Clinical Educator

Hopewell Support Services; Guelph; On-site; CAD 36,000 - 44,000; Full time

Benefits offered by this job

Competitive hourly rate

Comprehensive benefits

RRSP contribution up to 3%

Paid time off up to 25 days

Job summary

Hopewell Support Services in Guelph‑Wellington, ON is hiring a full‑time Clinical Educator to translate clinical plans into practical day‑to‑day support. The role blends staff education, coaching, direct skill teaching with individuals, and monitoring of strategies under supervision.

You will work across multiple sites, build team capacity for high‑quality, person‑centred supports, and help individuals develop communication, coping, independence, and meaningful life skills while maintaining

Qualifications

• Staff education and coaching responsibilities.
• Experience with Applied Behavior Analysis (ABA) principles is preferred.
• Strong Communication and collaboration skills.

Responsibilities

• Translate clinical plans into day-to-day support.
• Provide hands-on coaching and modelling for staff.
• Monitor and adjust strategies based on progress data.
• Maintain confidentiality and complete clinical documentation.
• Collaborate with the Senior Behaviour Therapist and managers.

Skills

Staff education

Coaching

ABA knowledge

Communication

Education

Bachelor's degree in psychology or related field

Job description

Are you a skilled and compassionate clinical educator ready to make a meaningful impact in the lives of individuals with developmental disabilities?

Hopewell Support Services is seeking a full-time Clinical Educator to join our team, providing support across multiple sites in Guelph-Wellington, ON!

YOUR BENEFITS & PERKS

• Competitive annual salary range between $26.39 and $32.20 per hour and flexible full-time work schedule based on client & staff needs.
• Comprehensive group benefits coverage including life, AD & D, health, medical and dental benefits coverage.
• Contributory group registered retirement savings plan– Hopewell contributes up to 3%.
• Generous paid time off with up to 25 days per year of vacation and holiday pay depending on length of service with Hopewell.
• Opportunity to join a collaborative, tight-knit team with a supportive culture.
• Professional growth and development opportunities in applied behaviour analysis (ABA).
• The chance to make a meaningful impact every day in the lives of those we support.

JOB SUMMARY

The Clinical Educator helps turn clinical plans into consistent, effective day-to-day support. It is a hands‑on role that combines staff education and coaching, direct skill teaching with supported individuals, and monitoring of how well clinical strategies are working. The overall purpose of the role is to build the team’s capacity to provide high‑quality, person‑centred support while helping supported individuals develop communication, coping, independence, and other meaningful skills. Clinical work is carried out under the supervision of a Registered Behaviour Therapist, the clinical educator is to be responsible for:

DUTIES AND RESPONSIBILITIES

Staff Education and Coaching:

• Helps staff understand both what to do and why they are doing it, including proactive strategies, Behaviour Support Plans, safety procedures, responding to behaviour, and teaching replacement skills.
• Provides hands‑on coaching through instruction, modelling, staff practice, and feedback, going beyond explaining a plan or asking staff to read it, so staff become more confident and consistent in their approach.

Supporting the Implementation of Clinical Plans:

• Spends time in the homes observing how support is provided and helping staff apply clinical recommendations during everyday routines.
• Identifies where a plan may not be clearly understood, where implementation is inconsistent, or where practical barriers make it difficult to follow, and helps address these concerns.
• Brings issues requiring further clinical review to the Senior Behaviour Therapist.

Direct Teaching of Replacement Skills:

• Works directly with supported individuals who have specific replacement skills being taught, as part of the weekly replacement‑skill work.
• Follows the teaching procedure, provides opportunities to practise, uses prompts and reinforcement as outlined, and records progress.
• Uses direct teaching as an opportunity to model the approach for staff so learning can continue outside the Clinical Educator’s visits.

Monitoring Implementation and Progress:

• Helps determine whether clinical strategies are being carried out as intended and whether supported individuals are making progress.
• Completes observations and adherence checks at the assigned frequency, reviews behaviour and replacement‑skill data, and identifies gaps in teaching opportunities or documentation.
• Brings forward patterns, concerns, and barriers so the clinical team can make informed decisions, focusing not simply on whether a form was completed but on whether the support and teaching occurred, how they were delivered, and what the outcome was.

Communication and Follow‑Through:

• Connects the clinical team’s recommendations with what is happening in the homes by sharing relevant observations with the Senior Behaviour Therapist, managers, and staff, clarifying strategies, and following up on identified actions.
• Maintains a regular presence in the homes so that concerns are addressed and clinical recommendations remain part of daily practice rather than stopping at a meeting, email, or training session.

Clinical Administration:

• Ensures that all clinical documentation, reports, and files are stored and handled securely and appropriately.
• Ensures that all necessary confidentiality and other clinical documents are obtained, and that all information is handled sensitively and appropriately.
• Ensures compliance with all legislation, regulations, and professional college requirements applying to the job.
• Acts as a liaison with other professionals (Psychiatrist, Speech Language Pathologists, Occupational Therapists, etc.) to best meet the needs of the individuals.
• Maintains knowledge of current best practices in the field of ABA.

Capacity Building and Relationships:

• Maintains effective and positive relationships with individuals, family members, and external agencies.
• Provides a range of evidence‑based training and educational resources to families and staffing teams, including workshops, written materials, and coaching.
• Participates in meetings and collaborates with community partners as needed.
• Supports families to foster consistency across environments such as home, school, and community.

TEAM FUNCTIONS

• Regularly meets with the Senior Behaviour Therapist for supervision as it relates to clinical work.
• Actively participates in meetings, discussions, and decision making.
• Acts as a resource and liaison with other people outside and within the agency including contracted service providers, funders, managers, supervisors, and frontline staff.
• Presents with a positive and professional manner and always maintains confidentiality.
• Works hands‑on directly supporting individuals to educate, mentor, and support staff members, as scheduled by your supervisor.
• Keeps regular and accurate records and completes clinical administrative duties.

AUTHORITY

• Provides training and coaching to direct support staffing teams on the implementation of behaviour support strategies.
• Provides input, advice, and direction regarding the implementation of Behaviour Support Plans, and brings matters requiring clinical decisions to the Senior Behaviour Therapist.
• Monitors the implementation of clinical programming for assigned individuals, including reviewing data, completing adherence checks, and recommending follow‑up actions.
• Communicates regularly with Managers, the Senior Behaviour Therapist, and other designated contacts within the organization. Communicates regularly with the Senior Behaviour Therapist for overall oversight.

ACCOUNTABILITY

• Reports to supervisor any contravention of the legislation, standards, or policies and procedures, e.g. defective equipment or hazards in the work environment.
• Each staff member is required to keep up to date all training as required, and to request additional support and guidance if unsure of how to manage a situation.
• Practices within professional, legal, and ethical standards and is always accountable for his or her own actions and decisions.
• Actively participates in developing and evaluating professional goals and performance at regular intervals (e.g. performance management process).
• Role models the principles of continuous quality improvement by critical reflection of own practice, seeking meaningful feedback from peers, supported individuals and family/guardians, and Managers.
• Accountable for reporting professional practice issues according to legislation and standards of practice to the appropriate person, agency, or professional body.

CORE COMPETENCIES

At Hopewell, we recognize that core organization‑specific employee behaviours are fundamental to the success of our organization. Through actions, all employees support the Mission, Vision, Values, and Principles of Hopewell. Thus, the following responsibilities are core to all jobs at Hopewell, including this one. All employees in all jobs are expected to:

Be reliable, this includes:

• Being prepared to start your shift as scheduled.
• Completing required tasks at appropriate times (during shift).
• Following through on the directions given by the Senior Behaviour Therapist.

Adhere to the guidelines and regulations established in the workplace, this includes:

• Adhering to Hopewell’s Policy and Procedures (e.g. Health and Safety Guidelines, Confidentiality etc.).
• Recognizing, identifying, and reporting problems, contentious issues, and serious incidents, including recommending solutions to the Senior Behaviour Therapist where appropriate.
• Always behaving in a professional, legally and ethically compliant manner.
• Demonstrating a strong commitment to continuously improving the Quality of Life of individuals so that they may live with dignity and respect.

Complete documentation and training, this includes:

• Completing necessary paperwork on shift, with high levels of data accuracy and attention to detail.
• Participating in ongoing training and development and ensuring all mandatory training requirements are met and maintained.

Maintain healthy internal relationships, this includes:

• Recognizing and responding to vocalized and implied needs of residents in a timely, nurturing, and professional manner, as well as working well with workplace peers/colleagues.
• Maintaining a positive attitude about the workplace, which is critical to maintaining a pleasant relationship with residents and peers.
• Directly reporting potential/actual areas of concern about residents/peers to their team leader or Manager.

SPECIAL CIRCUMSTANCES

• Works flexible hours including days, evenings, and weekends within a variety of settings as required by the changing needs of the programs and the people we support.
• Possesses a bachelor’s degree in psychology or a related field, and a Behaviour Sciences or Autism Behavioural Sciences diploma.
• May be required to participate in on‑call duties.
• An RBT®, BCaBA®, or enrollment in equivalent coursework/study leading to a BACB certification is considered an asset.
• At least one year of experience working with individuals with developmental disabilities and/or dual diagnosis.
• In‑depth theoretical and practical knowledge of ABA principles.
• Thorough knowledge of behavioural programming, involving data collection, data tracking, graphing, and summarizing.
• Demonstrated knowledge of mental health issues and pervasive developmental disorder gained through experience working with individuals in a hospital, residential, education, or community setting.
• Strong knowledge of evidence‑based interventions to promote skill acquisition for individuals and to respond to challenging behaviour.
• Experience with providing support to families and staff in residential and respite settings using a mediator model of service delivery.
• Must be able to provide a clear Vulnerable Sector Check.
• Must have a valid class G driver’s license.

This job description should not be construed to imply that these requirements are the exclusive standards of the position. Incumbents may be required to follow any other instructions and to perform any other related duties that may be required by the agency.

ABOUT HOPEWELL

Hopewell’s story began in 1983, when John and Joanne Oosterhuis opened their farmhouse in Ariss, Ontario to children with disabilities, creating a home built on compassion, inclusion, and belonging. What started as one family’s vision has grown into a trusted organization supporting children, youth, and adults with developmental and physical disabilities across Guelph‑Wellington. Today, Hopewell provides supported living, respite, and community programs that uphold the Oosterhuis family’s legacy — creating spaces where choice, belonging, and joy are at the heart of each day, and ensuring every person we serve can live a full and meaningful life.

If you’re ready to bring your leadership, compassion, and clinical expertise to a team making a difference, we’d love to hear from you.