Inner City Secondary School Worker

NATURE AND SCOPE OF WORK

An Inner City Secondary School Worker (ICSSW) works in a collaborative team environment, receives direction from a teacher and reports to management. An ICSSW may work without close supervision. The overall program responsibility for student instruction remains with the teacher.

TYPICAL RESPONSIBILITIES

The work involves providing assistance to the program through the delivery of a variety of instruction and services under the direction of the teacher. These include:

·  Providing academic and behavioural assistance, in consultation with the counselor and teacher, for students working toward their grade 10 academic completion.
·  Working with students with literacy and numeracy issues.
· Providing academically focused activities to whole group and small groups, as well as individual tutoring, under the supervision of the teacher.
· Working in a team based approach to academic goal setting, problem solving and program development.
· Providing feedback, in a team based setting on the curriculum and being able to specify how curriculum can be adjusted to meet individual learning styles.
· Assisting in the development and implementation of Individual Education Plans (IEPs), as required.
· Carrying out a variety of activities related to social and emotional development, under the supervision of the counselor.
· Maintaining files and records regarding the services provided to students as requested.
· Maintaining confidentiality of sensitive information.
· Participating in meeting with parents to discuss individual student progress.
· Performs other duties, as required.


JOB REQUIREMENTS

KNOWLEDGE, ABILITIES AND SKILLS

Knowledge of learning issues that affect children and the school programming possibilities and strategies which might be used to deal with them.

Ability to establish and maintain rapport and effective work relationships with students and staff.

Ability to understand and work with core curriculum at the appropriate grade levels.
Knowledge of and experience with integrating literacy and numeracy across the curriculum.

An understanding and demonstrated commitment to the philosophy, goals and processes for including students with learning and behavioural needs into the classroom.

Ability to implement clearly defined limits of acceptable behaviour, and to chart and record behavioural observations.

Knowledge and ability to use computer programs.

Ability to work in a team environment with teachers, parents, health care professional, and district staff, etc.

Demonstrated ability to communicate effectively in written and oral English.

Interpersonal, communication and problem solving skills required to participate in a team based classroom approach.

TRAINING AND EXPERIENCE

Successful completion of grade 12 and additional post-secondary courses in literacy methodology and teaching of reading strategies for academic success, or classroom and curriculum development experience in areas of literacy learning from a post-secondary institution recognized by the District.

At least two years previous related experience.

or

An equivalent combination of training and/or experience.