Teacher Assistant - Casual on call - Digby, Shelburne, Yarmouth

Tri-County Regional Centre for Education 

The Tri-County Regional Centre for Education encompasses the three counties of Shelburne, Yarmouth, and Digby serving 5757 students in twenty-two (22) schools, composed of 13 Elementary Schools, 6 High Schools, 1 Middle School, and 2 Elementary/High 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.


DEADLINE FOR APPLICATIONS (mm,dd,yyyy):   at 11:59pm.


Effective Dates (mm,dd,yyyy): 01/04/2021 


Position Type: Casual





  • Casual on call basis - Casuals are needed in all three counties - Shelburne, Yarmouth & Digby Schools
    • (Current Casual Teacher Assistant's complete the application form found on the Human Resources website in our HR Form Depot to re-apply.)


TO APPLY: Complete the online profile/resume - you can attach a resume to your profile, security checks, and if you have reference letters. (Please note:  Failure to include your references will cause delay in processing your application.)



The TCRCE  requires that all NEW employees provide a satisfactory Child Abuse Register Check and Criminal Record / Vulnerable Sector Checks. You do not need to complete these at this time, we will be in contact once a decision has been made on your application. You can include them if you have ones done up to 3 months old. 



  • High school completion certificate;
  • Educational Support diploma or equivalent from a recognized post-secondary institution, including a formal practicum placement, other diploma's will be considered such as but not limited to Human Services, Early Childhood, CCA, LPN, etc;
  • Current First Aid and CPR certification;
  • Specific health care support training or certification would be an asset (i.e Non Violent Crisis Intervention, etc.);
  • Ability to perform physical requirements of the position.
  • Proven ability to communicate and work alongside diverse cultural and racial backgrounds.
  • 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.



  • Provides personal care functions as determined through the program planning process and under the direction of the teacher(s) when a student cannot, or should not, perform these activities independently. For example:
    • Assisting students with physical and mobility challenges by lifting and positioning, exercising, transferring from or to transportation, as specified in their program plan.
    • Ensuring a safe and respectful environment when meeting personal care needs of students.
    • Assisting students with routines (i.e. toileting, dressing, feeding, personal hygiene).
    • Administering medication and oral inhalant according to the Guidelines for the Administration of Medication to Students.
    • Carrying out medical procedures (e.g. catheterization) when trained and authorized, according to Board policies and procedures.
    • Assisting with program support when specifically directed and monitored by the teacher(s).
  • Supports the implementation of identified behaviour management outcomes under the direction of the teacher(s) when a student is unable to self-regulate his/her own behaviour. For example:
    • Using appropriate physical interventions in accordance with the Non Violent Crisis Intervention Training program, the student’s plan and board policies.
    • Encouraging students to respect the school’s code of conduct guidelines and PEBS initiative.
    • Modeling and encouraging respect for self and others.
    • Promoting and facilitating positive interactions among all students.
    • Recording data and observations as directed (e.g. the frequency of a particular behaviour or off-task data).
    • Assisting with program support when specifically directed and monitored by the teacher(s).
  • Working collaboratively as members of the school community. For example:
    • Demonstrating ethical behaviours by addressing conflicts, first with teachers, second, the administrative level, and third at the board staff level, according to board policies and procedures.
    • Respecting and promoting the rights of students.
    • Understanding the role of the program support assistant.
    • Modeling appropriate problem solving an conflict resolution.
    • Referring all requests for information to appropriate personnel.
    • Relaying information regarding the student to the teacher(s).
    • Participating in training and certification required to support the implementation of interventions.
    • Respecting privacy and confidentiality.
    • Communicating effectively with teachers, appropriate personnel and students.
    • Being knowledgeable of  and following board and provincial policies and administrative procedures.
  • Develops and maintains a positive rapport with students. For example:
    • Treating students in a  respectful, dignified and fair manner with due consideration to the student’s physical, social and psychological development.
    • Promoting independence and self-advocacy through appropriate wait time, prompting, reviewing and reinforcing.
    • Respecting the strengths and challenges of students.
    • Maintaining effective and collaborative relationships.
    • Demonstrating patience and understanding towards students.
    • Demonstrating appropriate responses to student-initiated interactions


Only Shortlisted applicants will be contacted.


All applicants are to complete an online profile/resume to apply. Please include three (3) work related references (you can attach reference letters to your profile if applicable ).


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

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