YES Reading Recovery & Learning Support Perm #20

YES – Reading Recovery & Learning Support – Perm #2021-117

Tri-County Regional Centre for Education

The Tri-County Regional Centre for Education encompasses the three counties of Shelburne, Yarmouth, and Digby serving 5757 students in twenty-two (22) schools, composed of 13 Elementary Schools, 6 High Schools, 1 Middle School, and 2 Elementary/High 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.

DEADLINE FOR APPLICATIONS (mm,dd,yyyy): 05/13/2021 at 11:59pm.

EFFECTIVE DATE (mm,dd,yyyy): 08/01/2021 to

POSITION TYPE: Permanent

REFERENCES ARE MANDATORY – APPLICATIONS WITHOUT REFERENCES LISTED WILL NOT BE CONSIDERED

TO APPLY: 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.)

ROUND #1 – Internal Transfers – Open to TCRCE Permanent NSTU Members only

ASSIGNMENT: Learning Support / Reading Recovery Teacher – Grades P-6

Depending on qualifications and prior training, successful candidates may be required to take additional training as required for resource and learning centre positions.

QUALIFICATIONS:
A valid Nova Scotia Teaching Certificate.

MEd. In Special Education; MEd in Inclusive Education; or Diploma in Special Education preferred

Bachelor of education in elementary

Willingness to commit to full year on-the-job training as per the requirements of the Canadian Institute of Reading Recovery(R) (CIRR);

Minimum three (3) years recent (within the last 5 years) successful classroom teaching experience, including English Language Arts Instruction at the P-2 level.

Proven ability to communicate and work alongside diverse cultural and racial backgrounds.

Demonstrated ability to value the voice and contribution of others while remaining open to corrective criticism.

Completion of WHMIS and First Aid, or willingness to obtain upon hire

TRAINING AND EXPERIENCE:
Experience as a resource teacher;

Experience transitioning students;

Experience working at the Elementary level;

Experience working as a member of a program planning team;

Experience working closely with Teacher Assistants to ensure appropriate educational programming for individual students that supports independence;

Training in working with students who require academic, behavioral and/or social emotional support, including life skills.

Abilities:
Provide resource support to students identified through the program planning process who may require an alternate school setting;

Demonstrate the ability to work as a team member in all phases of educational programming;

Demonstrate knowledge and understanding of all pertinent provincial and board policies related to student services;

Demonstrate skills in communicating and working in collaborative partnerships;

Demonstrate the ability to work in a variety of teaching models (group, individual, co-teaching, learning centre);

Implement strategies, activities, and techniques for promoting student learning based on each student’s prior knowledge, skills, and learning needs.

The Reading Recovery(R) Teacher shall have the following competencies:

(a) The ability to deliver Reading Recovery(R) to selected students on a daily basis according to the guidelines of the Canadian Institute of Reading Recovery(R);

(b) The ability to apply knowledge of current effective literacy assessment and instructional practices;

(c) The ability to address the learning styles of students;

(d) The ability to plan instructional goals and designated outcomes for all students and to clearly communicate those to learners;

(e) The ability to implement strategies and techniques for promoting quality student performance in both academic and social behavior based on students’ prior knowledge and experience;

(f) The ability to create and maintain a climate of respect and fairness for all students;

(g) The ability to implement instruction that recognizes diverse populations;

(h) The ability to communicate effectively with students, staff, parents, community and outside agencies to better meet the needs of students;

(i) The ability to demonstrate fair and ethical judgements;

(j) The ability to utilize current technologies;

(k) The ability to work as a contributing team member;

(l) The ability to apply knowledge, experience and commitment in the areas of race relations, cross cultural understanding, human rights, diversity and culturally relevant pedagogy;

(m) The desire and ability to engage in continuing education and professional development;

(n) The ability to maintain and promote confidentiality.

Responsibilities:
The Reading Recovery(R) Teacher shall perform Reading Recovery(R) related tasks as outlined in the Canadian Institute of Reading Recovery. These tasks may vary, from time to time, with the evolution of the organization and may include but not be limited to the following:

(a) Assure consistent 30-minute daily instruction in accordance with the standards and guidelines of the Canadian Institute of Reading Recovery(R);

(b) Attend on-going professional development provided for Reading Recovery(R);

(c) Communicate on literacy issues within your school;

(d) Teach “live” Reading Recovery(R) lessons at designated in-service sessions for colleagues;

(e) Support the monitoring of students who have completed Reading Recovery(R);

(f) Keep complete records on each student selected for Reading Recovery(R) in accordance to the Reading Recovery(R) Standards and Guidelines as a basis to inform instruction;

(g) Work closely with the classroom teacher and observe Reading Recovery(R) students in their classrooms to ensure a smooth transition from individual support;

(h) Work closely with the school planning team to select and monitor students receiving Reading Recovery(R) support;

(i) Receive visits from the Reading Recovery(R) Teacher Leader throughout the school year in accordance with the Canadian Institute of Reading Recovery Standards and Guidelines;

(j) Administer, analyse, and summarize data from the Observation Survey for students considered for Reading Recovery(R);

(k) Complete a school report and submit data and end-of-year data forms as required to the Reading Recovery(R) Teacher Leader;

(l) Successfully complete all aspects of training in order to receive a Course Completion Card and be registered by the CIRR;

(m) Actively pursue leadership roles in the school and promote leadership opportunities in the classroom;

(n) Assist in the development and implementation of the school improvement plan in order to improve student achievement and success.

Only Shortlisted applicants will be contacted.

SECURITY CHECKS:
The Tri-County 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.

For more information about the TCRCE visit our website at https://www.tcrce.ca/

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