Nova Scotia Regional Centres for Education & CSAP
Location
Chester, Nova Scotia
Provide personal care, mobility assistance, and medical support to students under the direction of teachers. Implement behavior management strategies and foster a positive, inclusive learning environment for students.
Requires a high school diploma and a minimum 2-year certified course of study in a related field with a significant special education component and a 100-hour practicum. Must hold First Aid/CPR certifications and pass criminal record and child abuse register checks.
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 59,000 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.
Position: Teacher Assistant
Location: Chester District School
Reports to: School Principal
Employee Group: SEIU
Term Position - 5.5 hrs/day
Start Date: September 1, 2026 to June 30, 2027
Posting Deadline: June 24, 2026 at 11:59pm
Qualifications: and Experience:
Highly motivated, self-starter Demonstrates ability to cope with multiple responsibilities and projects Possess skills to effectively interact and develop a positive rapport with children and youth Possess problem solving skills Ability to maintain confidentiality and privacy protocols Ability to demonstrate sensitivity and respect for diversity Team player
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 regional 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)
Demonstrating ethical behaviours by addressing conflicts, first with teachers, second, the administrative level, and third at the board staff level, according to regional 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 regional and provincial policies and administrative procedures
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
The South Shore Regional Centre for Education requires all newly hired employees to provide a satisfactory Criminal Record / Vulnerable Sector Check and a Nova Scotia Child Abuse Register Check. We will accept checks completed within the last 3 months.
Thank you for your interest in the South Shore Regional Centre for Education, however, only those shortlisted for an interview will be contacted.
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