The Halton District School Board (HDSB) is one of the most rapidly expanding school districts in Canada. Our 10,000+ employees serve over 66,000 children in 100 schools across Burlington, Halton Hills, Milton, and Oakville. We are looking for a Specialized Behaviour Support Worker to join our special education team.
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Once hired for temporary long-term occasional (LTO) roles, applicants are given priority for permanent chances. Employees with positions lasting more than 90 days are eligible for a comprehensive Employee & Family Benefits plan.
Benefits of Working as a Specialized Behaviour Support Worker for the Halton District School Board:
Direct potential to influence student wellness
Opportunity to work on a board that promotes cooperation, inclusion, and creativity.
Professional Development / Mentorship is given.
Opportunity to actively participate and learn jointly with peers.
Participate in a range of ongoing ad hoc committees and teams.
Position Summary: The ideal candidate will work in schools throughout three regions, with responsibilities for school-based behavior or alternative education classes. Specialized Behaviour Support Workers are members of a school-based resource team who support school staff with kids’ behavioral, social, and emotional issues.
The Specialized Behaviour Support Worker reports directly to the Supervisor of Special Education and provides intense support to kids with complex developmental and behavioral needs, including those with multiple diagnoses.
The role serves a distinct set of kids who are struggling to achieve academic success owing to the frequency or intensity of their problematic behavior. The Specialized Behaviour Support Worker coaches and mentors school staff to improve their ability to support kids’ physical safety in a respectful and student-centered manner. In other cases, they may be appointed to assist staff and children in a self-contained classroom.
Responsibilities include working directly with pupils, implementing supportive intervention measures such as teaching and de-escalation approaches. Provide person-directed supports and assistance to students with problematic behavior and/or developmental impairments in a respectful way, fostering self-determination and empowerment whenever possible;
Work directly with core team staff to model, coach, and debrief intervention and de-escalation strategies, encouraging autonomous use of these techniques. Inform and guide judgments regarding relevant interventions to be undertaken by core team staff;
Coordinate, lead, and model containments and crisis interventions, including assisting decision making about class evacuations, confinement lengths, and continuous visual supervision room use; Model post-crisis debriefs for students and facilitate staff debriefing with administration.
Collaborate with the school team to facilitate the transfer of skills and strategies;
Minimum qualifications:
Two to three-year college diploma and/or undergraduate degree in a comparable subject (for example, Developmental Services Worker or Child and Youth Worker/Practitioner).
5 years of expertise working with in-risk children, adolescents, and teens, as well as individuals with developmental disabilities.
Experience with evidence-based intervention techniques, such as co-regulation, attunement, and de-escalation, as well as working with children and adolescents from various cultural and racial backgrounds.
Experience working with students who have dual diagnoses.
BMS Certification
The physical ability to fulfill the demands of the work is necessary; therefore, as a condition of employment, short-listed candidates will be required to undergo a post-employment offer screen to confirm they are physically fit to undertake the main tasks of the function. The School Board will receive the results of this testing and contact candidates accordingly.
A dedication to combating oppression and racism
Strong interpersonal and verbal communication skills.
Flexibility, patience, tolerance, passion, innovation, and team orientation.
Competence in Google Workspace and electronic record keeping.
A commitment to continuous learning
Excellent judgment, organization, and time management abilities.
Authentic, robust, dependable, and capable of effective issue solving.
Maintaining strong professional and ethical standards.
Experience working in a fast-paced atmosphere and knowledge of local community resources.
Reliable transportation and the capacity to work in a variety of settings throughout the day
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Preferred qualifications:
Undergraduate degree in a comparable field (e.g., child and youth care). Bachelor’s Degree (Disability Studies)
Completed courses in autism and/or applied behavior analysis (ABA)
Requirements: – Certificate in Mental Health and Disability Management – Experience working in a School Board setting – Ability to support persons from diverse backgrounds (e.g., socioeconomic, cultural).
As a member of an equity-deserving group, I have a broad understanding of developing inclusive relationships with diverse stakeholders in the community and schools.
Experience and/or interest in offering skills training to postsecondary students.
Appointments are conditional on:
Provide a sufficient original copy of a criminal background check with vulnerable sector screening dated within six months.
Agreement to follow the Board’s rules, procedures, and code of conduct
Please submit your cover letter and resume to Apply To Education by Wednesday, February 7, 2024, using the following link. Job Category: Management and Professionals – Job Code: 3671195
The Halton Region has had rapid expansion, which is expected to continue for the foreseeable future. The region’s population is expected to nearly double by 2051, from 596,637 today to 1,100,000 by then.
Applications submitted directly to the Human Resources Department or the School will not be reviewed or processed.
We appreciate all applicants’ interest in opportunities with the Halton District School Board. Contact will be made with applicants whose experience and qualifications are most closely related to the employment requirements. Communication with short-listed applicants will typically take place via the email addresses provided on their Apply To Education profile page or their HDSB email addresses. Please ensure that the contact information supplied at the time of application is current.
Qualified applicants from the employee group in which the vacancy occurs will be given priority.
Equity:
The Halton District School Board acknowledges that, in accordance with the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), the Ontario Human Rights Code, and the Canadian Charter of Rights and Freedoms, employment practices and procedures at all levels must reflect, demonstrate understanding of, and respond to a diverse population. The Board is dedicated to creating a workplace climate that is fair and equitable for all.
In order to create an inclusive, varied, and representative workforce, we will:
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Applicants who self-identify as members of historically underrepresented communities will be given first consideration where their skills, abilities, and credentials are relatively equal. Where a collective agreement or terms and conditions governs the hiring or promotion process, the School Board’s obligations will be followed.
The HDSB will collect voluntary self-identification data from applicants during the recruitment and selection process, in accordance with the Ontario Human Rights Code, Teacher Hiring Practices Administrative Procedure, Employment Equity Policy, and Ontario’s Anti Racism Data Standards.
Personal information on this form is gathered pursuant to the Anti-Racism Act, 2017, S.O. 2017, c. 15, and in accordance with the Municipal Freedom of Information and Protection of Privacy Act, R.S.O. 1990, c. M.56. In compliance with HDSB’s Employment Equity Policy, personal information collected on this form will be used to create an inclusive, varied, and representative workforce.
It seeks to intentionally identify and remove barriers for equity-seeking populations at every stage of the recruiting process. Encouraging workforce diversity in the school board is critical because the workforce should reflect and represent the community.
Although hiring policies must follow the qualification requirements outlined in applicable Regulations (e.g., Regulation 298, “Operation of Schools – General”) and any applicable collective agreement provisions, the Board recognizes the significance of the following when developing its selection and evaluation criteria.
Appreciating applicants’ additional experience, life experience, talents, backgrounds, and viewpoints; and
Applicants who self-identify as members of historically underrepresented communities will be given first consideration where their skills, abilities, and credentials are relatively equal.
We invite you to answer our voluntary application self-identification questions. This data will help us understand the diversity of our candidate pool as well as how applicants advance through the employment process. This information will help us develop our goals, plans, and actions, as well as track our progress toward creating and maintaining an inclusive and fair workforce. Any information you provide in response to these questions will be used in the hiring process for this position and shared with the hiring manager and/or committee members.
We offer reasonable accommodations for candidates with disabilities or other protected grounds outlined in the Ontario Human Rights Code during recruitment and selection processes.
