The Cape Breton-Victoria Regional Centre for Education is responsible for the administration of the public school system within the boundaries of Cape Breton and Victoria Counties, supporting approximately 12,000 students in 38 schools.
We foster a caring, dynamic, and creative environment that provides educational opportunities, promotes a love of learning, respect for others and challenges all persons to develop their full potential to become confident, versatile, lifelong learners and thinkers. We are committed to ensuring the success and achievement of all students within a culturally responsive, safe, and inclusive school environment.
The CBVRCE invites applications for the above noted position as we work together to create success for all students in our region. Our goal is to be a diverse workforce that is representative, at all job levels, of the students we serve. The Centre for Education welcomes applications from Indigenous People, African Canadian and Other Racially Visible Persons, Members of the 2SLGBTQI++ community, Persons with Disabilities and Women in occupations or positions where they are under-represented. If you are a member of one of these equity groups, we encourage you to apply and self-identify on your application. Applicants with disabilities who require assistance during the application process may contact Claudette Vickers at 902-562-6812 or c-vickers@cbvrce.ca to request reasonable accommodations.
Application Deadline: Thursday May 29, 2025 by Midnight
Qualifications:
· Bachelor of Education degree
· Experienced teacher with at least 10 years' recent classroom teaching experience in grades 6 to 8 (within the past 13 years).
· Proven experience as a classroom teacher with effective behavior management.
· Strong knowledge of behavioral theories, classroom management techniques, and student development.
· Excellent communication, interpersonal, and coaching skills.
· Strong understanding of Culturally and Linguistically Responsive Pedagogy
· Ability to develop actionable plans and implement effective interventions.
· Possess well-developed organizational strategies to assist teachers to create a positive classroom environment
· Ability to work collaboratively with diverse teams and manage multiple priorities.
· Training or trauma aware and/or restorative practices
· Knowledge of evidence-based approaches in programming and intervention for students.
· The ability to provide direction and support to teachers in relation to the skills required to effectively teach in a complex classroom
Applicants must:
upload a completed resume and cover letter with their application
ensure your resume addresses required qualifications and competencies
include 3 references, one of which is the applicant's immediate supervisor
Applicants must demonstrate, through their application, the necessary competencies and qualifications in this posting. The process may include an interview.
Complex Behaviour Coach/Support – (Secondary)
This is a One (1) Year position from August 1, 2025 to July 31, 2026
Base: TBD
Objective:
These positions will provide support for classroom teachers in middle schools with proactive behavior management strategies that support a wide range of learners through responsive practice. This role is designed to support teachers in addressing the diverse academic, social, and emotional needs in classrooms, focusing on creating a supportive, structured environment that promotes positive behavior, emotional regulation, and academic success. The Coach will work with teachers to implement differentiated instruction and universal design for learning, while promoting safe learning spaces and fostering resilience in students.
Responsibilities:
Teaching and Instruction: Model and work with teachers to provide coaching on differentiated, trauma-informed instruction that meets the academic and developmental needs of all learners. Develop strengths-based strategies that are responsive to strengths, interests, and cultural diversity of the learners. Support teacher planning and instruction that is responsive to classroom dynamics and student identities. Provide non-evaluative observational data for teacher reflection that supports enhancing instructional practice and supports teacher growth planning.
Social-Emotional Support: Work closely with staff to develop social-emotional skill strategies within the classroom, including self-regulation, conflict resolution, and effective communication. Sharing restorative practices to help teachers and students address conflicts and promote a positive classroom culture.
Professional Development: Provide guidance and coaching to classroom teachers on effective strategies that promote positive behavior, emotional regulation, and academic success in the classroom. Lead professional development sessions focused on trauma-aware/informed care, de-escalation techniques, and restorative practices.
Collaboration and Communication: Work collaboratively with school teams such as SPT and TST, and administration.
Data Collection and Analysis: Work with schools to monitor and track student behavior and academic progress. Analyze data to assess the effectiveness of interventions and adjust strategies as needed to improve student outcomes.
Resource Development: Supporting teachers making effective use of educational materials, behavior charts, visual supports, and other tools that enhance learning and support positive behavior.
· Assisting with the planning and implementation of classroom management strategies and approaches that support students.
· Model and coach staff in the implementation of programming and strategies that support safe learning environments.
· Deliver professional development for school staff in universal, targeted, and individualized behavior management strategies that support success for students in all school settings.
Goals:
· Improved engagement and academic success for students.
· Increased social-emotional growth in students, resulting in safer learning environments and improved peer relationships.
· Enhanced teacher practice that leads to a more cohesive and supportive school environments.
· A more data-driven approach that guides reflection, resulting in continuous improvement of interventions and strategies.
Salary is as per NSTU Provincial Collective Agreement
