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Closed listing

York Catholic District School Board

CUPE 2331 Temporary Specialized Educational Intervenor - Area South and West

Aurora, ON, Canada

Temporary

This opening has closed.

The original listing is kept below for reference.

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About employer

Job details

Job type: Temporary
Closing date: Nov 1, 2026
Posting language: English
Posted: Oct 2, 2026

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Original job description

Archived listing. The details below describe a past opening.

YORK CATHOLIC DISTRICT SCHOOL BOARD

Invites Applications For The Position Of

CUPE 2331 Temporary Specialized Educational Intervenor - Area South and West

Band M - $40.24 - $42.61

10 Months

Start Date: Immediately

Hours Per Week: 35

Current Location: St. Stephen, Woodbridge

Please Note That This Is An Itinerant Position. You Can Be Placed In Any Of The Following South And West Schools During The Temporary Assignment

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

West Schools

Kleinberg - Pope Francis

Maple - Blessed Trinity, Divine Mercy, Fr. John Kelly, Holy Jubilee, St. Cecilia, St. David, St. James, St. Raphael the Archangel

Woodbridge - Guardian Angels, Immaculate Conception, Our Lady of Fatima, San Marco, St. Agnes of Assisi, St. Andrew, St. Angela Merici, St. Catherine of Siena, St. Clare, St. Clement, St. Emily, St. Gabriel the Archangel, St. Gregory the Great, St. John Bosco, St. Margaret Mary, St. Mary of the Angels, St. Michael the Archangel, St. Padre Pio, St. Peter, St. Stephen, St. Veronica

Secondary - Fr. Bressani, Holy Cross, St. Jean de Brebeuf, St. Joan of Arc, St. Luke

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)

Experience

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 October 7, 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.

Commitment to Equity

YCDSB is an equal-opportunity employer committed to fostering equity and promoting an inclusive workplace culture that reflects the communities we serve. We are dedicated to building an environment that supports and values the inherent worth of every person in the workforce.

This includes, but is not limited to, Indigenous Peoples, Black individuals, 2SLGBTQ+ persons, women, historically underrepresented groups, and people with visible and non-visible disabilities, all of whom bring a wide range of perspectives, lived experiences, and ideas that enhance our learning and working environment.

Accessibility

The Board is committed to creating an accessible and inclusive workplace. Pursuant to the Accessibility for Ontarians with Disabilities Act, 2005 (AODA), if you require code-protected accommodation through any stage of the recruitment process, please contact prior to the posting closing date so that the appropriate arrangements can be made.

Diversity and Inclusion

Aligned with the YCDSB’s commitment to fostering an inclusive workforce, we encourage applications from candidates whose backgrounds and experiences reflect the communities we serve, including but not limited to those who identify as members of equity-seeking groups protected under the Ontario Human Rights Code. Sharing this information is voluntary, and any details provided will be kept confidential.

Vulnerable Sector Check/Criminal Record and Judicial Matters Check

As a condition of employment with the York Catholic District School Board, the successful candidate will be required to provide a Vulnerable Sector Check or a Criminal Record and Judicial Matters Check, depending on the position applied for. The screening must be issued within the past six (6) months and submitted prior to the commencement of employment with the Board.

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.

Catholic Education Centre

320 Bloomington Road West, Aurora, Ontario L4G 0M1 - (905) 713-1211

Jennifer Sarna

Interim Chief Executive Officer

About employer

More about this job

Responsibilities

Support students with moderate to severe safety, physical, behavioural, and other special needs by implementing their education and safety plans and helping them participate safely and independently in school. Collaborate with teachers and multidisciplinary teams to deliver structured academic and social programming, monitor student progress, respond to crises, and assist with daily routines and supervision.

Requirements

Requires a relevant community college diploma or certification from an accredited Ontario institution, current approved crisis intervention practitioner certification, and updated first aid and CPR training. Candidates must have at least three years of recent relevant experience supporting at-risk children or youth, expertise with complex needs and diverse exceptionalities, strong communication skills, and reliable transportation.

Skills

Student Safety Support
Individual Education Plan Implementation
Behaviour Management
Crisis Intervention
Positive Behaviour Support
Student Observation and Progress Tracking
Self-Regulation Support
Conflict Resolution
Augmentative and Alternative Communication
Social-Emotional Learning
Medical and Daily Living Support
Team Collaboration
Communication
First Aid and CPR
Transportation Between Schools

Visa sponsorship

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Keywords

Specialized Educational Intervenor
Individual Education Plan
Personal Intervention Plan
Student Safety Plans
Medical Management Plans
Crisis Intervention
Non-Violent Crisis Intervention
Crisis Prevention Intervention
Behaviour Management Systems
CPI
BMS
UMAB
ASIST
SafeTALK
Applied Behaviour Analysis
Augmentative and Alternative Communication
Self-Regulation
Social-Emotional Learning
Behaviour Tracking
Goal Attainment
Conflict Resolution
Autism Spectrum Disorder
Fetal Alcohol Spectrum Disorder
ADHD
Oppositional Defiant Disorder
First Aid
CPR
Multidisciplinary Team Collaboration

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