Instructor - Personal Support Worker Program
Halton District School Board is seeking qualified applicants for the position of Instructor of the newly established Personal Support Worker Program.
Halton District School Board has launched the school board-delivered program for certification as a Personal Support Worker (PSW). Personal Support Workers (PSWs) care for individuals who primarily work in elder care facilities. Halton District School Board, through the Ontario Association of Adult and Continuing Education School Board Administrators (CESBA), produces an in-house certificate to mark completion of the program that is recognized by the Long Term Care Association of Ontario. Secondary school healthcare-specific credits, co-operative education experience, and a certificate are provided to graduates upon completion of the program.
Contract Date:August 24, 2026 - July 9, 2027
Program Location:Bateman Community Centre, 5151 New Street, Burlington, ON
Remuneration:$61.50/hour (total of 900 hours)Rate of pay will depend on your RN/OCT Qualification
Program Requirements:
Participation in the PSW certification examination requires successful participation and completion of the following component areas:
- Theory/Instruction total of 330 hours
- Clinical Placement total of 110 hours
- Consolidation Placement Co-Op total of 220 hours
Curriculum Delivery:
The program will follow the Ontario Ministry of Education secondary school curriculum that leads to the achievement of the Ontario Secondary School Diploma (OSSD). All school board PSW programs are required to ensure they are meeting the current Ministry of Colleges and Universities (MCU) PSW Training Standard Vocational Learning Outcomes (VLOs) and Elements of Performance (EOPs), including the requirements for theory, lab, placement and other key components. In addition, all programs must administer CESBA's provincial PSW exam to their students before they can receive their PSW certificate.
A description of the courses to be completed as part of the classroom instruction portion are outlined below.
- Health Care (TPJ 3C) - for a total of 110 hours of classroom instruction (1 credit)
- This course enables students to develop their understanding of basic health care procedures, including the safe use of appropriate instruments, equipment and materials. Students will focus on health care fundamentals, including health care terminology and the anatomical features and physiology of some major body systems. Students will develop an awareness of health and safety issues in the healthcare field, environmental and societal issues related to health care, professional practice standards, and career opportunities in the field.
- Health Care (TPJ 4C) - for a total of 110 hours of classroom instruction (1 credit)
- This course focuses on the development of clinical skills needed to assess general health status. Students will learn about accepted health care practices and demonstrate an understanding of some basic procedures and the use of appropriate instruments and equipment. They will identify the characteristics of the human immune system and learn about pathology and disease prevention and treatment. Students will expand their awareness of workers' health and safety issues, environmental and societal issues related to health care, professional practice standards, and post-secondary destinations in the field.
- Child Development and Gerontology (TOJ4C) - for a total of 110 hours of classroom instruction (1 credit)
- This course enables students to examine the stages of child development and the aging process. Students will study the processes of disease and factors contributing to health and well-being in early and later life, and will develop skills required to meet the needs of children and older adults (care skills). Students will also learn about legislation governing the care of children and older adults; evaluate social and recreational activities, programs, and services for improving quality of life; and develop an awareness of health and safety issues, environmental and social issues, and career opportunities related to child care and gerontology.
- Co-operative Education - for a total of 330 hours of placement (3 credits)
- Students in the Personal Support Worker Program complete one practicum and one placement. The first 110-hour practicum experience is a clinical placement within a long-term care facility with direct supervision by the instructor. The next 220 hours is a co-operative education placement within a healthcare environment (e.g. group home, long term care facility, hospital, retirement residence, etc.). The role of the instructor will be to organize student placements as well as supervise, monitor, mentor, instruct and assess students during their placements. There is a potential for daytime and evening shift rotations during the 330 hour student placements.
Responsibilities:
- Deliver in-class instruction of the curriculum daily from Monday to Friday - classes will run
between 8:30 AM - 4:15 PM
- Supervise, mentor and instruct students during their clinical/co-operative education placements (shift work dependent on placement).
- Support the intake of applicants (application review and interviews) as well as the orientation and onboarding activities of new students/program participants
- Maintain accurate and up-to-date records based on standards outlined in the PSW Quality Assurance Guidelines.
- Complete assessment and evaluation of students throughout the program.
- Marketing, promotion and outreach of the PSW program, liaising with the HDSB Communications Department as necessary.
- Collaborate with clinical placements to ensure that students are paired appropriately with a preceptor.
- Monitor inventory of instructional materials and furniture for all programs.
- Communicate with external organizations (including community partners) when needed.
PSW programs want to ensure that students will be receiving the most up-to-date instruction on best practices that meet the current PSW Training Standards. It is the nurse instructor who will complete the evaluation and assessment of students to ensure they are practicing safely, competently and ethically when caring for vulnerable populations. It is the nurse instructor who ‘clears' a student to receive their PSW certificate.
Qualifications:
Education:
- R.N or R.P.N that is in current good standing and has no practice restrictions with the College of Nurses of Ontario (CNO).
- OCT Qualification - Health Care Technology Qualifications Preferred
- Minimum of two (2) years current, relevant work experience in a clinical environment, preferably in a long-term care/community/chronic care setting. Additionally, experience with supervision, training, instructing and/or leadership roles is preferred.
- First consideration will be given to candidates who possess both RN and OCT Qualifications. If a candidate does not hold the OCT qualifications, then a Letter of Permission may be considered.
- Clinical instructors (those who provide support, supervision, evaluation and assessment of students with the practical components of the program), must also meet the above criteria.
Experience:
- Experience in an equivalent position
- PSW background in a healthcare environment
- Experience working at a post-secondary institution/environment
- Qualifications and/or experience teaching co-operative education courses is an asset.
- Knowledge and experience of Continuing Education contexts would be a distinct asset.
Position-specific skills:
- Excellent technical skills (i.e. Brightspace or other learning management system, Aspen, Microsoft Office, Google Suite).
- Ability to speak and write in multiple languages is an asset
- Exemplary conflict prevention and management skills, and the ability to diffuse situations
- Effective decision making, ability to work independently, and collaborate and consult as necessary
Applications, along with your resume and other supporting documents must be
submitted through Apply to Education -
Job code 4048071 no later than Monday, July 6, 2026 at 4pm.
We thank all applicants for their interest in opportunities with the Halton District School Board. Contact will be made with applicants whose experience and qualifications most closely match the requirements of the position. Communication with short-listed applicants will ordinarily be made through email addresses provided on applicants' Apply To Education profile page or through applicants' HDSB email addresses. Please ensure that contact information provided at the time of application is current.
First consideration for posted vacancies will be given to qualified applicants from the employee group in which the vacancy occurs.
Applicant Self-Identification Questions:
As part of the recruitment and selection function, the HDSB will collect voluntary self identification data from applicants in accordance with the Ontario Human Rights Code, HDSB's Teacher Hiring Practices Administrative Procedure, HDSB's Employment Equity Policy and Ontario's Anti Racism Data Standards:
Personal information on this form is collected under the authority of the Anti-Racism Act, 2017, S.O. 2017, c. 15, in compliance with the Municipal Freedom of Information and Protection of Privacy Act, R.S.O. 1990, c. M.56. In accordance with HDSB's Employment Equity Policy, personal information collected on this form will aim to achieve an inclusive, diverse and representative workforce. It works to intentionally identify and remove barriers for equity-deserving communities at each stage
of the hiring process. Encouraging diversity of the workforce in the school board is vital because the workforce should be reflective and representative of the community.
Although hiring policies must adhere to the qualification requirements set out in applicable Regulations (eg. Regulation 298, “Operation of Schools – General”) and any applicable collective agreement provisions, the Board recognizes the importance of the following when developing its selection and evaluation criteria:
- valuing applicants' additional experience, lived experience, skills, backgrounds and perspectives; and granting first consideration, where the skills, ability, and qualifications of the applicants are relatively equal, to applicants who self-identify as members of historically under-represented communities.
We encourage you to respond to our voluntary applicant self-identification questions. This data will inform our understanding of the diversity of our applicant pool as well as the progress of applicants throughout the hiring process. This data will inform our goals, strategies and actions and our progress towards creating and sustaining an inclusive and equitable workforce. Any information that you provide in response to these questions will be referred to during the hiring process for this position, and will be shared with the hiring manager and/or committee members responsible for the hiring process.
The section includes questions from Ontario's Anti-Racism Data Standards (Standards, 2017). The Standards were established to help identify and monitor systemic racism and racial disparities within the public sector. The Standards establish consistent, effective practices for producing reliable information to support evidence-based decision-making and public accountability to
help eliminate systemic racism and promote racial equity (adapted from Ontario's Anti-Racism Data Standards, 2017).
Questions about this collection may be directed to Dixon Mohammed - Manager, Recruitment, Selection and Staffing at [email protected]
Accommodation:
Upon request, we will provide reasonable accommodations for candidates who have temporary or permanent disability, or who otherwise require accommodations based on the protected grounds highlighted in the Ontario Human Rights Code in respect to the recruitment and selection process.
Wellness:
The HDSB is committed to providing a respectful and healthy work environment.
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