Education professions

Definition

Public schools in New Brunswick are known for their inclusive and compassionate learning environment, in which the children’s holistic development is the top priority. The province’s education system is characterized by its innovative pedagogy that places the children at the heart of their learning. As a result, the teacher’s role is to guide students in gaining knowledge and skills.

A teacher's role involves delivering engaging instruction, assessing, and supporting students' progress, managing the classroom environment, and motivating students. They are skilled to adapt their teaching to meet diverse needs, collaborate with colleagues and parents, and pursue ongoing professional development to enhance their skills.

Qualifications:

Every teacher employed in public schools in New Brunswick (k-12) is required to hold a valid New Brunswick Teacher Certificate or an Interim Teacher’s Certificate. See Teacher certification for more information.

Salary range: For information on rates of pay, consult Schedules G of the New Brunswick Teachers’ Federation Collective Agreement

Definition

Working under the umbrella of Education Support Services, the Behaviour Intervention Mentor (BIM) assists other school personnel in the provision of direct services to students through evidence-based interventions and strategies to reach the desired end. This is professional and mentoring work in the planning and provision of services and activities to directly assist school teams in supporting students with challenging behaviour such that it does not impede the teaching and learning process in the classroom.

Duties will also include providing training to school personnel in such areas as conflict management, anger management, observation techniques and teaching social skills.

Work will also consist of developing strategies to improve students’ retention to promote positive social and communication skill development in students, as well as support the school team in developing positive learning environment initiatives.

This role is essential in fostering a supportive and inclusive school environment, ensuring that all students can thrive academically and socially.

Qualifications:

Graduation from university at the bachelor level in psychology, social work, or education with specific knowledge regarding behavioural and mental health challenges. Knowledge of positive support, behaviour management strategies, applied behaviour analysis and crisis intervention is desirable. An equivalent combination of training and experience may be considered.

For information on rates of pay, consult Schedule A of the New Brunswick Union of Public and Private Employees (Group: Professional Support) Collective Agreement.

Definition

Educational Assistant (EA) is a role that contributes to the education of learners in inclusive schools and classrooms. They support learners with diverse needs as directed by the educator(s). This can include individual, small group and/or class-wide support. EAs promote and foster independence with learners and facilitate pro-social peer interactions. Their tasks range from supporting learners in all learning environments to more personal care, under the guidance of an educator(s). It’s a role that requires flexibility and a strong commitment to educational and personal support of learners.

Qualifications:

Graduation from high school supplemented by completion of an approved training course related to the field of work, and experience or demonstrated ability in dealing with children, or any equivalent combination of training and experience. Specific training, deemed essential by the school district to meet the special needs of the student(s), may also be required.

For information on rates of pay, consult Schedule B of the Canadian Union of Public Employee (Local 2745) Collective Agreement.

Definition

The School Psychologist provides a broad range of professional psychological services in the application of the science of psychology as part of an interdisciplinary Child and Youth team that provides service/interventions to assist youth in the areas of academics, behavioural, social/emotional, mental health and/or addictions. Work primarily involves direct intervention, participation in the development of intervention plans, preventive and crisis response programs. Responsibilities may also involve providing mental health diagnoses, diagnosis of learning disabilities, consultation with teachers, administrators, school personnel, other professionals and families in a collaborative process of defining problems and identifying appropriate interventions, psychological assessments and professional development. The School Psychologist may be required to provide guidance, training and orientation to Child and Youth team members and other professionals. They may also be required to provide supervision to residents in psychology and psychometrists.

Qualifications:

• Licensed membership in the College of Psychologists of New Brunswick. Successful completions of course work in child and adolescent development as well as child and adolescent exceptionalities are required.
• In New Brunswick, psychologists must be registered with the College of Psychologists of New Brunswick. Since 2020, All new registrants into the profession in New Brunswick must have a Doctoral degree (PhD or PsyD) in Psychology unless they are actively registered in another Canadian jurisdiction and transferring that registration to New Brunswick.

For information on rates of pay, consult Schedule A of the New Brunswick Union of Public and Private Employees (Group: Professional Support) Collective Agreement.

Definition

This is a professional social work position that provides service/interventions to individuals, families, and groups to assist youths in the areas of academics, behavioural, social/emotional, mental health and/or addictions. The work involves assessment, counseling, intervention, mediation, and rehabilitation. School social workers are responsible for establishing and maintaining effective working relationships with youth, families, school staff, other GNB and community service providers. Work requires considerable mature professional judgment and initiative, an understanding of interpersonal relationships and family dynamics, knowledge of the theories of intervention and trauma-informed approaches, mediation, social and family dynamic assessment, and the ability to counsel individuals and groups. Social workers may be required to provide guidance, training and orientation to Child and Youth team members and other professionals. They may also be required to provide supervision of social work placements.

Qualifications:

Graduation from university with a Bachelor’s in social work or a related discipline.

For information on rates of pay, consult Schedule A of the New Brunswick Union of Public and Private Employees (Group: Professional Support) Collective Agreement.

Definition

Speech-Language Pathologists (S-LPs) play a vital role in the development of learners’ speech, including receptive and expressive language. S-LPs bring specialized knowledge to assist school staff in identifying communication problems and in providing assistance for building speech, language, and literacy skills.

The S-LP provides assessment, consultation and collaboration to educational staff and families/caregivers and provide intervention depending on the needs of the learner. This includes providing professional learning to the school team when applicable.

The S-LP’s scope of practice includes but, is not limited to, receptive and expressive language development, speech sound development, phonological awareness, augmentative and alternative communication (AAC), voice and resonance disorders, stuttering and related disorders, and feeding and swallowing.

Qualifications:

• Master’s degree in Speech Language Pathology or Communication Disorders from a recognized university.
• Registered and a member in good standing with the New Brunswick Association of Speech Language Pathologists and Audiologists and eligible for membership with the Canadian Association of Speech Language Pathologists and Audiologists.

For information on rates of pay, consult Schedule A of the New Brunswick Union of Public and Private Employees (Group: Professional Support) Collective Agreement.

Definition

The bus ride to and from school is an integral part of a child's school day. Bus drivers are often the first and last contact learners make in their day. Even children who do not use the bus to get to and from school will probably ride a school bus at some point throughout the year. Whether they are on a ride to school, a field trip or a sporting event, bus drivers provide reliable transportation and everyone’s safety following the Motor Vehicle Act, the Education Act and other applicable regulations and policies.

Bus drivers are responsible to keep the bus clean and ensure it is safe to operate. Work is performed independently according to established routes. Drivers use good judgement and are able to manage the atmosphere within the vehicle to offer a safe environment for all.

Qualifications:

• High school diploma or GED or any other equivalent in training and experience recognized by the employer
• Valid NB Drivers license class 5
• Valid 2BE drivers license OR ready to take on the provincial training for bus drivers (approx. 40 hours)

For information on rates of pay, consult Schedule A of the Canadian Union of Public Employee (Local 1253) Collective Agreement.

Definition

Each school in New Brunswick provides a clean and safe learning environment through the maintenance of its facilities. Although daily routines and protocols are to be followed, custodians are also key players in maintaining the standards through various weather conditions.

The custodial role involves cleaning and minor repairs in public schools. Tasks can include sweeping, mopping, waxing floors, cleaning washrooms and windows, shoveling snow, mowing lawns, operating heating systems, and inspecting equipment (indoor and outdoor). General good health is essential.

Qualifications:

• High school diploma, or GED, or any other equivalent in training and experience recognized by the employer.
• Experience in building maintenance (an asset)

For information on rates of pay, consult Schedule A of the Canadian Union of Public Employee (Local 1253) Collective Agreement.