Job Description
Full job description
Behaviour Support Teacher (NGRHS)
South Shore Regional Centre for Education
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.
Behaviour Support Teacher - Substitute / Anticipated Term - Req# 88890
Date: July 4, 2026
Location: New Germany Rural Hig School
Title: Behaviour Support Teacher
Reports to: School Administrator
Application Deadline (mm/dd/yyyy): 07/07/2026 at 11:59pm
Effective Date(s) (mm/dd/yyyy): 09/01/2026
Position Type: 100% Substitute / Anticipated Term
Description:
The 7-12 Teacher is responsible for teaching and providing support to students within the South Shore Regional Centre for Education. The 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.
Qualifications, Experience, Training:
Valid NS teaching license;
Secondary Endorsement
Masters in Inclusive Education and/or Special Education or Acadia Masters in Curriculum with focus on UDL and Inclusive Education;
Completion of Program for Aspiring Learning Support Teachers (PANLST);
Minimum of 5 years experience working as a classroom teacher programming for students with diverse needs including at the 7-12 level;
Recent training and experience in evidence based programming and intervention for students with diverse needs;
Additional training in the following: TEACCH, STAR (Strategies for Teaching based on Autism Research), Social Narratives, Social Thinking, Zones of Regulation, Interoception, and APSEA AIE ASD Online Course: ASD and Behavioral Interventions: An Introduction for School Personnel, Trauma Informed and Assistive Technology;
Understanding of the MTSS Framework and supporting the Tiers of Intervention including the importance of Universal Design for Learning (UDL) and Culturally Responsive Pedagogy (CRP);
Proven ability to work as a contributing member of Student Planning Teams and Teaching Support Teams;
Excellent communication (written, oral, and electronic), problem solving, organization, and interpersonal skills;
Promote and maintain confidentiality regarding records and documentation.
Characteristics:
Demonstrated ability to provide program direction and assist teachers in the development of appropriate outcomes for students with diverse needs
Demonstrated ability to work and communicate effectively with students, teachers, parents, community members, and outside agencies
Task Dimensions:
Work collaboratively and apply training and experience to develop and support Individual Program Plans, Integrated Support Plans, and teaching strategies based on the individual needs of students;
Provide direct instruction based on identified student needs as outlined in the Program Plan, in collaboration with the classroom teacher;
Participate on Teaching Support Teams and Student Planning Teams to assist in problem solving and program planning, as needed;
Teach and assist students in the use of Assistive Technology and Alternative and Augmentative Communication Systems (AAC);
Assist students, parents/guardians and other professionals in planning appropriate transitions for students with developmental disabilities, including job placement, school-to-work and independent living;
Supporting Universal Design for Learning within an MTSS framework;
Collaborating and supporting assessment and reporting practices;
Supporting the implementation of evidence-based programming, strategies, and interventions at Tier 1, 2, and 3;
Modeling teaching strategies and supporting teachers and/or TAs, as needed ;
Promote and maintain confidentiality regarding records and documentation (TIENET);
Continued Professional Development in Inclusive Education and specific trainings related to the position such as Non Violent Crisis Intervention (NVCI) or Low Arousal Approach when required;
Comply with the Occupational Health & Safety Act and Regulations;
Possess knowledge of provincial and Regional Education Centre or CSAP policies, guidelines and procedures, and the rights and responsibilities of parents, students, teachers, and schools, as they relate to individuals with special needs;
Perform other related duties as required.
Only shortlisted applicants will be contacted.
SECURITY CHECKS:
The South Shore 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.
To apply please 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.)
We thank you for your interest in the posted vacancy.
Job Segment: Teacher, Curriculum, Education
Behaviour Support Teacher (NGRHS)
South Shore Regional Centre for Education
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.
Behaviour Support Teacher - Substitute / Anticipated Term - Req# 88890
Date: July 4, 2026
Location: New Germany Rural Hig School
Title: Behaviour Support Teacher
Reports to: School Administrator
Application Deadline (mm/dd/yyyy): 07/07/2026 at 11:59pm
Effective Date(s) (mm/dd/yyyy): 09/01/2026
Position Type: 100% Substitute / Anticipated Term
Description:
The 7-12 Teacher is responsible for teaching and providing support to students within the South Shore Regional Centre for Education. The 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.
Qualifications, Experience, Training:
Valid NS teaching license;
Secondary Endorsement
Masters in Inclusive Education and/or Special Education or Acadia Masters in Curriculum with focus on UDL and Inclusive Education;
Completion of Program for Aspiring Learning Support Teachers (PANLST);
Minimum of 5 years experience working as a classroom teacher programming for students with diverse needs including at the 7-12 level;
Recent training and experience in evidence based programming and intervention for students with diverse needs;
Additional training in the following: TEACCH, STAR (Strategies for Teaching based on Autism Research), Social Narratives, Social Thinking, Zones of Regulation, Interoception, and APSEA AIE ASD Online Course: ASD and Behavioral Interventions: An Introduction for School Personnel, Trauma Informed and Assistive Technology;
Understanding of the MTSS Framework and supporting the Tiers of Intervention including the importance of Universal Design for Learning (UDL) and Culturally Responsive Pedagogy (CRP);
Proven ability to work as a contributing member of Student Planning Teams and Teaching Support Teams;
Excellent communication (written, oral, and electronic), problem solving, organization, and interpersonal skills;
Promote and maintain confidentiality regarding records and documentation.
Characteristics:
Demonstrated ability to provide program direction and assist teachers in the development of appropriate outcomes for students with diverse needs
Demonstrated ability to work and communicate effectively with students, teachers, parents, community members, and outside agencies
Task Dimensions:
Work collaboratively and apply training and experience to develop and support Individual Program Plans, Integrated Support Plans, and teaching strategies based on the individual needs of students;
Provide direct instruction based on identified student needs as outlined in the Program Plan, in collaboration with the classroom teacher;
Participate on Teaching Support Teams and Student Planning Teams to assist in problem solving and program planning, as needed;
Teach and assist students in the use of Assistive Technology and Alternative and Augmentative Communication Systems (AAC);
Assist students, parents/guardians and other professionals in planning appropriate transitions for students with developmental disabilities, including job placement, school-to-work and independent living;
Supporting Universal Design for Learning within an MTSS framework;
Collaborating and supporting assessment and reporting practices;
Supporting the implementation of evidence-based programming, strategies, and interventions at Tier 1, 2, and 3;
Modeling teaching strategies and supporting teachers and/or TAs, as needed ;
Promote and maintain confidentiality regarding records and documentation (TIENET);
Continued Professional Development in Inclusive Education and specific trainings related to the position such as Non Violent Crisis Intervention (NVCI) or Low Arousal Approach when required;
Comply with the Occupational Health & Safety Act and Regulations;
Possess knowledge of provincial and Regional Education Centre or CSAP policies, guidelines and procedures, and the rights and responsibilities of parents, students, teachers, and schools, as they relate to individuals with special needs;
Perform other related duties as required.
Only shortlisted applicants will be contacted.
SECURITY CHECKS:
The South Shore 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.
To apply please 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.)
We thank you for your interest in the posted vacancy.
Job Segment: Teacher, Curriculum, Education
💡 Quick Summary
Seeking a career-building opportunity? The Behaviour Support Teacher (NGRHS) position is now open for candidates interested in the Teacher Jobs sector. This role in New Germany offers a professional environment and growth potential.
Requirement Snapshot: Candidates should possess basic communication skills, a proactive attitude, and the ability to work in a team. Experience in Teacher Jobs is a plus.
