INTERNAL APPLICANTS - CLICK HERE TO APPLY
 

Tri-County Regional Centre for Education

The Tri-County Regional Centre for Education (TCRCE) encompasses the three (3) Counties of Shelburne, Yarmouth, and Digby serving approximately 6100 students in twenty-two (22) schools, composed of 13 Elementary Schools, 6 High Schools, 1 Middle School, and 2 Elementary/High Schools.

TCRCE is an equal opportunity employer; we welcome applications from people with disabilities, and we can provide accommodations during the interview and hiring processes. We value the diversity of the people we hire and serve. We have an Employment Equity Policy and we actively encourage applications from under-represented groups, particularly people of African descent/ancestry and Mi’kmaw/Indigenous ancestry. Please ensure that you complete the self-identification portion on the position application.

DEADLINE FOR APPLICATIONS (mm,dd,yyyy): 06/14/2026  at 11:59pm.

Effective Dates (mm,dd,yyyy): 08/01/2026 to 07/31/2027 

Position Type: Term

Assignment 50% (schedule to be determined):

• English Additional Language (EAL) Learning Support Teacher
  • Coordination of the High Skills Major Certificate Program
  • One section of Healthy Living 7

Qualifications:

• A valid Nova Scotia Teaching Certificate.
• Bachelor of Education - Secondary
• Completion of TESL/TESOL/TEFL training is an asset;
• Masters degree in TESL or equivalent or be working toward certification would be an asset;
• Minimum of one year experience supporting EAL students;
• Experience assessing English proficiency levels;
• Experience working with outside agencies to support Newcomer families;
• Values working alongside those with diverse backgrounds and cultures.
• Demonstrated ability to value the voice and contribution of others while remaining open to corrective criticism.
• Completion of WHMIS and First Aid, or willingness to obtain upon hire.

Scope of Responsibilities

The EAL Teacher is responsible for providing specialized English as an Additional Language instruction to students whose English proficiency ranges from beginner to advanced levels in listening, speaking, reading, and writing. Using strategies that combine language, content, critical thinking, and cultural understanding, the EAL teacher will introduce EAL learners to basic concepts in various subject areas, assess the needs of EAL students and work with administrators and classroom/subject teachers to plan appropriate programming and service delivery alternatives for EAL students.

Characteristics:

• Knowledge of content-related pedagogy;
• Excellent oral and written English proficiency and linguistic competency;
• The ability to address the learning styles of all students using strategies that combine language, content, critical thinking, and cultural understanding;
• The ability to plan instructional goals and designated outcomes for all students and to clearly communicate those to learners;
• The ability to implement strategies, activities, and techniques for promoting quality student performance in both academic and social behavior based on students’ prior knowledge and experience;
• The ability to adapt curriculum to meet the varying rates, patterns and needs of all students, including students who extend learning beyond designated outcomes;
• The ability to effectively contribute to and manage an individual program plan for students with special needs;
• The ability to assess learning outcomes achieved by students using various methods to monitor the effectiveness of teaching strategies. (e.g., testing, observation, self evaluation, portfolios, alternative assessment, reflection);
• The ability to plan and implement appropriate classroom management strategies and techniques to ensure productive, interesting, respectful, and safe classrooms;
• The ability to actively involve students in the development and implementation of the classroom and school discipline codes using strategies for acculturation support;
• The ability to create and maintain a climate of respect and fairness for all students;
• The ability to implement instruction that recognizes diverse populations;
• The ability to communicate effectively with students, staff, parents, community, sponsorship groups and/or outside agencies to better meet the needs of students;
• The ability to be flexible with scheduling and planning to support new arrivals throughout the school year;
• The ability to work in classrooms alongside teacher colleagues and contribute collaboratively as a team member;
• The ability to engage in staff, team and individual continuing education and professional development;
• Demonstrate ability to apply knowledge, experience, and commitment in the areas of race relations, cross cultural understanding, human rights, and diversity;

 Specific Job Components:

(a) Support EAL students whose English proficiency ranges from beginner to advanced.

(b) Support school with the intake process of newcomer students to identify if EAL support is required.

(c) Assess the needs of EAL students, using appropriate means and conduct ongoing formal and informal assessment of students’ English proficiency to determine the level of continued support needed.

(d) Create and monitor a schedule that is responsive to EAL student needs, keeping in mind new students and their language abilities.

(e) Maintain records of case management data and progress of EAL students and being responsive to caseload needs

(f) Use English as an Additional Language strategies to improve listening, speaking, reading, and writing.

(g) Introduce EAL learners to basic concepts and language that accompanies understanding in various subject areas (content based EAL) and assist with tests/assignments as needed

(h) Work collaboratively and alongside classroom teachers and learning support teachers/specialists to support:

• implementation of appropriate instructional and assessment strategies;
• academic language learning in the content areas, and
• students meeting outcomes.

(i)​​​​​​ Work collaboratively with administrators and classroom/subject teachers to plan appropriate programming within the MTSS model; promoting culturally responsive pedagogy and linguistically appropriate practice.

(j) Participate in Teaching Support Team and Student Planning Team meetings.

(k) Where applicable, establish and maintain a collaborative and working relationship with external agencies that provide support to newcomer students and their families.

(l) Provide a variety of professional development opportunities.

(m) Other duties as assigned or required by the Prinicpal.

TO APPLY:

• Complete the online profile/resume - you can attach a resume to your profile, security checks, and reference letters if applicable. In the profile ensure you fill in all areas with a red asterisk * to avoid errors even if it doesn't pertain to your application.
• Ensure your resume is up to date and includes all relevant education, experience, training, and certificates. 
• Ensure to upload all post secondary education diploma/certificates. 

(Please note: Three (3) references from Immediate Supervisors required - failure to include your references will cause delay in processing your application, also you should include email addresses for your references, this will speed up the process, ensure they know to check their junk/spam folders).

Once You've Applied:

Thank you for your interest in this position. Only those applicants selected for an interview will be contacted. A notification email will be sent when the position has been filled. Ensure to check your junk/spam folders.

SECURITY CHECKS:

The Tri-County Regional Centre for Education requires that all newly hired employees provide a satisfactory Child Abuse Register Check and Criminal Record / Vulnerable Sector Checks. If you have current security checks less than 3 months old you can attach these checks to your profile / resume, otherwise, you will receive instructions once a decision has been made on your application. 

For more information about the TCRCE visit our website at https://www.tcrce.ca/