MISC 26/27 - 11: Behaviour & Regulation Specialist

Greater St. Albert Catholic Regional School Division, Number; St. Albert; On-site; CAD 85,000 - 110,000; Full time

Job summary

Greater St. Albert Catholic Schools in Alberta seeks a Behaviour & Regulation Specialist to lead Student Support Services, providing specialized leadership, consultation, coaching and capacity building for students with behavioural, regulation, engagement and safety needs.

This role works within an inclusive, multidisciplinary model, guiding collaborative planning and translating data into proactive programming.

Qualifications

• Commitment to Christ-centered education values and beliefs.
• Foundational knowledge of First Nations, Métis and Inuit perspectives and reconciliation goals.
• Experience supporting children and youth with behavioural, regulation, social-emotional, engagement and safety needs.
• Experience leading teams, facilitating problem solving and delivering professional learning to adults.
• Willingness to obtain/maintain NVCI Instructor certification as required.

Responsibilities

• Leads collaborative wrap-around meetings for students needing intensive supports.
• Develops understanding of student behaviour through data collection and analysis to guide intervention.
• Develops and reviews Individualized Behaviour Support Plans, safety and IPP goals.
• Collaborates with diverse teams to create coordinated supports.
• Integrates multidisciplinary goals into student programming with a division psychologist and other specialists.
• Provides coaching and professional learning to school teams in proactive and inclusive practices.
• Acts as Division NVCI lead trainer focusing on crisis prevention and safety planning.
• Develops and facilitates learning on behaviour, trauma-informed practice, safety and planning.
• Supports teams before, during and after significant behavioural concerns for proactive planning.
• Leads refinement of division guidelines on behaviour, student wellness and inclusivity.
• Supports RISE programming and division-wide initiatives.

Skills

Christ-centered values

Trauma-informed practice

Data-informed decision making

Collaborative problem solving

Leadership while working independently

Education

Post-secondary education in education/related field

Graduate study in behaviour/trauma/mental health

Tools

NVCI Instructor certification

Job description

JOB POSTING MISC 26/2 7 – 11

Behaviour & Regulation Specialist

Division Services Centre

Full Time – 35 hours/week

Greater St. Albert Catholic Schools is located on the original lands of the Cree, those of Treaty 6, and on the homeland of the Métis nation. The Division is honoured and proud to serve the students and families of Legal, Morinville, St. Albert, Alexander First Nation and parts of Sturgeon County by providing a welcoming, Christ - centered learning community, where we awaken the hearts and minds of students while educating and nurturing each to learn, live fully and serve others. Greater St. Albert Catholic Schools is strongly committed to building a diverse, equitable, and inclusive community that is welcoming to all. We encourage applications from all qualified candidates.

Duties to Commence: Immediately

Position: The Behaviour & Regulation Specialist is a key divisional leader within Student Support Services who provides specialized leadership, consultation, coaching and capacity building to support students with significant behavioural, regulation, engagement, social-emotional and safety needs. Working within an inclusive and multidisciplinary model, the Specialist leads collaborative planning and supports school teams to understand the needs underlying student behaviour and translate observation, data and multidisciplinary perspectives into proactive, meaningful and individualized programming. The Specialist builds the capacity of school teams through modelling, coaching, professional learning and the development of effective behaviour, regulation, engagement and safety supports, while contributing to consistent and responsive practices across the Division.

Qualifications

• Committed to being a model and witness to Christ-centered education values and beliefs.
• Apply foundational knowledge about First Nations, Métis and Inuit for the benefit of all students, and support the Division's goals towards advancing Truth and Reconciliation
• Relevant post-secondary education and professional experience in education, psychology, social work, behavioural science or a related field, with demonstrated experience supporting children and youth with significant behavioural, regulation, social-emotional, engagement and safety needs.
• Graduate-level education and/or specialized training/experience related to behaviour, trauma, mental health and/or inclusive education would be considered an asset.
• Strong knowledge of trauma-informed practices, behaviour intervention, data-informed decision making, regulation, student engagement, social-emotional learning, inclusive education, crisis prevention and individual program planning is required.
• Experience leading various teams, facilitating collaborative problem-solving and providing professional learning or coaching to adult learners is essential.
• Current NVCI Instructor certification, or demonstrated willingness and eligibility to obtain and maintain NVCI Instructor certification as required by the Division, is expected.
• The successful candidate will demonstrate strong communication, facilitation, relationship-building and interpersonal skills, a commitment to continued professional growth, and the ability to work independently while contributing as an active member of the Student Support Services team.

DUTIES AND RESPONSIBILITIES

• Leads collaborative school wrap-around meetings for students requiring intensive and coordinated behavioural, regulation, engagement, social-emotional and/or safety supports.
• Supports school teams in developing a deeper understanding of student behaviour through observation, meaningful data collection, analysis and collaborative problem-solving to identify contributing factors and guide programming and intervention.
• Leads and supports the development, implementation and review of Individualized Behaviour Support Plans, regulation and social-emotional plans, safety/crisis plans, and behaviour-, regulation- and engagement-focused IPP goals and strategies.
• Collaborates with administrators, Diverse Learning Teachers, Learning Support Facilitators, teachers, Educational Assistants, families, multidisciplinary team members and community partners to develop coordinated, student-centred supports.
• Works closely with the Division Psychologist, Division Family School Worker, Occupational Therapists, Speech-Language Pathologists and other Student Support Services personnel to meaningfully integrate multidisciplinary goals, recommendations and strategies into student programming.
• Provides consultation, modelling and job-embedded coaching to school teams to build staff capacity in proactive, inclusive and sustainable approaches to behaviour, regulation, engagement and student wellness.
• Serves as a Division NVCI lead trainer and provides leadership in crisis prevention, de-escalation, safety planning and responsive practices.
• Develops and facilitates professional learning related to behaviour, trauma-informed practice, regulation, engagement, wellness, NVCI, safety and crisis planning, individual program planning and emerging areas of student and staff need.
• Supports school teams before, during and following significant behavioural or safety concerns to strengthen proactive planning, team understanding and sustainable student supports.
• Provides leadership in the ongoing development and refinement of Division guidelines, procedures, resources and practices related to behaviour, regulation, student wellness, safety and inclusive education.
• Provides leadership and support for specialized Division programming, including RISE, through the ongoing review and collaborative development of program criteria, programming expectations, resources, practices and transitions along with school teams and the Director of Student Support Services.
• Collaborates with Student Support Services leadership to identify emerging student and system needs and develop responsive Division-wide practices, resources and professional learning.
• Promotes approaches that move beyond responding to behaviour toward understanding its function, reducing barriers, developing student skills, and increasing regulation, engagement, independence and success.
• Maintains current knowledge of evidence-informed practices and contributes to a collaborative, reflective and growth-oriented culture within Student Support Services and across the Division.

For More Information On This Position Please Contact

Nicki Yakoweshen

Director Student Support Services

Phone: [phone]

Email: [e-mail]

Note: Although all applications are appreciated, only candidates who are selected for interviews will be contacted.