Behaviour & Regulation Support Facilitator

St. Albert Public Schools; St. Albert; On-site; CAD 58,000 - 70,000; Full time

Benefits offered by this job

Comprehensive benefits package

Exempt position

Job summary

St. Albert Public Schools is seeking applications for a Full-Time, Probationary Behaviour & Regulation Support Facilitator at École Hillgrove School.

This 10-month exempt position observes school breaks and includes a one-year probation. The role provides classroom-based behavioural support for students in Grades 7–9, collaborating with the Inclusive Learning Team to implement strategies that promote regulation, participation and safety.

Qualifications

• Bachelor's degree completed in a relevant field.
• Minimum ten years of experience working with school-aged children with behavioural, emotional, social, communication, sensory and/or regulation needs.
• Ability to build positive, respectful and trusting relationships with students.
• Proven ability to apply evidence-based skills to safely recognize, defuse and de-escalate crisis behaviours.
• Ability to remain calm, regulated and responsive when supporting students experiencing dysregulation.
• Ability to work collaboratively as a member of a multidisciplinary and school-based team.
• Strong interpersonal, communication, observation and problem-solving skills.

Responsibilities

• Provide direct classroom-based support to students experiencing behavioural, emotional, social, sensory, or regulation challenges.
• Support students during transitions, less structured activities, challenging tasks, and other situations that may increase regulation or behavioural needs.
• Respond to student dysregulation in accordance with established safety procedures.
• Promote student independence by gradually reducing adult support, when appropriate.
• Follow positive behaviour support plans and strategies guided by the Classroom Teacher, Behaviour Coach and Inclusive Learning Team consultants.
• Assist in the implementation of preventative approaches and environmental changes to address barriers to regulation, learning and participation.
• Support the development and implementation of individualized programs focused on building student interests and strengths as well as targeting areas of growth that are specifically connected to classroom engagement and regulation.
• Collaborates with teachers, school staff, families and Inclusive Learning Team to implement, monitor, and model strategies specific to a student
• Maintain consistent communication with the classroom teacher and educational assistants regarding student needs, supports and emerging concerns.
• Other duties as assigned

Skills

Regulation and behaviour

Crisis de-escalation

Communication

Multidisciplinary teamwork

Observation and problem-solving

Education

Bachelor's Degree in Psychology, Behavioural Science, Disability Studies or related degree

Job description

St. Albert Public Schools is currently seeking applications for a Full -Time, Probationary, Behaviour & Regulation Support Facilitator with École Hillgrove School. This position is Exempt from the union and serves a one (1) year probationary period.

Hours of Work : 7 hrs./day (35 hrs./week); Monday-Friday; Full-Time, Temporary

Salary Range : $58,400 to $70,000 per year

This assignment will be a 10 -month position that observes school breaks (spring, summer, and winter).

About the Role

The Behaviour and Regulation Support Facilitator provides classroom-based behavioural support for students who experience behavioural, emotional, social, sensory, and/or regulation challenges that may impact their ability to participate successfully in learning and school routines. This position is to support students from Grades 7 to 9 in the GOALS (Gaining Opportunities and Life Skills) classroom(s) at Hillgrove School.

Working under the direction of the classroom teacher and in collaboration with school staff and members of the Inclusive Learning Team, the Behaviour and Regulation and Support Facilitator supports the implementation of individualized and classroom-based strategies to promote student regulation, engagement, participation and safety.

This position provides direct support to students within the classroom and other school and community environments, assists with the implementation of behaviour and regulation strategies, and contributes to consistent, predictable and supportive learning environments. This role may include supporting students during periods of dysregulation, implementing preventative and responsive strategies, and collecting basic observational information.

The ideal candidate will bring their extensive experience with intellectual and developmental disabilities, autism and other neurodivergent differences, complex communication needs, along with knowledge and hands‑on experience with Augmentative and Alternative Communication (AAC) systems. This expertise will be used to support students' communication, participation, regulation, independence, and access to learning.

Expected Duties of the Position

• Provide direct classroom-based support to students experiencing behavioural, emotional, social, sensory, or regulation challenges.
• Support students during transitions, less structured activities, challenging tasks, and other situations that may increase regulation or behavioural needs.
• Respond to student dysregulation in accordance with established school and student-specific safety procedures.
• Promote student independence by gradually reducing adult support, when appropriate.
• Follow positive behaviour support plans and strategies guided by the Classroom Teacher, Behaviour Coach and Inclusive Learning Team consultants.
• Assists in the implementation of preventative approaches and environmental changes to address barriers to regulation, learning and participation.
• Support the development and implementation of individualized programs focused on building student interests and strengths as well as targeting areas of growth that are specifically connected to classroom engagement and regulation.
• Collaborates with teachers, school staff, families and Inclusive Learning Team to implement, monitor, and model strategies specific to a student
• Maintain consistent communication with the classroom teacher and educational assistants regarding student needs, supports and emerging concerns.
• Other duties as assigned

Required Knowledge, Skills and Abilities

• Strong understanding of student regulation and behaviour.
• Ability to recognize early signs of dysregulation and respond proactively.
• Ability to use calm, respectful and non-confrontational approaches.
• Ability to adapt support while remaining within established direction and plans.
• Strong relationship-building and communication skills.
• Ability to work effectively under the direction of a classroom teacher while collaborating within a broader school-based team.
• Ability to respond appropriately to stressful or unpredictable situations.
• Ability to promote student independence, when appropriate.

Required Qualifications and Experience

• Completion of a Bachelor's Degree in Psychology, Behavioural Science, Disability Studies or related degree.*
• Minimum ten (10) years' experience working with school aged children who demonstrate behavioural, emotional, social, communication, sensory and/or regulation needs.**
• Demonstrated ability to build positive, respectful and trusting relationships with students.
• Proven ability to apply evidence-based skills to safely recognize, defuse and de-escalate crisis behaviours.
• Demonstrated ability to remain calm, regulated and responsive when supporting students experience dysregulation.
• Ability to work collaboratively as a member of a multidisciplinary and school based team.
• Strong interpersonal, communication, observation and problem-solving skills.

Preferred Qualifications and Experience

• Experience working on a multi-disciplinary team.
• Training in Non-violent Crisis Intervention, positive behaviour support, trauma-informed practice, de-escalation or crisis prevention.
• Experience using visual supports, communication supports, reinforcement systems, sensory/regulation tools or other classroom-based strategies.
• Knowledge of positive behaviour support, trauma-informed practice, de-escalation, and inclusive educational practices is an asset.
• Experience implementing visual supports, reinforcement systems, communication supports, regulation strategies or other classroom-based interventions is an asset.

*St. Albert Public Schools values individuals with diverse background experience. Applicants who do not meet the exact educational credentials specified are encouraged to apply if they possess an equivalent combination of directly applicable experience, professional certifications, and proven skills.

**In the event we are unable to find a candidate who meets the full qualification requirements, this vacancy may be filled at a lower classification. Salary and duties will be adjusted to align with the selected candidate's level of experience and education.

This exempt position offers a comprehensive benefits package found under Alberta School Employee Benefit Plan.

All completed applications received by the deadline will be considered.

However, only short listed candidates will be contacted.

St. Albert Public Schools require s a recent (within 6 months),

clear Criminal Record Check with Vulnerable Sector Check prior to commencement.