LST (P-9) 50% and 50% P-6 Backfill (BA)

LST (P-9) 50% and 50% P-6 Backfill (BA)  -  Permanent  - Req#87323

Date: May 1, 2025

Location: Lunenburg, NS, CA, B0J 2C0

South Shore Regional Centre for Education

The South Shore Regional Centre for Education (SSRCE) practices the culturally responsive pedagogy approach in providing an inclusive, diverse, equitable, safe and healthy education that supports learning and success both personally and academically to the 59,000 residents of Lunenburg and Queens Counties, an area of 5,250 square kilometres and a total of 23 schools.

Regional Centres for Education have Employment Equity Policies and/or processes and we actively encourage applications from under-represented groups, particularly people of African Nova Scotian, African Canadian and African ancestry and Mi’kmaw/Indigenous ancestry. Please ensure that you complete the self-identification portion on the position application.

Application Deadline: (mm,dd,yyyy): 05/12/2025  at 11:59pm.

Effective Date(s): (mm,dd,yyyy): 08/01/2025 

Position Type: Permanent

To apply please complete the online profile/resume. You can attach a resume to your profile, security checks, and reference letters if applicable (Please note: Failure to include your references will cause delay in processing your application.)

Position Title: Learning Support Teacher

Reports to: School Administrator

Employee Group: NSTU

Qualifications, Experience, Training:

• Valid NS teaching license;
• Masters in Inclusive Education and/or Special Education or Acadia Masters in Curriculum with focus on UDL and Inclusive Education;
• Completion of Program for Aspiring Learning Support Teachers (PANLST);
• Minimum of 5 years experience working as a classroom teacher programming for students with diverse needs including at the elementary level;
• Recent training and experience in evidence based programming and intervention for students with diverse needs;
• Additional training in the following: TEACCH, STAR (Strategies for Teaching based on Autism Research), Social Narratives, Social Thinking, Zones of Regulation, Interoception, and APSEA AIE ASD Online Course: ASD and Behavioral Interventions: An Introduction for School Personnel, Trauma Informed and Assistive Technology;
• Understanding of the MTSS Framework and supporting the Tiers of Intervention including the importance of Uuniversal Design for Learning (UDL) and Culturally Responsive Pedagogy (CRP);
• Proven ability to work as a contributing member of Student Planning Teams and Teaching Support Teams;
• Excellent communication (written, oral, and electronic), problem solving, organization, and interpersonal skills;
• Promote and maintain confidentiality regarding records and documentation.

Characteristics:

• Demonstrated ability to provide program direction and assist teachers in the development of appropriate outcomes for students with diverse needs
• Demonstrated ability to work and communicate effectively with students, teachers, parents, community members, and outside agencies

Task Dimensions:

• Work collaboratively and apply training and experience to develop and support Individual Program Plans, Integrated Support Plans, and teaching strategies based on the individual needs of students;
• Provide direct instruction based on identified student needs as outlined in the Program Plan, in collaboration with the classroom teacher;
• Participate on Teaching Support Teams and Student Planning Teams to assist in problem solving and program planning, as needed;
• Teach and assist students in the use of Assistive Technology and Alternative and Augmentative Communication Systems (AAC); 
• Assist students, parents/guardians and other professionals in planning appropriate transitions for students with developmental disabilities, including job placement, school-to-work and independent living;
• Supporting Universal Design for Learning within an MTSS framework;
• Collaborating and supporting assessment and reporting practices;
• Supporting the implementation of evidence-based programming, strategies, and interventions at Tier 1, 2, and 3;
• Modeling teaching strategies and supporting teachers and/or TAs, as needed ;
• Promote and maintain confidentiality regarding records and documentation (TIENET);
• Continued Professional Development in Inclusive Education and specific trainings related to the position such as Non Violent Crisis Intervention (NVCI) or Low Arousal Approach when required;
• Comply with the Occupational Health & Safety Act and Regulations;
• Possess knowledge of provincial and Regional Education Centre or CSAP policies, guidelines and procedures, and the rights and responsibilities of parents, students, teachers, and schools, as they relate to individuals with special needs;
• Perform other related duties as required.

We thank you for your interest in the posted vacancy.