Student Support Worker Long Term Occasional- 0.96 FTE

Upper Canada District School Board

Job Location:

Brockville - Canada

Monthly Salary: Not Disclosed

Posted on: 30+ days ago

Vacancies: 1 Vacancy

Job Summary

The Upper Canada District School Board (UCDSB) is committed to equity in employment. As an equal opportunity employer we are committed to establishing a qualified workforce that is reflective of the diverse population we serve. The UCDSB is committed to providing accommodations for people with disabilities. If you require an accommodation we will work with you to meet your needs. This would be facilitated upon receiving an interview and would be done by contacting Human Resources at .

This position is covered under the UCDSB/CUPE collective agreement. For more information on employment information such as entitlements pay staffing job protection union security and dues information under the agreement please - to view it on our external website.

Location: North Grenville FOS
South Grenville FOS

Job Summary:

Under the direction of the system Principal the Itinerant Student Support Worker (ISSW) is responsible for providing support to specific students with special needs on a short term basis in various educational settings. The position will be responsible for stabilizing classroom situations initially and then establish and ensure the implementation of specific strategies and programs for long term student success and to build staff capacity. As determined by the system Principal the ISSW will work directly with colleagues in a coaching and capacity building role within a specific school or supporting a family of schools on an ongoing basis. The system Principal will be assigned the responsibility for deployment supervision and assessment of progress. The length of time spent in any individual school varies due to the needs and the uniqueness of each situation. The position involves dealing with confidential information and requires ongoing flexibility and diversity.

Program and strategies direction would be provided by the multi-disciplinary team both at the school level and the system level (e.g. including but not limited to Student Support Partner ABA Autism Therapist) and reinforced by the Itinerant Student Support Worker. Travel to various school locations is required.

QUALIFICATIONS

Education & Experience:

Secondary school diploma and the completion of a two or three year community college diploma in Developmental Services Worker or Behaviour Science Technician.

A minimum of 5 years demonstrated experience in an educational setting with respect to students with behavioural needs Autism and Developmental Delays is required.

An equivalent combination of education and experience may be considered.

Skills Required:

Demonstrated conflict resolution skills behavioural management and behavioural modification knowledge and skills behavioural management system (BMS) training.
Demonstrated knowledge and understanding of specific social/emotional and physical needs of students with learning disabilities autism behavioural challenges and developmental disabilities.
In depth working knowledge of assistive and adaptive technologies.
Demonstrated flexibility to work in various school settings and work collaboratively in a team environment.
Ability to work independently with instruction and minimal supervision take direction and demonstrate initiative.
Ability to learn and implement new ideas and concepts for student success.
Familiarity with strategies/programming to support students with special needs.
Strong interpersonal skills and the ability to interact appropriately with students parents colleagues school team members and system team members.
Ability to remain calm and non-confrontational under pressure.
High degree of confidentiality diplomacy tact and discretion is essential.
Good organizational skills.
Willingness to learn and to accept challenges.
Proficient computer skills and use of word processing e-mail software(s) Internet and portal communication site used by the Board.

Duties & Responsibilities:

Performs observations either independently or with team members for the purpose of gathering information to inform program decision-making by the classroom teacher.
Collaborates with school team and system team to develop support strategies to meet the needs of the student and the classroom environment.
In consultation with Student Support Partner provides concentrated support to schools to reinforce methods and practices of behaviour management and behaviour modification.
Assists at times through modelling with specific program delivery and strategy implementation in a classroom setting for the purpose of stabilizing the classroom environment.
Prepares materials (e.g. visual schedules PECs structured teaching tasks) to reinforce classroom strategies.
Communicates/liaises with system staff agencies and other professionals regarding student progress reporting on the effects of implementation and the need for refinement of special programs and strategies.
Attends Student Success Team meetings and provides input when and where required; meetings may extend beyond the normal school hours.
Implements monitors reviews and provides feedback on programs specific to the students identified as needing support based on established criteria.
Gathers and maintains data/records/forms such as regular reports of student progress behaviour and implementation of special programs; reports to the system Principal as required.
Models the Boards inclusion integration and universal design approaches in the classroom.
Participates in professional development to acquire and maintain skills in use of various software applications technical devices and system training (e.g. service excellence).
Follows and implements UCDSB guidelines in accordance with BMS.
Demonstrates good attendance and works in a healthy and safe manner in accordance with Ministry and Board policies
Performs other related duties assigned.

Only those candidates selected for an interview will be contacted