CUPE 2331 Temporary Specialized Educational Intervenor - Area East and South

YORK CATHOLIC DISTRICT SCHOOL BOARD 

Invites applications for the position of:

CUPE 2331 Temporary Specialized Educational Intervenor - Area East and South

Band M - $40.24 - $42.61

10 Months  

Start Date: Immediately 

Hours Per Week: 35

Current Location: St John Paul II, Richmond Hill

East Schools

Markham - San Lorenzo Ruiz, Sir Richard W. Scott, St. Benedict, St. Edward, St. Francis Xavier, St. Joseph - Markham, St. Julia Billiart, St. Kateri Tekakwitha, St. Patrick - Markham

Stouffville - Blessed Chiara Badano, St. Brendan, St. Brigid, St. Katharine Drexel, St. Mark

Unionville - All Saints, St. John XXIII, St. Justin Martyr, St. Matthew, St. Monica

Secondary - Fr. Michael McGivney, St. Augustine, St. Brother Andre, St. Katharine Drexel

South Schools

Concord - Our Lady of the Rosary, Blessed Scalabrini, St. Joseph the Worker

Richmond Hill - Christ the King, Corpus Christi, Fr. Frederick McGinn, Fr. Henri Nouwen, Our Lady of the Annunciation, Our Lady Help of Christians, Our Lady of Hope, St. Anne, St. Charles Garnier, St. John Paul II, St. Joseph - Richmond Hill, St. Marguerite d'Youville, St. Mary Immaculate

Thornhill - St. Anthony, St. Michael, St. Rene Goupil

Secondary - Our Lady Queen of the World, St. Elizabeth, St. Robert, St. Theresa of Lisieux

Please note that long term assignments may end at any time and as per Article 8.01e of the CUPE 2331 Collective Agreement, upon the Manager of Human Resources becoming aware of the return to work of the permanent employee, supply employees placed into long term assignments will be given advance notice of the termination of such assignment. 

Position Summary:

Under the direction and supervision of the School Principal, the Specialized Educational Intervenor will be assigned to a school community for a temporary period of time to address a specific set of safety-related needs and to support programming that fosters student safety and independence.

The SEI role is itinerant. Employees hired into the SEI classification may be relocated or transferred to any school location as required in accordance to their preferred geographical area, if possible based on student needs.

The primary focus of the role of the Specialized Educational Intervenor is to support and implement the Individual Education Plan of students with special needs in the classroom and school community. Under the supervision of the School Principal, the Specialized Educational Intervenor will work directly with student(s) from K-12, with moderate to severe safety, and/or physical needs.

SEIs work in collaboration with the school and multidisciplinary teams to provide data and ongoing feedback about the students’ response to programming intervention.

The SEI will be expected to assist students in developing skills that will allow for safe participation in the educational setting by employing a broad range of accommodations and strategies to enable students to access curriculum and build independence.

Major Responsibilities:

• Work with the school and multidisciplinary team in providing guidance, emotional support and encouragement to all students, in accordance with the Board’s philosophy on mainstreaming;
• Provide direct support to one or more students during both instructional and non-instructional times through coaching, modeling and generalization of appropriate strategies;
• Support implementation of structured programs to allow students to develop meaningful academic and social skills within the school and community as developed by the teacher and/or multidisciplinary team;
• Support individual student goal setting and assist with tracking, observing, monitoring and charting of student behaviour for appropriate intervention, including daily logs and goal attainment;
• Assist with conflict resolution and implement non-academic, evidence-informed self-regulation programs within the school community settings;
• Respond to and deliver strategies to address high risk, crisis situations by following individual student Safety Plans (e.g., BMS, elopement, ASIST, etc.), Positive Behaviour Support Plans and Medical Management Plans, as required;
• Support specific programs in language (e.g., augmentative and alternative communication systems), social - emotional learning (e.g., self-regulation), and behaviour (e.g., safety) as established by the teacher and/or resource staff, as required;
• Where applicable, support and assist student(s) with adherence to classroom, medical, daily living, and/or physical routines (e.g., dressing, toileting, hygiene, lifting, etc.) to support student participation at school and work placements, as required;
• Prepare materials to support program implementation, as required by the teacher;
• Work collaboratively with the school team and student services team to support the students and goals of the students’ IEP and PIP plans;
• Attend scheduled planning meetings and other appropriate meetings as requested by the teacher and /or resource team;
• Assist in supervising students during classroom activities, recesses, lunch and bus arrivals and departure;
• Attend mandatory training session and workshops scheduled by the Board.

Qualifications:

Education:

• Diploma from a community college in a field related to child/youth development, behaviour management and social problem solving skill development or Certification from an accredited Ontario institution in any of the following (or related) programs:  Autism Behaviour Science Post-Graduate Certificate
  • Behaviour Science Technician
  • Criminal Justice Worker
  • Social Service Worker 
  • Registered Practical Nurses Diploma
  • Child Youth Care Practitioner
  • Community Service Worker
• Maintain updated and valid Practitioner certificate in an “approved” Crisis Intervention Training Program: Non-Violent Crisis Intervention (e.g., Behaviour Management Systems with Containment-trained, UMAB, CPI, etc.)
• Must have updated first aid/CPR training. 
• Additional training in ASIST, SafeTAlk, ABA, Trauma, Addictions, (etc.) considered an asset.
• Updated and valid Practitioner certificate in a “approved” Crisis Intervention Training Program: Crisis Prevention Intervention (CPI), or Behaviour Management Systems (BMS)

Experi ence:

• Minimum 3 years of recent and relevant clinical experiences in a non-academic setting (e.g., York Academy, CAMH, etc.) with at risk children and/or youth or extensive experience working in a reduced ratio behavioural classroom with children/youth with complex social, behavioural, emotional and/or mental health issues.
• Expertise in addressing complex student needs (e.g., social, emotional, behavioural).
• Experience in working with children across the range of exceptionalities including those with generalized developmental delays (e.g., FASD, ASD, Downs Syndrome, Conduct Disorder, ADHD, ODD, etc).

Skills and Competencies:

• Excellent communication and interpersonal skills. 
• Able to implement and support social learning and systems theories. 
• Reliable transportation as travel between schools is required, automobile preferred. 
• Ability to attend to the physical needs of students. 

The above position is posted in accordance with CUPE 2331 Collective Agreement Article 12.01.  The salary will be as per placement on the Salary Grid of the current CUPE 2331 Collective Agreement.

Interested applicants may apply until the close of business on May 27, 2026.

Thank you for your application.
We appreciate your interest in the York Catholic District School Board, however, only applicants selected to continue to the interview process will be contacted by Human Resources.

Mission Statement

With Jesus Christ as our model, we provide all students with a Catholic education rooted in equity, well-being and learning.

Vision Statement

A recognized leader in Catholic education committed to inclusion, excellence and innovation that develops socially responsible global citizens.

Jennifer Sarna