THE KENORA CATHOLIC DISTRICT SCHOOL BOARD

The Kenora Catholic District School Board (KCDSB) educates more than 1300 students from diverse cultures and backgrounds in 4 elementary schools and 1 secondary school located in beautiful Kenora and Red Lake, Ontario. At KCDSB we welcome students to experience a quality, inclusive and values-based education in a caring Catholic school community. Our mission goes beyond academics, the arts and athletics. Our goal is to provide excellence in Catholic education and grow graduates who become fully engaged citizens able to contribute to their families, communities and society. Our staff is among our greatest resources. The people we hire have a direct impact on the success of our students. With approximately 180 academic and 80 permanent support staff, the KCDSB is one of the largest employers in the region.
KCDSB Invites applications for the following 12-month 1.0 FTE (Full Time Equivalent) Permanent position:
Student Regulation and Engagement Lead
Start Date: As soon as possible
Location: Kenora, ON
Salary: $90,574-$112,692
The Student Regulation and Engagement (SRE) Lead plays a pivotal role in shaping inclusive, trauma-informed, and equitable learning environments across the board. Operating with a high degree of autonomy and system-level influence, the SRE Lead ensures that behavioural support programming aligns with board priorities, Ministry of Education mandates, and emerging best practices. This leadership position requires clinical expertise, strategic foresight, and a commitment to fostering student well-being and success.
The SRE Lead supervises, and mentors specialized staff (e.g. SRE Coaches and Group facilitators) and is a member of Instructional Services, providing board-wide leadership direction, and clinical expertise in design, implementation, and evaluation of behaviour supports for students from Kindergarten through Grade 12. This position is critical to the system-wide implementation of Applied Behaviour Analysis (ABA), Positive Behavioral Interventions Supports (PBIS), and trauma-informed practices in alignment with Ministry of Education mandates, including PPM 140.

QUALIFICATIONS:

• 
  
  
  
• Bachelor’s Degree in relevant field (i.e. Psychology, Behavioural science or Education)

• Minimum of 3 years’ experience providing ABA services, preferably with children on the autism spectrum
• Demonstrated experience in adult learning and professional development facilitation
• Experience working with children and youth with special educational and behavioural needs, including those with Autism Spectrum Disorder
• Training and experience in implementing ABA principles
• Strong knowledge of the Ontario elementary and secondary education system
• Excellent organizational, coordination and leadership skills
• Exceptional communication skills, with the ability to engage effectively at all levels of the organization, including senior leadership, school teams, and external partners

• 
  
  
  
• Deliver CPI’s Nonviolent Crisis Intervention or the Behaviour Management training Program to staff, ensuring adherence to trauma-informed, ethical, and evidence-based standards

• Provide coaching and capacity-building support to interdisciplinary school teams, including Principals, Teachers, Learning Resource Teachers (LRTs), and Educational Assistants (EAs)
• Design and implement board-wide professional development in Applied Behaviour Analysis (ABA), Positive Behavioural Interventions and Supports (PBIS), Autism Spectrum Disorder (ASD), trauma-informed care, and inclusive classroom practices
• Collaborate with internal leadership, multi-disciplinary teams, and external agencies to support students with complex behavioural and regulatory needs
• Lead the development of board procedures related to behaviour intervention and inclusive practices, contributing policy-level insight
• Integrate current research and sector innovations into board practices to ensure responsiveness, equity and inclusiveness
• Manage budgets strategically and pursue grants and funding opportunities to enhance services and supports
• Conduct and oversee behavioural assessments and data-informed intervention planning
• Monitor fidelity and performance of ABA and PBIS implementation across the system
• Serve as a primary liaison between school administration, clinical teams, and external agencies to coordinate behavioural supports
• Oversee the creation and continuous improvement of individualized Behaviour and Safety Plans and Skill-Based Treatment goals using evidence-based, trauma-informed approaches