Intervention Support Worker (ISW) 2020/2021 - Various Positions Across Multiple Locations - The York Region District School Board
Position: Intervention Support Worker (ISW)
Work Location: Various Positions Across Multiple Locations
Salary: $30.88 - $32.12
Application Deadline: June 30, 2021
Thank you for your interest in a career as an Intervention Support Worker (ISW) with the York Region District School Board. This application is for Intervention Support Worker opportunities for the 2020/2021 school year. Please Note: This application is for casual, temporary and/or permanent opportunities as they arise throughout the year.
Casual Positions: On call, as-needed basis to cover absences of permanent employees ranging from daily occurrences up to 30 consecutive working days.
Temporary Positions: This is a position that is available for a period in excess of 30 consecutive working days to replace a permanent employee who is absent on an approved leave of absence (e.g. pregnancy, parental, educational or medical leave).
Permanent Positions: These are full-time positions (35 hours per week).
Responsible for providing direct care of and support to students with complex needs including but not limited to students with physical, safety, medical, behaviour, cognitive, learning needs or concerns, in compliance with Board policies and procedures, utilizing Board approved tools and technology
Together with the classroom teacher, team and/or resource staff take actions to improve the educational outcomes of students with disabilities and ensure inclusivity with an emphasis on accommodations and practices that promote integration, acceptance and full participation.
- To provide direct management and support of individual student needs through direct intervention, data collection observation, case conferences as well as the creation and implementation of personalized resources.
- To provide students with direct personal and medical care in accordance with their IEP, Safety Plan and Board Policy and Procedure #662.0 which may include administration of medication, feeding, dressing, toileting, clean catheterization, hygiene, lifting and positioning and assistance with mobility.
- To maintain a safe learning environment by responding immediately and taking the lead on interventions in heightened situations where a student(s) with complex behaviour is escalated and/or posing a safety risk.
- To participate in the development, implementation and monitoring of student support strategies and programs, including Growth Plans, Individual Education Plans (I.E.P.) and Safety Plans etc., to ensure a safe and caring school environment.
- To provide direct intervention, in accordance with student’s IEP and Safety Plan, in managing behavioural and immediate safety needs of the students using the principles of CPI and as outlined in the Memo Addressing Unsafe Student Behaviour in Safe and Supportive ways
- To develop and prepare materials of programs that promote integration, participation and successful transfer of knowledge, and work in collaboration within the team to demonstrate, utilize and facilitate strategies that will enhance student learning, all in accordance with the students’ IEP and Safety Plan.
- To supervise, support and assist individuals or groups of students, indoor and outdoor, during but not limited to classroom activities; recess, lunch and before and after school; on field trips, including swimming, excursions, community integration, work placements; with transportation or travel needs, and other situations as required.
- To model for and coach staff to build capacity in best practices and evidence based strategies for working with students with different exceptionalities.
- To work with regional board supports (Psych staff, SLP, PTOT, Social Worker ABAF etc.), community agencies and other school staff in a variety of areas (e.g. Mediation, Circle Solutions, Applied Behaviour Analysis, CPI Nonviolent Crisis Intervention).
- To assist and participate in the identification of staff needs for on-going education and in-service training. As required, facilitate and deliver professional development in a variety of areas (e.g. Restorative Approaches, Threat Assessment, Applied Behaviour Analysis, and CPI Nonviolent Crisis Intervention).
- To model and coach school staff, and provide direct support such as behaviour management and intervention to enable students to function in a school setting, either individually or within groups.
- To participate in case management sessions and In School Team Meetings where appropriate and collaborate with school and system staff.
- To participate in the identification of risk and resiliency factors that may impact on the provision of effective supports to students and families.
- To work and liaise with community agencies to support students and their families.
- To attend meetings, professional development and training sessions as required.
- To cover breaks, lunches and unfilled vacancies of other non-teaching school staff as required
- To perform other duties as assigned.
Line of Responsibility:
- Responsible to the Student Services Coordinator or designate for regional staff.
- Responsible to the School Principal or designate for school based staff.
Education, Experience, and Qualifications:
- Secondary School Graduation Diploma with at least two years of post-secondary education in a related field is required.
- Minimum two years related experience with a range experience with complex social-emotional, mental health and/or behavioural concerns is required.
- Successful completion of training in de-escalation strategies (including CPI certification, where required), feeding, toileting, lifting and positioning techniques are requirements of this position.
- Proficient verbal and written communication, interpersonal skills and the ability to work collaboratively as part of a team is required.
- In the application process, you will be prompted to provide at least three (3) professional, supervisory references (including full name, position title, work location/organization, and email address) in the job posting screening section of the online application. We do not contact references prior to practicum/interview.
- For your information, a list of YRDSB Schools is provided.
Equity, Diversity and Inclusion Statement
The York Region District School Board (YRDSB) believes in giving each and every applicant an equal opportunity to succeed on their own merit and we strive to hire staff that reflect and support the diverse perspectives, experiences and needs of our students and our communities. We remain committed to upholding the values of equity, diversity, and inclusion in our living, learning and work environments. We know that diversity underpins excellence, and that we all share responsibility for creating an equitable, diverse and inclusive Board-community. Therefore, in pursuit of our values, we seek members who will work respectfully and constructively with differences and across the organizational hierarchy in actualizing the Board’s priorities, goals and principles outlined in the Director’s Action Plan.
We actively encourage applications from members of groups with historical and/or current barriers to equity, including, but not limited to:
- First Nations, Métis 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 and/or mental) disabilities;
- persons who identify as women; and
- persons of marginalized sexual orientations, gender identities, and gender expressions.
At YRDSB, we recognize that many of these identities intersect and therefore, equity, diversity and inclusion can be complex. We value and respect the contributions that each person brings to enriching the Board and are committed to ensuring full and equal participation for all in communities that we serve.
Accessibility and Accommodation Statement
We also recognize our duty to accommodate and foster a culture of inclusion. Consistent with the principles of dignity, individualization and inclusion, we will make any appropriate accommodation based on any of the protected grounds in the Human Rights Code to support candidate participation in the hiring process. When contacted, candidates will be provided with an overview of the various elements of the hiring process, such as skills assessments, written practicum, presentation, interview, etc. We will provide accommodations during the hiring process. If an accommodation is required, please inform the Recruitment and Retention Team in advance of any part of the process. All information received relating to a candidate’s required accommodation will be addressed confidentially by the Recruitment and Retention Team.
As a condition of employment, successful candidates will be required to submit a current original Police Vulnerable Sector Check from the police jurisdiction in which they reside prior to commencing employment with the Board. Police Vulnerable Sector Check documents are only valid if issued within the last six months. Candidates are not advised to obtain this document prior to an offer of employment.
On-line applications are collected centrally at the Education Centre - Aurora and are monitored by Human Resource Services. Only candidates selected to participate in our selection process will be contacted. All other applicants are thanked for their interest.