Edmonton Catholic Schools is a large urban school division whose mission is to provide a Catholic education that inspires students to learn and that prepares them to live fully and to serve God in one another. The Division is comprised of over 50,000 students and over 5,500 employees in 95 schools plus other sites.
Requisition ID: 11656
Hours Per Week: 31.5
Position: Existing
FTE: 0.9
Department: Behavioural Therapy
No Months Per Year: 10
Position Status: Temporary
Employee Group: Unifor
Rate of Pay: $39,123.00 to $54,549.00
Posting Closing Date: 9/9/26
The job is managed by the Manager or Assistant Manager, Behavioural Therapy and the Emotional Behavioural Specialist (EBS) supervises the day-to-day programming. The job provides a range of behavioural support services to students in Pre-Kindergarten to Grade 12 within an inclusive education environment. The primary focus is working directly with students, the teacher and Educational Assistants to provide support for a range of needs that impact classroom/academic functioning and to extend the services of the EBS assigned to the school.
This job supports the EBS in monitoring, implementing and revising Behaviour Support Plans (BSP).
This job involves working within the classroom environment together with a classroom team led by a teacher, which would include Emotional Behavioural Specialists, and may include Educational Assistants, Early Childhood Educators, Learning Coaches, Multi-Disciplinary Team (MDT) members, administrators, parents/guardians, and school staff.
This posting will be used to fill eight (8) vacant positions.
Responsibilities and Activities
1. Program Planning and Collaboration
Plan and implement programs/strategies with specific students and/or groups of students within the classroom environment as outlined by the EBS/Teacher
Plan and implement small and large group strategies/activities within the classroom environment that support the development of skills of identified students or as per the BSP.
Develop materials related to varied programs/strategies as determined by the EBS or teacher
2. Monitor, record and provide feedback
Maintain appropriate records of planned programs and student progress
Monitor the effectiveness of programs/strategies designed to meet specific objectives.
Develop and maintain specific notes for the classroom team regarding student progress and response to current program/strategies
Follow up through MDT Collaboration/progression notes, anecdotal observations and /or conversation
Share information with the classroom teaching team regarding planned strategies/programs
Communicate with the EBS to determine the appropriate level for programming, and additional follow-up required
3. Strategy Implementation
Assist the Emotional Behavioural Specialist with the implementation of positive behaviour supports, developmental strategies and behaviour support plan.
Meet with the EBS to understand BSP, strategies, and receive direction and discuss options on ways to improve students’ progress and growth.
Work with the student on Tier 1, Tier 2, and Tier 3 levels to improve on the identified area as directed by the EBS.
Observe and record the student’s skill development, progress, and behaviour.
Provide EBS with information, anecdotal notes, and data
Record in Multidisciplinary Collaboration on Special Programs.
4. Multi-Disciplinary Team Participation
Model/discuss strategies and supports as appropriate with the classroom team
Work collaboratively with members to implement strategies
Attend MDT and other team meetings when required
Participate in classroom team preparation time and meetings
Assist in or facilitate the delivery of professional development to school staff as directed by the EBS
5. Professional Learning
Maintain technical knowledge through a range of professional development activities, including TABT Callbacks
Maintain an in-depth and up-to-date knowledge and understanding of the TABT Standards of Practice Document
Maintain a valid and current NVCI certification
6. Student Life Skill Development
Provide a range of personal and physical care as it relates to life skill goals outlined in the BSP
Meet students upon arrival at the school and support them in getting to the classroom
Assist students with transportation at the end of the day
Knowledge, Experience, and Competencies
Knowledge and Experience
Two-year diploma in Disability Studies, or related area from a recognized institution, plus three years of directly related pediatric experience
Coursework in specific delays/disorders, such as autism and mental health, is an asset
Knowledge of applied human behaviour, positive approaches to learning, positive behaviour supports, inclusion and advocacy principles, formal and informal assessment principles, learning through play principles and interpersonal relationships and communication principles
General knowledge of crisis Intervention strategies and de-escalation techniques, CPR/First Aid, psychological diagnoses and the impact that delays/disorders have on behaviours in children
General knowledge of educational inclusion principles and practices, and 21st-century educational skills
Knowledge of multimedia technology and equipment, Microsoft and Apple iPads
Knowledge of program planning and project management techniques
Understanding of applied behavioural analysis
Knowledge of workplace safety and awareness of Occupational Health and Safety Regulations
General knowledge of the Division’s and department’s operations and business, school systems and structures, community services for children and families
Competencies
Advanced verbal and written skills in English, including digital literacies
Exceptional organizational skills and the ability to manage competing priorities and work within tight timelines
Strong problem-solving skills and the ability to influence decisions
Good communication, strong interpersonal skills, and a friendly/positive attitude are essential.
Strong teamwork skills with the ability to work independently as well as collaborate with a multi-disciplinary team
Flexible with the ability to work in a fast-paced environment
Good self-reflection skills and the ability to quickly adjust to feedback
Ability to work with a wide variety of clients and needs
Ability to travel to various sites within the City of Edmonton
Edmonton Catholic Schools is committed to maintaining a respectful and inclusive workplace that welcomes and values candidates from diverse backgrounds. We hire employees of all faiths for non-teacher positions.
As a Catholic School Division receiving public funding, our schools and departments are imbued with our Catholic Faith. Candidates are expected to exhibit respect and sensitivity towards our Catholic beliefs and practices embraced by both students and staff.
Edmonton Catholic Schools offers a comprehensive benefits program based on contract status as part of its total compensation package.
Before employment, successful candidates will be required to submit a Police Information Check and Intervention Record Check dated within six months of hiring.
Due to the high volume of applications received, only qualified candidates who are shortlisted will be contacted.
