Permanent Language Acquisition Support Worker (1.0 FTE)
Permanent Language Acquisition Support Worker (1.0 FTE)
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Job Description
This full-time permanent position is with an Equal Opportunity Employer and offers a wide range of assignments. The Board operates 2 administration buildings and 20 schools (18 elementary 2 secondary) in 13 communities covering 7851 square kilometers for the welfare of 4580 pupils. For more information visit our web site at:
JOB SUMMARY:
Under the direction and supervision of the Principal the Language Acquisition Support Worker (LASW) will: The LASW is an American Sign Language (ASL) fluent professional who provides essential language modeling services and educational assistance to students who are Deaf or Hard of Hearing. This role is particularly vital for students in the early stages of ASL acquisition or those not yet meeting age-appropriate ASL language milestones who may lack the necessary language skills to fully participate in the curriculum. The LASW facilitates healthy ASL language acquisition by bringing educational activities and conversation to the students current linguistic level building on their foundation and scaffolding their skills. This position involves providing bilingual/bicultural supports to aid in the development of American Sign Language and English fostering both linguistic and cultural understanding. The LASW works as an integral part of the educational team aiming to strengthen students foundational language and self-sufficiency skills to enable their full participation in the educational environment and eventually to successfully work with an ASL interpreter
JOB DUTIES:
- Provide high-quality ASL language modeling across various educational and school settings including classrooms field trips assemblies alternative programs recess and nutrition breaks
- Interact with the student to focus their attention on relevant information guide appropriate responses and advise on social expectations related to language such as turn-taking and how language is influenced by social distance
- Provide one-on-one support to help students develop proficiency in ASL and implement strategies to support their language skills
- Offer educational tutorial support in collaboration with the classroom teacher(s) and other support staff personnel when communication facilitation services are not required
- Prepare and adapt materials for students
- Participate in parent-teacher interviews case conferences and Individual Education Plan (IEP) meetings when directed by the teacher or Principal
QUALIFICATIONS:
- Minimum ASL proficient score of 3 and above. Native fluency in ASL (Level 4 or higher on the ASL Proficiency Interview as assessed by the Sign Language Institute of Canada) is highly preferred
- Graduate from a minimum three-year college diploma in a related field such as Early Childhood Education (ECE) Youth Care Worker Child and Youth Worker or ASL Instructor. Post-secondary training in education special education or a related helping profession field equivalent to a one-year certificate is also acceptable
- Lived experience within the Deaf community is highly valued
PREFERRED ASSETS:
- Demonstrated fluency in American Sign Language (ASL).
- Knowledge of child and language development.
- Knowledge of cross-cultural issues for the Deaf and Hard of Hearing and strong cultural competence.
- Knowledge of a variety of visual languages and various modes of communication.
- Ability to work collaboratively with teachers students staff and interpreters as a team player.
- Ability to implement instruction while ensuring the safety of the student.
- Demonstrated ability to respect confidentiality practice tact and diplomacy
CLOSING: All interested applicants are invited to submit an updated resume including details of qualifications experience and professional references.
T O NOTE:
- Applications sent directly to the schools or to Human Resources will NOT be considered
- It is imperative that all NEW applicants to the Board submit an ORIGINAL current satisfactory Vulnerable Screening Criminal Background Check prior to commencement of employment.
- We thank all candidates for their interest; however only those shortlisted will be contacted.
COMMITMENT TO EQUITY:
The RCCDSB is committed to equity diversity and inclusion in employment. We are dedicated to building an inclusive learning and working environment that embodies the values of human rights equity diversity and inclusion while reflecting and welcoming the diverse and distinct identities experiences and needs of our students and our communities.
We are committed to fair and equitable hiring practices that allow us to hire qualified staff consistent with the Ontario Human Rights Code. We seek qualified candidates who share our commitment to equity and inclusion and who will contribute to creating inclusive and equitable environments for staff and students.
COMMITMENT TO FAIR AND ACCESSIBLE EMPLOYMENT:
RCCDSB is committed to fair and accessible employment and recruiting practices ensuring that people with disabilities have equal access and opportunities. We strive to ensure that all recruiting processes are non-discriminatory and barrier-free.
An accommodation is a means of preventing and removing barriers that impede candidates with disabilities from participating fully in their recruitment and onboarding processes. Under the Ontario Human Rights Code and the Accessibility for Ontarians with Disabilities Act (AODA) employers have a legal duty to accommodate the needs of people with disabilities.
If you require accommodation at any time throughout the application process or during any component of the recruitment process please advise us in advance so the appropriate arrangements can be made. Asking for an accommodation will not affect the Boards hiring decision. Please contact or .
Bob Schreader- Chairperson
Mark Searson - Director of Education
Employment Type
Full-Time
