Temporary Educational Assistants - Indigenous Student Support

Temporary Educational Assistants - Indigenous Student Support

Location: Various schools across our District (multiple positions available)

• Sir John A Macdonald

• Harry J Clarke

• Madoc Township

• Eastside Secondary

• Eastside Secondary

• Tyendinaga

• Deseronto

• Foxboro

• Easthill

• Marmora

• Trent River

Duration: Immediately - June 29, 2027 (temporary positions)

Applications will be reviewed on a rolling basis. Interested candidates are encouraged to apply early!

We acknowledge and honour the land on which we reside and occupy as part of the traditional territories of the Haudenosaunee and Anishinaabe people. These Indigenous Nations, agreed to mutual sharing obligations and responsibilities as stewards of the land and water. Today these responsibilities and obligations extend to all Peoples. These lands are steeped in rich Indigenous history, traditions and modern cultures that are proud and vibrant.

RATE OF PAY:

• $26.58 per hour

REASON FOR VACANCY

• Existing vacancies

Job Purpose: Educational Assistants for Indigenous Student Support work one-to-one with Indigenous children, and working under the direction of the classroom teacher, EAs perform duties such as monitoring and implementing behaviour support measures as outlined in safety plans and providing various levels of program support. Duties may also include creation and preparation of classroom material and assisting in program and lesson planning, such as structured task activities, visual schedules, etc. within the regular workday.

Duties and Responsibilities:

• Provide support in the delivery of programs for Indigenous students as described on the Individual Education Plan (IEP) under the guidance of the teacher. May include individual or small groups or students. Create and implement the use of visual aids, manipulatives, and other supports to reinforce learning relating to curriculum and alternative goals such as life and social skills, speech/language support, cultural support.

• Implement health and medical protocols for students that include duties such as, but not limited to, support for allergies, feeding, lifting, positioning, mobility, toileting, catheterization, suctioning, personal hygiene, diabetic, seizure or other medical conditions as outlined in Board procedures and Ministry guidelines (e.g. Policy Program Memorandum 81).

• Perform positive and proactive de-escalation techniques and safety measures as outlined, such as Behaviour Management Systems (BMS) and Therapeutic Crisis Intervention (TCI) training that supports safe learning environments. This may include the use of physical restraint as per training and as a last resort, to prevent student and/or other injury.

• Deliver programs as outlined by the physio and occupational therapist that may include a range of motion exercises, sensory diets, use of equipment and materials, in and out of the classroom to support learning and therapeutic needs.

• Regularly work collaboratively with a multi-disciplinary team to provide input into programming and planning, assessment and evaluation, and outside supports such as speech/language pathologists or other third party providers including occupational and physiotherapists, Applied Behavioural Analysis (ABA) therapists.

• Implement assistive technology strategies by supporting students with their use of devices and/or programs to enhance learning. Perform assigned duties relating to Braille, Signing and other augmentative communication strategies if necessary.

• Provide support for students experiencing short-term social-emotional/behavioural concerns as well as program support needs, as directed by the teacher or supervisor. Assist students in learning self-regulation skills to increase independence.

• Supervise students inside and outside the classroom in areas such as resource room, schoolyard, and out-of-school learning activities such as excursions, and co-op placements, as required. Transfer students from buses and vehicles and support with bus supervision duties.

Qualifications:

• Preference given to Haudenosaunee members of the Mohawks of the Bay of Quinte or Haudenosaunee ancestry and/or other Indigenous nations.

• Demonstrated knowledge of local Indigenous history, cultural protocols and commitment to Reconciliation.

• Demonstrated knowledge and understanding of Indigenous culture across Turtle Island and the systemic barriers Indigenous people face.

• Minimum completion of a two (2) year post-secondary diploma in Educational Assistant, Developmental Services Worker, Social Services Worker, Early Childhood Educator, Behavioral Science, or a related discipline.

• Minimum six (6) months of related experience, preferably within the education sector.

• Behaviour Management Safety training, Therapeutic Crisis Intervention training and current First Aid/CPR certification is considered an asset.

• Satisfactory Vulnerable Sector Check.

  ACCOMODATIONS:

Hastings and Prince Edward District School Board is committed to a qualified workforce that is representative of the diversity of the people in Ontario and across the communities we serve.

We welcome applications from candidates with diverse backgrounds and lived experiences as a member of marginalized group, including but not limited to:

• First Nations, Metis, and Inuit peoples, and all other Indigenous peoples

• Members of groups that commonly experience discrimination due to race, ancestry, colour, religion and/or spiritual beliefs, or place of origin

• Persons with visible and/or invisible (physical or mental) disabilities

• Persons of marginalized sexual orientations, gender identities, and gender expressions

Hastings and Prince Edward District School Board is committed to providing barrier-free and accessible employment practices in compliance with the Accessibility for Ontarians with Disabilities Act (AODA). Should you require an accommodation through any stage of the recruitment process please notify them when contacted, and we will work with you to meet your needs.

Thank you to all applicants for their interest. Only those selected for an interview will be contacted. This information is collected under the authority of the Education Act, and M.F.I.P.P.A and is used to determine eligibility for employment. In accordance with Ontario Regulation 521/01 Collection of Personal Information, criminal record checks and vulnerable sector screening will be required of all HPEDSB employees who have direct and regular contact with students.

ABOUT US:

Hastings and Prince Edward District School Board (HPEDSB) serves approximately 15,185 students each day at 38 schools (31 elementary, two K-12, four 7-12, one secondary). Supporting student achievement is the goal of approximately 1,720 teaching and support staff who, in addition to the contributions of caring volunteers and community partners, share their passion for teaching and learning.

The district covers a geographic area 7,220 square kilometers ordered by Maynooth to the north, Deseronto to the east, Prince Edward County to the South, and Quinte West to the west.

The region connects the outdoors with small cities, quaint villages and rolling rural landscapes. Here you will discover decades of tradition, mixed with new and emerging technology, creativity and innovation. Surround yourself with 1,200 km of shoreline in vibrant cities and towns accessible by highway and rail (1.5 hours to Toronto, 2 hours to Ottawa). Explore wilderness trails and sandy beaches, experience world-class fishing, enjoying exquisite culinary experiences and dozens of wineries. Perfect your golf swing at 23 golf purses, or take in Canadian arts and heritage attractions. Create your own story and picture yourself here.

Learn more about HPEDSB and Hastings and Prince Edward Counties on the page.