CUPE 2331 Temporary Specialized Educational Intervenor - Area South/West

YORK CATHOLIC DISTRICT SCHOOL BOARD

Invites Applications For The Position Of

Specialized Educational Intervenor

Band M - $39.24 - $41.61

Start Date: Immediately

Hours Per Week: 35

This is an itinerant position. You can be placed in any of the following South and West schools;

South Schools

Concord - Our Lady of the Rosary, Blessed Scalabrini, St Joseph the Worker

Richmond Hill - Christ the King, Corpus Christi, Fr. Frederick McGinn, Fr. Henri Nouwen, Our Lady of the Annunciation, Our Lady Help of Christians, Our Lady of Hope, St. Anne, St. Charles Garnier, St. John Paul II, St. Joseph - Richmond Hill, St. Marguerite d'Youville, St. Mary Immaculate, St. Anthony, St. Michael, St. Rene-Goupil

Secondary - Our Lady Queen of the World, St. Elizabeth, St. Robert, St. Theresa of Lisieux

West Schools

Kleinberg - Pope Francis

Maple - Blessed Trinity, Divine Mercy, Fr. John Kelly, Holy Jubilee, St. Cecilia, St. David, St. James, St. Raphael the Archangel

Woodbridge - Guardian Angels, Immaculate Conception, Our Lady of Fatima, San Marco, St. Agnes of Assisi, St. Andrew, St. Angela Merici, St. Catherine of Siena, St. Clare, St. Clement, St. Emily, St. Gabriel the Archangel, St. Gregory the Great, St. John Bosco, St. Margaret Mary, St. Mary of the Angels, St. Michael the Archangel, St. Padre Pio, St. Peter, St. Stephen, St. Veronica

Secondary - Fr. Bressani, Holy Cross, St. Jean de Brebeuf, St. Joan of Arc, St. Luke

Position Summary

The primary focus of the role of the Specialized Educational Intervenor (SEI) is to support and implement the Individual Education Plan of students with special needs in the classroom and school community. Under the supervision of the school Principal, the Specialized Educational Intervenor will work directly with student(s) from K-12, with moderate to severe safety, and/or physical needs.

SEIs work in collaboration with the school and multidisciplinary teams to provide data and ongoing feedback about the students’ response to programming intervention.

The SEI will be expected to assist students in developing skills that will allow for safe participation in the educational setting by employing a broad range of accommodations and strategies to enable students to access curriculum and build independence.

Each SEI assignment location is determined by the Superintendent of Exceptional Learners and the Supervisor of ABA & Behaviour Resource Services, with consideration for geographical preference, based on students’ needs, with assignments typically consisting of intensive, time-limited supports which range in duration and may be across one or more locations.

Major Responsibilities

• Work with the school and multidisciplinary team in providing guidance, emotional support and encouragement to all students, in accordance with the Board’s philosophy on mainstreaming;
• Provide direct support to one or more students during both instructional and non-instructional times through coaching, modeling and generalization of appropriate strategies;
• Support implementation of structured programs to allow students to develop meaningful academic and social skills within the school and community as developed by the teacher and/or multidisciplinary team;
• Support individual student goal setting and assist with tracking, observing, monitoring and charting of student behaviour for appropriate intervention, including daily logs and goal attainment;
• Assist with conflict resolution and implement non-academic, evidence-informed self-regulation programs within the school community settings;
• Respond to and deliver strategies to address high risk, crisis situations by following individual student Safety Plans (e.g., BMS, elopement, ASIST, etc.), Positive Behaviour Support Plans and Medical Management Plans, as required;
• Support specific programs in language (e.g., augmentative and alternative communication systems), social - emotional learning (e.g., self-regulation), and behaviour (e.g., safety) as established by the teacher and/or resource staff, as required;
• Where applicable, support and assist student(s) with adherence to classroom, medical, daily living, and/or physical routines (e.g., dressing, toileting, hygiene, lifting, etc.) to support student participation at school and work placements, as required;
• Prepare materials to support program implementation, as required by the teacher;
• Work collaboratively with the school team and student services team to support the students and goals of the students’ IEP and PIP plans;
• Attend scheduled planning meetings and other appropriate meetings as requested by the teacher and /or resource team;
• Assist in supervising students during classroom activities, recesses, lunch and bus arrivals and departure;
• Attend mandatory training session and workshops scheduled by the Board.
  
  

Qualifications & Experience

Diploma from a community college in a field related to child/youth development, behaviour management and social problem solving skill development or Certification from an accredited Ontario institution in any of the following (or related) programs:

• Autism Behaviour Science Post-Graduate Certificate
• Behaviour Science Technician
• Criminal Justice Worker
• Social Service Worker
• Registered Practical Nurses Diploma
• Child Youth Care Practitioner
• Community Service Worker
• Maintain updated and valid Practitioner certificate in an “approved” Crisis Intervention Training Program: Non-Violent Crisis Intervention (e.g., Behaviour Management Systems with Containment-trained, UMAB, CPI, etc.)
• Must have updated first aid/CPR training.
• Additional training in ASIST, SafeTAlk, ABA, Trauma, Addictions, (etc.) considered an asset.
• Updated and valid Practitioner certificate in a “approved” Crisis Intervention Training Program: Crisis Prevention Intervention (CPI), or Behaviour Management Systems (BMS)
• Minimum 3 years of recent and relevant clinical experiences in a non-academic setting (e.g., York Academy, CAMH, etc.) with at risk children and/or youth or extensive experience working in a reduced ratio behavioural classroom with children/youth with complex social, behavioural, emotional and/or mental health issues.
• Expertise in addressing complex student needs (e.g., social, emotional, behavioural).
• Experience in working with children across the range of exceptionalities including those with generalized developmental delays (e.g., FASD, ASD, Downs Syndrome, Conduct Disorder, ADHD, ODD, etc).
• Excellent oral and written communication and interpersonal skills.
• Able to implement and support social learning and systems theories.
• As applicable, supervise, monitor and support students throughout the term.
  
  

Requirements

• Reliable transportation as travel between schools is required, automobile preferred.
  
  

The above position is posted in accordance with CUPE 2331 Collective Agreement Article 12.01. The salary will be as per placement on the Salary Grid of the current CUPE 2331 Collective Agreement.

Interested applicants may apply until the close of business on January 8, 2025.

Thank you for your application.

We appreciate your interest in the York Catholic District School Board, however, only applicants selected to continue to the interview process will be contacted by Human Resources.

Commitment to Equity

YCDSB is an equal opportunity employer committed to providing an environment of diversity and employment equity and is dedicated to creating a workplace culture of inclusiveness that reflects the diverse communities that we serve.

We are proud to have built a culture that thrives on idea-sharing and collaboration, always finding ways to continue to create a warm, welcoming and inclusive work environment. We are committed to being an equitable employer, providing an inclusive environment for a diverse workforce, including but not limited to, women, persons with visible and invisible disabilities, Indigenous persons, and ethnic visible minorities.

Accessibility

The Board is committed to creating an accessible and inclusive workplace.. We are committed to providing barrier-free and accessible employment practices in compliance with the Accessibility for Ontarians with Disabilities Act (AODA). Should you require Code-protected accommodation through any stage of the recruitment process, please make them known when contacted and we will work with you to meet your needs. Disability-related accommodation during the application process is available upon request.

Diversity and Inclusion

Consistent with the YCDSB’s commitment to fostering a diverse workforce, we especially welcome applications from individuals who would contribute to the further diversification of our staff, including but not limited to, those who are members of groups protected by the Human Rights Code. You are invited to voluntarily indicate if you identify as such a person. This information will be kept confidential.

Enhanced Police Information Check (E-PIC)

As a condition of employment with the York Catholic District School Board, successful candidates will be required to submit an Enhanced Police Information Check (E-PIC) through Sterling Backcheck prior to commencing employment with the Board (valid if issued within the last 12 months).

Mission Statement

With Jesus Christ as our model, we provide all students with a Catholic education rooted in equity, well-being and learning.

Vision Statement

A recognized leader in Catholic education committed to inclusion, excellence and innovation that develops socially responsible global citizens.



Catholic Education Centre

320 Bloomington Road West, Aurora, Ontario L4G 0M1 - (905) 713-1211



John De Faveri

Interim Director of Education