DISTRICT SCHOOL BOARD OF NIAGARA

Supply / Long Term Occasional

Designated Early Childhood Educators (DECE’S)

On-call working up to 35 hours per Week

Ongoing Posting

Working at the District School Board of Niagara (DSBN) means being part of a supportive, innovative community that works towards doing what’s best for students, and helping every individual achieve success. We proudly serve over 40,000 students across almost 100 elementary and secondary schools in Niagara, located between Lake Erie in the South and Lake Ontario to the North. DSBN students are at the heart of everything we do.

The Board is currently seeking energetic, compassionate, and student-focused Supply Designated Early Childhood Educators (DECE).

As a Supply DECE, you will have the ability to choose which days of the week you are available to work and which geographical locations you would like to work in. This flexibility promotes a positive work/life balance. Additionally, you will have the opportunity to contribute to an OMERS Pension and if interested, and you want to work on a regular basis there are always opportunities for long-term placements which could lead to full-time permanent employment with the DSBN

Reporting to the principal, the Supply Early Childhood Educator works in collaboration with the classroom teacher to provide high quality and effective play-based education to support enhanced learning and cognitive, emotional and social development for Junior and Senior Kindergarten students in a full-day Early Learning Program in DSBN Schools.

Interested applicants must have:

• Implement curriculum and address individual students’ identified needs, strengths, stages of development and interests.
• Observe, monitor and assess the development of pupils in the Kindergarten Program.
• Implement and plan developmentally appropriate activities to build skills in literacy, numeracy and cognition through large and small group activities.
• Carry out specialized activities to support learning for children with an Individual Education Plan (IEP).
• Develop and maintain effective written, oral, non-verbal and electronic communication with children, families, coworkers, supervisors and individuals/agencies.
• Develop and implement programming and monitor accommodations and/or modifications.
• Provide positive social and emotional experiences to strengthen pro-social skills such as sharing, problem solving and cooperation.
• Organize and supervise children on field trips.
• Plan programs and environments for play and activities which create opportunities for developmental progress.
• Maintain a healthy emotional and social learning context for students.
• Assist children in daily routines, dressing, toileting and lunchtime activities.
• Maintain all appropriate records for students (e.g. attendance, health, etc.).
• Set up classroom (e.g. display, organization of materials, etc.).
• Attend appropriate school-level meetings and professional development activities.

  Skills, Qualifications and Education Requirements

• Two-year College Diploma in Early Childhood Education and must be in good standing with the Ontario College of Early Childhood Educators;
  

• Thorough knowledge of the Ministry of Education’s Kindergarten Program and related legislation,
• Board policies and procedures;
• Ability to communicate in a sensitive, courteous manner with children, parents, staff and the general public and an understanding and commitment to confidentiality;
• Proven ability to follow policies and procedures in an appropriate and timely manner;
• Proven ability to deal with classroom management and emergency situations and to take appropriate actions based on established Board policies and procedures;
• Computer skills and strong organization/time management skills and the ability to meet deadlines;
• Ability to stand/walk for extended periods and move/carry equipment for program;
• Must be able to physically assist children as required (e.g. lifting, toileting) - may need to meet physical demands analysis;
• Provision of a satisfactory Police Clearance including a Vulnerable Sector Police Check from the last 6 months (or ability to obtain one) is a condition of employment.

To apply, please submit a cover letter and resume and include three (3) professional references. We thank all the candidates for their interest, however, only those selected for an interview will be contacted.

The District School Board of Niagara is committed to equity and inclusion in the recruitment and hiring of it’s employees, who reflect the diversity of our community and students we serve. We encourage and welcome submissions from candidates from diverse backgrounds to build a supportive and inclusive workplace. DSBN welcomes applications from: Indigenous peoples, members of visible minorities, women, persons with visible and non-visible disabilities, persons of minority sexual orientations and gender identities, and others with the skills and knowledge to productively engage with diverse communities. The DSBN is committed to “Achieving Success Together” and recognizes that increasing the diversity of its workforce supports this objective.

DSBN will make interview and employment accommodations during the selection process, based on any of the human rights protected grounds. Please notify us in advance and we will work with you to meet your needs. Applicants are thanked for making known their interest in working for the District School Board of Niagara. We encourage applications from all qualified individuals; however, only those under consideration will be contacted.

Land Acknowledgement

The land on which we gather is the traditional territory of the Haudenosaunee and Anishinaabe peoples, many of whom continue to live and work here today. This territory is covered by the Upper Canada Treaties and is within the land protected by the Dish with One Spoon Wampum agreement. Today this gathering place is home to many First Nations, Métis, and Inuit peoples and acknowledging this reminds us that our great standard of living is directly related to the resources and friendship of Indigenous people.