting students with:
Complex medical, physical, and personal care needs

Autism Spectrum Disorder and other developmental or behavioural conditions

Demonstrated ability to implement **Personal Care Plans**and support students with dignity and respect

Experience in inclusive classroom settings and adapting curriculum to meet diverse learning needs

**SKILLS AND ABILITIES**

actively shows courtesy and respect to all, proactively builds healthy and trusting relationships with all; contributes to a positive working environment; supports a welcoming and safe environment that values and appreciates differences and is reflective of everyone; shows kindness and cares about the well-being of colleagues and students; demonstrates patience and acceptance with others.

2. **Effectively Communicates and Collaborates**:clearly articulates thoughts and ideas and shares timely and relevant information openly, honestly, and respectfully using oral, written, and visual formats; actively listens and respond appropriately; seeks opportunities to gain input and is open minded to the ideas and point of views of others; establishes and maintains effective working relationships with local communities, outside partner groups, and families as required.

3. **Strives for Personal Excellence**:is mindful, remains calm and responds thoughtfully; takes pride in work; possesses strong attention to detail; takes initiative and proactively plans, prioritizes, and organizes work; follows the District’s Code of Conduct and values; follows through on commitments and takes responsibility for actions; respects the confidential nature of all information relating to students, parents, and staff; keeps in mind the safety of others, including school children.

4. **Thinks Critically and Creatively**:asks questions for better understanding; uses a solution-based approach to analyze relevant facts, evidence, and data to determine specific issues and inform ways forward; thinks outside of the box; looks for opportunities to continuously improve.

5. **Practices a Growth Mindset**:demonstrates a positive outlook towards learning and is committed to ongoing development to expand skill set; stays current; reflects on self to continually learn and improve; remains positive; demonstrates adaptability and is willing and able to adjust to changes.

**RESPONSIBILITIES**

1. Assists in the care and supervision of students with personal care, and behavioral needs throughout the school day, including during field trips, movement breaks, and community-based programing and transition to adulthood.

2. Collaborates with school staff, therapists, nurses, and families to support the implementation of Inclusive Education Plans (IEPs), Care Plans, Safety Plans, and Personal Care Protocols.

3. Supports students in developing personal independence, reinforcing academic, behavioral, and social-emotional strategies.

4. Utilizes individualized visual schedules, social narratives, and other visual support systems in accordance with district standards.

5. Works with a variety of Augmentative and Alternative Communication (AAC) systems, including no-tech (e.g., PECS), low-tech (e.g., Go Talk), and high-tech (e.g., iPad-based systems).

6. Applies principles of Universal Design for Learning (UDL), co-regulation, sensory regulation, and Nonviolent Crisis Intervention (NVCI) to promote student engagement and safety.

7. Collects and maintains data using tools such as frequency charts and ABC charts to monitor student progress and behavior.

8. Reports safety concerns and incidents to the appropriate team members and completes required documentation.

9. Assists with the use and request of medical equipment and supplies in collaboration with healthcare professionals.

10. Provides support with medical and personal care protocol, including feeding, toileting, glucagon testing, and student transfers.

11. Participates in team meetings and contributes to the development of student goals and strategies.

12. Demonstrates leadership utilizing best pra