2025-16-16 Education Support Teacher

1 week ago

hybrid Cape Breton Area Nova Scotia Canada fulltime April Apsea Full time $60,000 - $110,000 per year

COMPETITION #: INITIAL POSTING DATE: May 5, 2025 LOCATION: Cape Breton area, with option for hybrid work POSITION: Full Time, Permanent SALARY: In accordance with the APSEA/NSTU Agreement APPLICATION BY: Open until filled START DATE: As soon as possible
Unlock Your Potential with APSEA – A Career That Makes a Difference    Are you ready to be part of something bigger? Atlantic Provinces Special Education Authority (APSEA) is more than just an agency – it's a community dedicated to empowering children and youth across Atlantic Canada who are Deaf, deaf and hard of hearing (DHH), blind and have low vision (BLV). Since 1975, we've been on a mission to provide inclusive, responsive, and flexible educational services. Now, we want you to join us and help make a lasting impact on the lives of learners and their families.    Why Join Us? By becoming an Education Support Teacher (EST) - BLV (also known as Teacher of Students who are Blind or Visually Impaired (TSBVI), or Teacher of the Visually Impaired (TVI)), you'll have the opportunity to make a profound difference in the lives of children and youth with diverse needs while working alongside a team of dedicated professionals.     At APSEA, we offer more than just a job – we offer an environment where your passion and skills will thrive.
Here's what we bring to the table:
  • Access to the Teacher's Pension Plan 
  • Comprehensive Health and Dental Benefits under the Nova Scotia Teachers Health and Dental Plan 
  • Professional Learning Opportunities to keep you at the top of your game 
  • A supportive, inclusive culture where diversity is celebrated and embraced 
  What's the Role? As an Education Support Teacher (EST) - BLV, you'll play a key role in the development and delivery of responsive educational programs. You'll work closely with educational teams, families, and community partners to support the development and implementation of programs that ensures individualized success for learners. 
Your day-to-day responsibilities include:
  • Providing Tier 1, 2, and 3 support to educational teams, families, and community of care partners to support learners who are BLV and are eligible to receive APSEA services.  
  • Collaborating and supporting the classroom teacher, other educational team members including APSEA team members, families, and community of care partners regarding inclusive, responsive and flexible instructional practices related to learners who are BLV. 
  • Providing support to families to enhance their child's development and independence, encouraging and involving families in both program development and delivery. 
  • Maintaining knowledge of use and limitations of assessment tools to support the authentic and comprehensive assessment process related to learners.  
  • Assessing, recommending, and providing access technology, adapted and alternate format materials that allow for access, active participation, and self-determination/self-advocacy.
  • Supporting processes to create a safe, equitable, positive, and supportive learning environment in which diversities are valued.  
  What You Bring to the Table: You're not just looking for any job – you're passionate about education, and you bring a wealth of knowledge and experience.    We are looking for someone who:   
  • Has a Master's degree in education of Learners who are blind or visually impaired, or equivalent   
  • Holds a valid Nova Scotia Teacher Certificate 
  • Shows competency to support the Expanded Core Curriculum - BLV
  • Has experience working with children and youth who are BLV, including those with multiple exceptionalities 
  • Has experience and/or training regarding working with children from infancy to late adolescence.
  • Has experience with assessment, program planning and delivery of instruction for children and youth who are BLV, including those with additional exceptionalities. 
  • Has experience teaching in a variety of settings (e.g., school, home, virtual, early learning centres, community) 
  • Brings knowledge of the Unified English Braille (UEB) code and the ability to design tactile graphics. 
  • Has the ability to assess, develop, write, implement, and evaluate individualized programs. 
  • Is comfortable with technology and access technology to ensure learners have access to learning opportunities. 
  • Works collaboratively and relates positively to children, families, early learning staff, APSEA staff, administrators, educational team members and community partners.  
  • Demonstrates confidentiality and professionalism with access and distribution of student information.
  • Shows excellent organizational and time management skills. 
  • Brings excellent interpersonal and English communication skills.
  • Can work independently with minimal supervision.  
  • Is culturally responsive, understanding the importance of cross-cultural awareness, human rights, and diversity. 
  • Has access to a reliable mode of transportation; may require overnight stays. Regular travel is required. 

Would be a plus if you have:
  • Experience and/or training in early childhood education.  
  • American Sign Language (ASL) proficiency.   
  • French Language skills. 

Note: an offer of employment is conditional upon the successful completion of all applicable background checks and confirmation of credentials.
APSEA embraces a culture of belonging in the workplace. We believe that the lived experiences of individuals enrich our organization and enhance our ability to serve Atlantic communities.  We value the unique perspectives and contributions of all individuals and encourage applications from candidates of all backgrounds.  
If you require accommodation in the application and/or interview process, please let our HR Generalist know at   If you're ready to make an extraordinary difference in the lives of children and youth in Atlantic Canada, don't wait Apply now and join an incredible team that's helping to shape the future of education.

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