Middle Level Connect Centre Teacher (SSRCE)

Middle Level Connect Centre Teacher (SSRCE)
South Shore Regional Centre for Education

The South Shore Regional Centre for Education (SSRCE) practices the culturally responsive pedagogy approach in providing an inclusive, diverse, equitable, safe and healthy education that supports learning and success both personally and academically to the 5+,000 residents of Lunenburg and Queens Counties, an area of 5,250 square kilometres and a total of 23 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.


Middle Level Connect Centre Teacher - Permanent - Req#87324

Date: May 1, 2025

Location: Bridgewater, NS, CA, B4V 0A2


Position: Middle Level Connect Centre Teacher


Reports to: Coordinator of Student Services


Employee group: NSTU


Scope of Responsibilities:

The ‘Middle Level Connect Centre’ Teacher will work under the direction of the SSRCE Student Services Team and MLCC Vice Principal.


The Middle Level Connect Centre Teacher for SSRCE is responsible for collaboration and programming for all students attending the Middle Level Connect Centre. This will include programming within the following environments: the ‘home school’, community based learning, experiential learning and the Connect Centre. The Middle Level Connect Centre Teacher will work collaboratively with the Student Planning Team.


Qualifications:

A Masters Degree in Inclusive Education, Special Education or Curriculum (UDL)
A minimum of 5 years classroom experience (5-+) would be asset
A minimum of 5 years experience working in a school setting supporting students in a Learning Centre and/or Connect Centre
Recent training and experience in evidence based programming and intervention for students with complex needs including ASD, complex trauma, ADHD, etc.
Certified training in the following: Program for Aspiring Learning Support Teachers (PANLST), TEACCH, STAR (Strategies for Teaching based on Autism Research), STAR Links, Social Narratives, TRAACE (Transition Readiness Autism Community Employment), PEERS (Program for the Evaluation and Enrichment of Relational Skills), TTAP (TEACCH Transition Assessment Profile), Social Thinking, Interoception, and PECS (Picture Exchange Communication System), APSEA AIE ASD Online Course: ASD and Behavioral Interventions: An Introduction for School Personnel,Understanding and Promoting Positive Behaviour Certification, and ARC (Attachment, Regulation, Competency Framework)
Excellent communication (written, oral, and electronic), problem solving, demonstrated flexibility, creativity, organization, and interpersonal skills

Task Dimensions:


Apply training and experience to develop and support Individual Program Plans, Integrated Support Plans, and teaching strategies based on the individual needs of students. This includes working collaboratively within the Program Planning Process to support the development and implementation of individualized outcomes across the three learning locations (connect centre, ‘home’ school, and community) based on the student’s strengths, challenges, and interests.
To work collaboratively with the Student Planning Team to coordinate and implement programming for each student. This includes providing direct teaching social emotional development, functional skills, and academics at MLCC and/or within the ‘home’ school
Demonstrated ability to create, implement, and review systems, structures, and routines required for learning, communicating, and transition planning
To foster community connections for experiential and community based learning opportunities for all MLCC students
To work collaboratively with the Child Youth Care Practitioner(s) in the implementation and assessment of individualized outcomes related to community based learning.
To work collaboratively with the Student Planning Team to support an increase in successful time in the student’s home school, as appropriate.
Supporting Universal Design for Learning within an MTSS framework
Collaborating and supporting assessment and reporting practices
Supporting the implementation of evidence-based programming, strategies, and interventions at Tier 3
Modeling teaching strategies and supporting teachers and/or CYCPs, as needed
Comply with the Occupational Health Safety Act and Regulations
Possess knowledge of provincial and Regional Education Centre or CSAP policies, guidelines and procedures, and the rights and responsibilities of parents, students, teachers, and schools, as they relate to individuals with special needs
Perform other related duties as required
Position: Middle Level Connect Centre Teacher


Reports to: Coordinator of Student Services


Employee group: NSTU


Scope of Responsibilities:

The ‘Middle Level Connect Centre’ Teacher will work under the direction of the SSRCE Student Services Team and MLCC Vice Principal.


The Middle Level Connect Centre Teacher for SSRCE is responsible for collaboration and programming for all students attending the Middle Level Connect Centre. This will include programming within the following environments: the ‘home school’, community based learning, experiential learning and the Connect Centre. The Middle Level Connect Centre Teacher will work collaboratively with the Student Planning Team.


Qualifications:

A Masters Degree in Inclusive Education, Special Education or Curriculum (UDL)
A minimum of 5 years classroom experience (5-+) would be asset
A minimum of 5 years experience working in a school setting supporting students in a Learning Centre and/or Connect Centre
Recent training and experience in evidence based programming and intervention for students with complex needs including ASD, complex trauma, ADHD, etc.
Certified training in the following: Program for Aspiring Learning Support Teachers (PANLST), TEACCH, STAR (Strategies for Teaching based on Autism Research), STAR Links, Social Narratives, TRAACE (Transition Readiness Autism Community Employment), PEERS (Program for the Evaluation and Enrichment of Relational Skills), TTAP (TEACCH Transition Assessment Profile), Social Thinking, Interoception, and PECS (Picture Exchange Communication System), APSEA AIE ASD Online Course: ASD and Behavioral Interventions: An Introduction for School Personnel,Understanding and Promoting Positive Behaviour Certification, and ARC (Attachment, Regulation, Competency Framework)
Excellent communication (written, oral, and electronic), problem solving, demonstrated flexibility, creativity, organization, and interpersonal skills

Task Dimensions:


Apply training and experience to develop and support Individual Program Plans, Integrated Support Plans, and teaching strategies based on the individual needs of students. This includes working collaboratively within the Program Planning Process to support the development and implementation of individualized outcomes across the three learning locations (connect centre, ‘home’ school, and community) based on the student’s strengths, challenges, and interests.
To work collaboratively with the Student Planning Team to coordinate and implement programming for each student. This includes providing direct teaching social emotional development, functional skills, and academics at MLCC and/or within the ‘home’ school
Demonstrated ability to create, implement, and review systems, structures, and routines required for learning, communicating, and transition planning
To foster community connections for experiential and community based learning opportunities for all MLCC students
To work collaboratively with the Child Youth Care Practitioner(s) in the implementation and assessment of individualized outcomes related to community based learning.
To work collaboratively with the Student Planning Team to support an increase in successful time in the student’s home school, as appropriate.
Supporting Universal Design for Learning within an MTSS framework
Collaborating and supporting assessment and reporting practices
Supporting the implementation of evidence-based programming, strategies, and interventions at Tier 3
Modeling teaching strategies and supporting teachers and/or CYCPs, as needed
Comply with the Occupational Health Safety Act and Regulations
Possess knowledge of provincial and Regional Education Centre or CSAP policies, guidelines and procedures, and the rights and responsibilities of parents, students, teachers, and schools, as they relate to individuals with special needs
Perform other related duties as required

Only shortlisted applicants will be contacted.


SECURITY CHECKS:

The South Shore 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 ones less than 3 months old you can attach these checks to your profile / resume.


To apply please complete the online profile/resume. You can attach a resume to your profile, security checks, and reference letters if applicable (Please note: Failure to include your references will cause delay in processing your application.)

We thank you for your interest in the posted vacancy. The appointment to this vacancy will be according to Article 47 of the Teachers Provincial Agreement.



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