CBVRCE 2026/27 NSTU-022 - Expression of Interest for Regional Behaviour Support Teacher Specialist

The Cape Breton-Victoria Regional Centre for Education is responsible for the administration of the public school system within the boundaries of Cape Breton and Victoria Counties, supporting approximately 12,000 students in 38 schools.

We foster a caring, dynamic, and creative environment that provides educational opportunities, promotes a love of learning, respect for others and challenges all persons to develop their full potential to become confident, versatile, lifelong learners and thinkers. We are committed to ensuring the success and achievement of all students within a culturally responsive, safe, and inclusive school environment.

The CBVRCE invites applications for the above noted position as we work together to create success for all students in our region. Our goal is to be a diverse workforce that is representative, at all job levels, of the students we serve. The Centre for Education welcomes applications from Indigenous People, African Canadian and Other Racially Visible Persons, Members of the 2SLGBTQI++ community, Persons with Disabilities and Women in occupations or positions where they are under-represented. If you are a member of one of these equity groups, we encourage you to apply and self-identify on your application. Applicants with disabilities who require assistance during the application process may contact Claudette Vickers at 902-562-6812 or [email protected] to request reasonable accommodations.

This Expression of Interest is open to CBVRCE permanent/probationary NSTU teachers interested in Regional Behaviour Support Specialist opportunities that may arise during the 2026–2027 school year. Interested applicants must meet the qualifications below and apply by the deadline.

Application Deadline: Friday, November 13th, 2026 by Noon

Qualifications

• A Masters Degree in Inclusive Education/ Diverse Learners or equivalent.
• A minimum of 5 years recent experience working with students with complex and significant behavioral, cognitive, social emotional, and academic challenges.
• Training and experience in evidence-based approaches in programming and intervention for students with behaviors of concern.
• Board Certified Behaviour Analyst (BCBA) Training Completed (Please Note: If no qualified applicant has completed the BCBA Training, applicants who have partially completed the training will be considered. Finally, in the absence of applicants with either completed or partially completed training, the successful candidate must be willing to complete the required BCBA training.)
• Applied Behavior Analysis training
• Experience in program development, program implementation, and program review for children and youth with significant behavioural challenges
• Experience and/or training in Functional Behavioral Assessments would be considered an asset

Applicants must demonstrate, through their application, the necessary competencies and qualifications in this posting. The process may include an interview.

Applicants must:

• upload a completed resume and cover letter with their application
• ensure your resume addresses required qualifications and competencies
• include 3 references, one of which is the applicant's immediate supervisor

Regional Behaviour Support Teacher Specialist

Overall Scope

The Behavior Support Teacher is responsible for providing direct support to students experiencing behaviors of concern within the provincial Regional Centres of Education and CSAP. The Behavior Support Teacher will work within the Inclusive Education Policy framework by participating in individualized program planning with school staff and families to maximize learning experiences for students. Working collaboratively in a team environment, the Specialist will demonstrate a strong commitment to the planning for improvement process in support of student learning and reports directly to the Student Services Consultant and the Student Services Coordinator and is aligned with the established Student Services framework of support within the RCE/CSAP.

This position will be assigned to do intensive periods of time at multiple schools in a family of schools or other schools across the region as needed. This determination would depend on the needs of the students and the school(s).

Required Competencies

• Excellent communication (written and oral and electronic), problem solving and interpersonal skills
• Ability to collaborate with school and inter-agency teams to support early intervention strategies, coordination of services, problem solving and program planning.
• Proven ability to work as a contributing member of school program planning and multidisciplinary teams,
• Ability to apply knowledge, experience and commitment in the areas of culturally responsive pedagogy.
• Current knowledge of developmental trauma, the impact on learning, communication and social engagement throughout the lifespan
• An interest and willingness to engage in continuing education and professional development
• Ability to apply training and experience to develop, implement, and monitor individualized programs and teaching strategies based on the individual needs of students
• Ability to employ non-violent crisis intervention techniques
• Ability to successfully model and coach both student services and classroom teachers, as well as teacher assistants and CYCPs, in the implementation of programming/strategies for student with significant behavioural challenges.
• Ability to maintain and promote confidentiality as the norm.
• Ability to develop and implement Crisis De-escalation plans as appropriate
• Experience in planning and developing training and professional learning opportunities related to students with behaviors of concern

Responsibilities

• Guide the development, implementation and monitoring of behavior management plans students with behavioral challenges.
• Direct teaching of appropriate behaviors to students on behavior management plans
• Model and coach both student services and classroom teachers, as well as teacher assistants and CYCPs, in the implementation of programming/strategies for student with significant behavioural challenges.
• Support school wide implementation of evidence-based school wide behavior programs and individualized behavior supports at Tier 1,2, and 3.
• Liaison with parents, educators and outside agencies to support students with behavioral needs
• Deliver training for parents and school staff in behavior management techniques and strategies for successful transition to all school settings
• Applies knowledge, experience, and commitment to ensure culturally responsive instruction and assessment of students.
• Development and implementation of Crisis De-escalation plans.
• Other duties as assigned by the Coordinator of Student Services

Salary is as per NSTU Provincial Collective Agreement