CUPE 2331 Temporary Specialized Educational Intervenor - Area North and South

York Catholic District School Board; Aurora; Sur place; CAD 55 000 - 59 000; Plein temps

Résumé du poste

York Catholic District School Board is inviting applications for a Temporary Specialized Educational Intervenor (SEI) in Area North and South. The itinerant SEI will address safety-related needs and support students with IEPs, K-12, with collaboration across teachers and multidisciplinary teams.

The role requires relocation between North and South schools as needed, with a focus on building student independence and access to curriculum.

Qualifications

• Diploma from a community college in a field related to child/youth development or equivalent.
• Maintain updated Practitioner certificates in crisis intervention and first aid/CPR.
• Experience with at-risk youth and behavioral support is preferred.

Responsabilités

• Provide guidance, emotional support and encouragement to students in line with the board's mainstreaming approach.
• Offer direct support to students during instructional and non-instructional times via coaching and modeling.
• Assist in implementing structured programs to develop academic and social skills.
• Track student goals, monitor behavior, and maintain daily logs.
• Support non-academic self-regulation and conflict-resolution strategies within school settings.
• Respond to high-risk situations following individual safety and medical plans.

Connaissances

Communication

Interpersonal skills

Transportation required

Student support

Formation

Community college diploma in child/youth development

Crisis Intervention Training & CPR

First aid/CPR certification

Description du poste

YORK CATHOLIC DISTRICT SCHOOL BOARD

Invites applications for the position of:

CUPE 2331 Temporary Specialized Educational Intervenor - Area North and South

Band M - $40.24 - $42.61

10 Months

Start Date: Immediately

Hours Per Week: 35

Current Location: St. Charles Garnier, Richmond Hill

Please note that this is an itinerant position. You can be placed in any of the following North and South schools during the temporary assignment:

North Schools

Aurora - Holy Spirit, Light ofChrist, Our Lady of Grace, St. Jerome, St. Joseph - Aurora

Newmarket - Canadian Martyrs, Notre Dame, St. Elizabeth Seton, St. John Chrysostom, St. Nicholas, St. Paul

King - Holy Name, St. Mary - Nobleton, St. Patrick - Schomberg

East Gwillimbury/Georgina - Good Shepherd, Our Lady of the Lake, Prince of Peace, St. Thomas Aquinas, Our Lady of Good Counsel, St. Bernadette

Secondary - Cardinal Carter, Our Lady of the Lake, Sacred Heart, St. Maximillian Kolbe

South Schools

Concord - Our Lady of the Rosary, Blessed Scalabrini, St. Joseph the Worker

Richmond Hill - Christ the King, Corpus Christi, Fr. Frederick McGinn, Fr. Henri Nouwen, Our Lady of the Annunciation, Our Lady Help of Christians, Our Lady of Hope, St. Anne, St. Charles Garnier, St. John Paul II, St. Joseph - Richmond Hill, St. Marguerite d'Youville, St. Mary Immaculate

Thornhill - St. Anthony, St. Michael, St. Rene Goupil

Secondary - Our Lady Queen of the World, St. Elizabeth, St. Robert, St. Theresa of Lisieux

Please note that long term assignments may end at any time and as per Article 8.01e of the CUPE 2331 Collective Agreement, upon the Manager of Human Resources becoming aware of the return to work of the permanent employee, supply employees placed into long term assignments will be given advance notice of the termination of such assignment.

Position Summary

Under the direction and supervision of the School Principal, the Specialized Educational Intervenor will be assigned a school community for a temporary period of time to address a specific set of safety-related needs and to support programming that fosters student safety and independence.

The SEI role is itinerant. Employees hired into the SEI classification may be relocated or transferred to any school location as required in accordance to their preferred geographical area, if possible based on student needs.

The primary focus of the role of the Specialized Educational Intervenor is to support and implement the Individual Education Plan of students with special needs in the classroom and school community. Under the supervision of the School Principal, the Specialized Educational Intervenor will work directly with student(s) from K-12, with moderate to severe safety, and/or physical needs.

SEIs work in collaboration with the school and multidisciplinary teams to provide data and ongoing feedback about the students’ response to programming intervention.

The SEI will be expected to assist students in developing skills that will allow for safe participation in the educational setting by employing a broad range of accommodations and strategies to enable students to access curriculum and build independence.

Major Responsibilities

• Work with the school and multidisciplinary team in providing guidance, emotional support and encouragement to all students, in accordance with the Board’s philosophy on mainstreaming;
• Provide direct support to one or more students during both instructional and non-instructional times through coaching, modeling and generalization of appropriate strategies;
• Support implementation of structured programs to allow students to develop meaningful academic and social skills within the school and community as developed by the teacher and/or multidisciplinary team;
• Support individual student goal setting and assist with tracking, observing, monitoring and charting of student behaviour for appropriate intervention, including daily logs and goal attainment;
• Assist with conflict resolution and implement non-academic, evidence-informed self-regulation programs within the school community settings;
• Respond to and deliver strategies to address high risk, crisis situations by following individual student Safety Plans (e.g., BMS, elopement, ASIST, etc.), Positive Behaviour Support Plans and Medical Management Plans, as required;
• Support specific programs in language (e.g., augmentative and alternative communication systems), social - emotional learning (e.g., self-regulation), and behaviour (e.g., safety) as established by the teacher and/or resource staff, as required;
• Where applicable, support and assist student(s) with adherence to classroom, medical, daily living, and/or physical routines (e.g., dressing, toileting, hygiene, lifting, etc.) to support student participation at school and work placements, as required;
• Prepare materials to support program implementation, as required by the teacher;
• Work collaboratively with the school team and student services team to support the students and goals of the students’ IEP and PIP plans;
• Attend scheduled planning meetings and other appropriate meetings as requested by the teacher and /or resource team;
• Assist in supervising students during classroom activities, recesses, lunch and bus arrivals and departure;
• Attend mandatory training session and workshops scheduled by the Board.

Qualifications

Education

• Diploma from a community college in a field related to child/youth development, behaviour management and social problem solving skill development or Certification from an accredited Ontario institution in any of the following (or related) programs: Autism Behaviour Science Post-Graduate Certificate
  • Behaviour Science Technician
  • Criminal Justice Worker
  • Social Service Worker
  • Registered Practical Nurses Diploma
  • Child Youth Care Practitioner
  • Community Service Worker
• Maintain updated and valid Practitioner certificate in an “approved” Crisis Intervention Training Program: Non-Violent Crisis Intervention (e.g., Behaviour Management Systems with Containment-trained, UMAB, CPI, etc.)
• Must have updated first aid/CPR training.
• Additional training in ASIST, SafeTAlk, ABA, Trauma, Addictions (etc.) considered an asset.
• Updated and valid Practitioner certificate in a “approved” Crisis Intervention Training Program: Crisis Prevention Intervention (CPI), or Behaviour Management Systems (BMS)

Experience

• Minimum 3 years of recent and relevant clinical experiences in a non-academic setting (e.g., York Academy, CAMH, etc.) with at risk children and/or youth or extensive experience working in a reduced ratio behavioural classroom with children/youth with complex social, behavioural, emotional and/or mental health issues.
• Expertise in addressing complex student needs (e.g., social, emotional, behavioural).
• Experience in working with children across the range of exceptionalities including those with generalized developmental delays (e.g., FASD, ASD, Downs Syndrome, Conduct Disorder, ADHD, ODD, etc).

Skills and Competencies

• Excellent communication and interpersonal skills.
• Able to implement and support social learning and systems theories.
• Reliable transportation as travel between schools is required, automobile preferred.
• Ability to attend to the physical needs of students.

The above position is posted in accordance with CUPE 2331 Collective Agreement Article 12.01. The salary will be as per placement on the Salary Grid of the current CUPE 2331 Collective Agreement.

Thank you for your application. We appreciate your interest in the York Catholic District School Board, however, only applicants selected to continue to the interview process will be contacted by Human Resources.

Commitment to Equity

YCDSB is an equal-opportunity employer committed to fostering equity and promoting an inclusive workplace culture that reflects the communities we serve. We are dedicated to building an environment that supports and values the inherent worth of every person in the workforce.

This includes, but is not limited to, Indigenous Peoples, Black individuals, 2SLGBTQ+ persons, women, historically underrepresented groups, and people with visible and non-visible disabilities, all of whom bring a wide range of perspectives, lived experiences, and ideas that enhance our learning and working environment.

Accessibility

The Board is committed to creating an accessible and inclusive workplace. Pursuant to the Accessibility for Ontarians with Disabilities Act, 2005 (AODA), if you require code-protected accommodation through any stage of the recruitment process, please contact [e-mail] prior to the posting closing date so that the appropriate arrangements can be made.

Diversity and Inclusion

Aligned with the YCDSB’s commitment to fostering an inclusive workforce, we encourage applications from candidates whose backgrounds and experiences reflect the communities we serve, including but not limited to those who identify as members of equity-seeking groups protected under the Ontario Human Rights Code. Sharing this information is voluntary, and any details provided will be kept confidential.

Vulnerable Sector Check/Criminal Record and Judicial Matters Check

As a condition of employment with the York Catholic District School Board, the successful candidate will be required to provide a Vulnerable Sector Checkor a Criminal Record and Judicial Matters Check, depending on the position applied for. The screening must be issued within the past six (6) months and submitted prior to the commencement of employment with the Board.

Mission Statement

With Jesus Christ as our model, we provide all students with a Catholic education rooted in equity, well-being and learning.

Vision Statement

A recognized leader in Catholic education committed to inclusion, excellence and innovation that develops socially responsible global citizens.

Catholic Education Centre
320 Bloomington Road West, Aurora, Ontario L4G 0M1 - [phone]

Jennifer Sarna

Interim Chief Executive Officer