*Learning Support Teacher Coach (Grades P-12)

Government of Nova Scotia; Town of Berwick; On-site; CAD 60,000 - 80,000; Full time

Job summary

The Government of Nova Scotia is seeking a Learning Support Teacher Coach to enhance educational strategies within the Annapolis Valley Regional Centre for Education. This role involves collaborating with teachers to implement effective, inclusive practices that support student learning and wellbeing. The ideal candidate will possess a strong understanding of educational frameworks and have significant teaching experience. This position requires travel across schools in the region.

Qualifications

• Minimum of five years of successful teaching experience required.
• A minimum of three years of successful Learning Support resource experience is an asset.

Responsibilities

• Provide support to Learning Support Teachers with effective classroom strategies.
• Assist in problem-solving around student academic and social-emotional needs.

Skills

Understanding of UDL framework

Classroom management

Effective assessment practices

Interpersonal skills

Knowledge of inclusive education

Education

Masters in Education

Valid Nova Scotia Teaching License

Job description

Annapolis Valley Regional Centre for Education

Learning Support Teacher Coach (Grades P-12)

1.00 FTE

Vacant

Available to Permanent, Assumed Permanent, and Surplus teachers of the AVRCE.

Terms and conditions of employment, including wages, are in accordance with the Nova Scotia Teachers' Provincial Agreement.

Posting closes at Midnight, May 21st, 2025.

Scope of Responsibilities

The Learning Support Teacher Coach shall be responsible for providing support to Learning Support Teachers (Resource) with the implementation of strategies and practices that lead to effective, relational, inclusive, and responsive classrooms.

The Learning Support Teacher Coach will assist in problem-solving with Learning Support Teachers (Resource) around student academic, wellbeing, and social-emotional needs within an MTSS framework to provide instructional practices, interventions, and supports to help students achieve. The LST Coach will report directly to the Coordinator of Student Services.

The Learning Support Teacher Coach will work as part of a team in supporting schools with their Service Delivery Model within an MTSS framework.

Training/Qualification/Experience

• Demonstrates a thorough understanding of and experience with using the UDL framework, Response to Intervention, Differentiated Instruction, MTSS;
• Demonstrates a thorough understanding of and experience with developing effective programming for students and effective scheduling for students, Learning Support Teachers, and Educational Assistants;
• Demonstrates knowledge and skills in setting up Learning Center programming spaces and environments;
• Demonstrates skills in developing functional programming to support independence;
• Demonstrates effective scheduling to maximize EA support with Learning Center programming;
• Demonstrates knowledge of transition programming processes and ability to develop short- and long-term goals and resources to support student transition;
• Demonstrates an accurate understanding of the program planning process and the Student Information System (Tienet);
• Demonstrates how to create students’ strengths, challenges, and interests and to create and implement effective documented adaptations, IPPs, and other plans;
• Demonstrates a thorough understanding of curriculum (P-12) levels;
• Adept at building solid, authentic relationships with students and staff;
• Knowledge of and experience with classroom management and executive functioning skills;
• Knowledge of and experience with using current, effective high-leverage evidence-based practices in a classroom (Tier 1 classroom strategies);
• Demonstrates a thorough understanding of and experience in implementing Tier 1, 2, and 3 supports within a Multi-Tiered System of Supports;
• Demonstrates effective ways to gather evidence and uses effective assessment practices (universal screeners, diagnostic tools, progress monitoring practices, etc.) and work collaboratively to develop next steps for learners;
• Demonstrates ability to observe, identify, and make recommendations for effective strategies, routines, and classroom procedures;
• Accurately and effectively uses student data to analyze and develop next steps for student learning;
• Has a clear understanding of inclusive education and how to meet the needs of all learners in the classroom;
• Has thorough knowledge of how students learn (multiple intelligences and preferred learning styles);
• Demonstrates ability to work successfully in a team environment and as a teacher coach;
• Demonstrates experience in providing leadership to teachers;
• Demonstrates ability to apply effective strategies for problem solving and conflict resolution;
• Demonstrates ability to co-teach, collaborate, and coach alongside classroom teachers and Learning Support Teachers;
• Demonstrates ability to work collectively with school-based and regional support staff on the Teaching Support Team to support teachers and students;
• Demonstrates ability and experience as a Learning Support Teacher as a member of the Teaching Support Team and Student Planning Team;
• Demonstrates ability to work with and communicate effectively through strong interpersonal, oral, and written skills with students and staff within the AVRCE;
• Knowledge and experience in the application of technologies used to enhance instruction and learning;
• Demonstrates ability to apply knowledge, experience, and commitment in the areas of race relations, culturally relevant pedagogy, cross-cultural understanding, human rights, diversity, and equity;
• Demonstrates experience in developing, leading, facilitating, and providing professional learning (presentations) to staff;
• Other duties as required.

Training/Qualifications/Experience:

• Valid Nova Scotia Teaching License is required;
• Will include travel from school to school throughout the region;
• A minimum of five years of successful teaching experience is required;
• A Masters in Education (Inclusive Education preferred);
• A minimum of three years of successful Learning Support resource experience is an asset;
• A minimum of three years of experience providing successful Learning Center programming.

Applicant Responsibilities

Provide 3 professional/supervisory, work-related references, their email addresses, and their phone numbers in your SuccessFactors application. References must be able to speak to an applicant’s teaching abilities.