Overview of salaries statistics of the profession "Educator in "

The 3C Pediatric Medicine and Intermediate Care Unit at McMaster Children’s Hospital (MCH), the largest unit at MCH, provides inpatient tertiary, acute, and sub-speciality care to pediatric medical patients.  Our newly renovated, state of the art department is a dynamic, fast-paced unit where specialized medical care is provided to children with complex medical care needs. The 3C Pediatric Medicine department at MCH takes an innovative approach to our orientation programs. We welcome nurses entering the profession and are committed to ensuing a successful transition from student to nurse.  Our 3C Registered Nurses care for a wide range of pediatric patients with complex medical issues including congenital abnormalities, endocrine, gastrointestinal, cardiac, respiratory, musculoskeletal disorders, neurology, and pediatric trauma. All pediatric medicine nurses are set up for success and go through a comprehensive onsite orientation program, led by experienced health care professionals and educators. As a member of the multidisciplinary healthcare team, the Registered Nurse coordinates and evaluates patient care and provides nursing care according to the standards of practice for Registered Nurses, working collaboratively in the both the medical and level 2 step-down unit.  3C provides opportunities to develop your skills and expertise and prides itself on a fast, friendly and welcoming environment with an emphasis on the wellbeing and mentorship of our nurses.

NRT staff are valued members of HHS and respond to needs based on patient acuity, replacement for sick time, vacation, and known vacancies. As a NRT Nurse, you receive exposure to a wide range of patient populations including medical/surgical, pediatrics and women’s health, perioperative, and critical care. All new NRT nurses are set up for success and go through a comprehensive onsite orientation program, led by experienced health care professionals and educators. NRT provides opportunities to grow your skills and expertise and prides itself on growing and mentoring our nurses.

The Juravinski Intensive Care Unit (ICU) is a 25 bed tertiary care unit supporting multiple clinical programs including the regional programs for central-south Ontario. The ICU provides specialized levels of care to the hematology, oncology, orthopedic, medical and surgical patient populations, utilizing a multidisciplinary and collaborative team approach dedicated to the principles of patient and family-centered care.  Our ICU nurses are set up for success and go through a comprehensive onsite orientation program, led by experienced health care professionals and educators. As a member of the multidiscipline healthcare team, the Registered Nurse coordinates and evaluates patient care and provides nursing care according to the standards of practice for Registered Nurses in Critical Care.

The SHF is part of the Community & Population Health Program and approved to operate until March 2024. Registered Practical Nurses (RPNs) recruited for the SHF are hired into permanent positions through the Nursing Resource Team (NRT).  The RPN will work as part of a multidisciplinary team within the SHF. Our SHF nurses are set-up for success and go through a comprehensive on-site orientation program, led by experienced health care professionals and educators. As a member of the multidisciplinary healthcare team, the RPN coordinates and evaluates patient care and provides nursing care according to the standards of practice for RPNs.

Designated Early Childhood Educator (Casual) Schools and administrative sites within the Hamilton-Wentworth Catholic District School Board (HWCDSB) give witness to the truth that Jesus Christ is the foundation and the heart of Catholic Education and the centre of its community. Central to this vibrant and student focused system is a vision of students as uniquely created in the image of God. This commitment is expressed and realized in the Board’s Mission which is:“In union with our Bishop, to enable all learners to realize the fullness of humanity of which our Lord Jesus Christ is the model”Hamilton-Wentworth Catholic District School Board (HWCDSB) is committed to equity and inclusion in the recruitment and hiring of qualified staff who reflect the diversity of students and our community. We actively encourage applications from members of groups with historical and/or current barriers to equity, including, but not limited to: * First Nations, Métis and Inuit peoples, and all other Indigenous peoples; * members of groups that commonly experience discrimination due to race, ancestry, colour or place of origin; * persons with visible and/or invisible (physical and/or mental) disabilities. Description:Reporting to the Principal, the Early Childhood Educator will partner with the classroom teacher to plan and implement the kindergarten program within a Catholic school environment classroom.Qualifications: Minimum two-year community college Early Childhood Education Diploma Member in good standing within the Ontario College of Early Childhood Educators Valid Certificate in First Aid and CPR (preferred) Knowledge of The Ministry of Education Kindergarten Program 2016 Knowledge of the Growing Success - The Kindergarten Addendum 2016 Adhere to the Code of Ethics and Standards of Practice (CECE) College of Early ChildhoodEducators Ability to communicate in a sensitive, courteous manner with children, parents and staff Understanding and commitment to confidentiality Proven ability to appropriately deal with classroom management, stressful and emergency situations and to take appropriate actions based on established Board policies and procedures Minimum 2 years’ experience working in an Early Learning setting Current, completed and clear Vulnerable Sector check will be required prior to hiring Driver’s license Own reliable transportation to travel to any school within the HWCDSB’s jurisdiction, preferred A full faith reference package must be submitted with the resume.Salary: $20.16 + 4% vacation payLocation: VariousLast date for consideration: O P E NPlease include the full posting title within the subject line. The resume must include two (2) Professional References; and a full Faith Reference package. It must also include an authorization to contact references provided. Thank you to all applicants who submit their application. Please note that consideration will be given to those applicants who submitted a complete package. Only those applicants eligible for an interview will be contacted.In our efforts to ensure an inclusive, diverse and representative workforce, HWCDSB will: value, promote and encourage the hiring of staff from under-represented communities;value applicants’ additional experiences, lived experience, skills, backgrounds and perspectives collect voluntary self -identification data from applicants in accordance with the Ontario Human Rights Code, HWCDSB’s Teacher Hiring Practices Administrative Procedures, and Ontario’s Anti - Racism Data Standards: Where the required skills, ability and qualifications of candidates are relatively equal, candidates who self-identify as a member of one or more under-represented groups may be selected.The HWCDSB is also an equal opportunity employer that is committed to inclusive, barrier-free recruitment and selection processes. We also recognize our duty to accommodate and foster a culture of inclusion. We will provide accommodations during the hiring process. If an accommodation is required, please inform the Human Resources Team or Hiring Manager in advance of any part of the process. All information received relating to a candidate’s required accommodation will be addressed confidentially.

About Hillfield Strathallan College Founded in 1901, Hillfield Strathallan College (HSC) offers a seamless academic journey from 18 months to 18 years. Located on a 50-acre campus on Hamilton's West Mountain, HSC provides a unique educational pathway for students through four school offerings: Junior, Montessori, Middle and Senior. HSC prepares students to live with purpose - to understand their world, inspire, lead, act and make a difference in their own unique ways. Supply Early Childhood Educators Position Overview: The supply Early Childhood Educator will be available for daily and long term assignments. They will collaborate with classroom teachers and assist in delivering a program that enhances children’s cognitive, physical, social, spiritual and emotional development. Qualifications: 2 year community college Early Childhood Education Diploma with experience in a childcare or educational setting; Member in Good Standing with the Ontario College of Early Childhood Educators; Knowledge of Ministry of Education full day early learning kindergarten program; Experience in planning and implementing age appropriate programs; Knowledge of related legislation and pertinent Board policies and directives such as, but not limited to Administration of Medication and/or Special Services Ability to communicate in a professional manner with children, parents, staff and the general public; Strong organizational and management skills Demonstrate knowledge of classroom management One year of experience as an ECE in a childcare centre and Early Learning Program is preferred; however, new graduates are welcome to apply Current certificate in First Aid and CPRPlease indicate your interest by submitting a resume and covering letter by to http://hsc.simplication.com/WLSBLogin.aspxOur commitment to inclusion across gender, age, religion, identity and experience moves us forward and creates a sense of community at HSC that we are proud of, where everyone feels welcome and feels that they belong.We encourage applicants who may contribute to the further diversification of this community. Pursuant to the Accessibility for Ontarians with Disability Act, if you require accommodations at any time throughout the application process, please contact Human Resources prior to the closing date so the appropriate arrangements can be made.While we thank all applicants in advance for their interest, only those selected for interviews will be contacted.

Elementary Occasional Job Posting Elementary Occasional Teachers are invited to apply for this opportunity. HWDSB Indigenous Education - Mohawk as a Second Language (System Position) Current Location: Queen Mary/Remote. Location subject to change based on operational needs. SCHEDULE: Days 1 - 5, 9:00am - 12:10pm QUALIFICATIONS: Ministry Requirements as outlined in The Education Act Ability to read, write and speak Mohawk Indigenous to Turtle Island (North America) and/or First Nations/Metis/Inuit Indigenous lived experience related to Indigenous Educational Wellness**Ontario College of Teachers certification is required however if you're comfortable speaking and teaching the language you're encouraged to apply.**PREFEREED QUALIFICATIONS: Post-secondary Indigenous Teacher Education programs, or equivalent First Nations, Metis, Inuit Studies - Intermediate, Senior or Part 1 Primary/Junior/Intermediate qualificationsKEY COMPETENCIES: As a member of a collaborative team consisting of the Indigenous Education Lead and larger Indigenous Education Kahwà:tsire/Zaagi'idiwin/Family, and the school staff and community, the teacher should demonstrate: Sound knowledge of the Indigenous Education Circle Strategic Action Plan (IECSAP) and Restorative Journey: Indigenous Educational Wellness. Humility and compassion in their approach to supporting the needs of Indigenous learners. An ability and ongoing commitment to establishing trusting and respectful relationships with Indigenous learners, their families, caregivers and the local Indigenous community. An ability and willingness to work with students who have complex needs and unique lived experiences based on colonialism to achieve positive outcomes and flexibility to respond to individual strengths and needs. Experience in the areas of Indigenous educational pedagogy and support of Indigenous learners. Experience developing curriculum and learning resources that reflects distinct and diverse Indigenous traditions, cultures, and perspectives (Restorative Indigenous Educational Wellness). A full understanding and acceptance that Indigenous Knowledges are implemented masterfully in a manner that leads to meaningful connections to curriculum. Expertise and interest in inquiry-based and experiential learning. The ability to program from a strengths-based perspective where all aspects of Indigenous learners (intellectual, emotional, physical and spiritual) are thoughtfully and respectfully considered. An understanding of Syncretism (blending our best tools and gifts to best support students) by engaging in professional learning, accessing school and system level supports, and collaborating with school and system level staff to best meet the needs of students and programming. A willingness to attend meetings that are intended to bring Indigenous educators and community members together to support programming and initiatives, where possible (IEC meetings, FNMICAC meetings, etc.). Method of Interview: In-person interviews will be conducted by a panel that includes the Indigenous Education Lead, HWDSB Principals, and other members of the Indigenous Education Kahwà:tsire/Zaagi'idiwin/Family.**Successful applicant must have access to a reliable internet connection** Employment Equity Statement Hamilton-WentworthDistrict School Board (HWDSB) is committed to building inclusivelearning and working environments where students see themselvesreflected in the curriculum, staff population, physical surroundings andthe broader community.HWDSB’smission is to empower students to learn and grow to their fullpotential in a diverse world. Guided by this mission, HWDSB strives tobuild a workforce that embodies the values of human rights, equity,diversity and inclusion, while reflecting and welcoming the diverse anddistinct identities, experiences and needs of our students and ourcommunities.HWDSBseeks qualified candidates who share our commitment to equity andinclusion, and who will contribute to the vision of creating inclusiveand equitable outcomes. HWDSB especially invites and welcomesapplications from: Indigenous Peoples (e.g. First Nations, Métis and Inuit peoples;) Members of groups that commonly experience discrimination due to race, ancestry, colour, religion and/or spiritual beliefs, or place of origin; (e.g. Black and racialized communities, immigrant communities, etc.) Persons with visible and/or invisible (physical and/or mental) disabilities; Persons who identify as women; and Persons of marginalized sexual orientations, gender identities, and gender expressions. (i.e. Two-spirit and LGBTQIA+)Aspart of HWDSB’s commitment to employment equity and removing barriersto groups that have faced and continue to face barriers in employment,we invite all applicants to complete a voluntary question(s) thatcollects identity-based information. The voluntary question(s) is on theApply to Education application page for this position.HWDSBis committed to providing accommodation throughout the recruitment andselection process, based on any human rights protected grounds. If yourequire accommodation, please notify us in advance and we will work withyou to meet your needs. Land Acknowledgement HWDSB islocated on ancestral Anishinaabe and Haudenosaunee Confederacy land asdetermined by the Dish with One Spoon treaty. The Dish with One Spoonwampum belt represents the treaty relationship between the HaudenosauneeConfederacy and Anishinaabe with respect to sharing the land andresources thereon. The intent of this agreement is for all nationssharing this territory to do so responsibly, respectfully andsustainably in perpetuity. We respect the longstanding relationshipswith the local Indigenous communities, the Mississaugas of the CreditFirst Nation and the Six Nations of the Grand River.Applicant Self-Identification Form Theinformation collected on this form is used to monitor HWDSB’s progresstoward our equity goals including our commitment to diversity in HWDSBrecruitment and hiring practices.Weare committed to the security and confidentiality of information underour control, and to the protection of privacy with respect to personaland confidential information that is collected, used, disclosed andretained in the system (Policy 1.6 - Privacy). Information on this form is collected pursuant to Ontario’s Education Equity Action Plan (Ministry of Education) and in accordance with the Municipal Freedom of Information and Protection of Privacy Act (MFIPPA).Access to this form is restricted to specific individuals in HumanResources. The Research and Analytics Department will use aggregate datafrom all the forms (not individual data) for internal reporting. Theiraccess and use of the data is governed by MFIPPA and ethical research practices.Applicant Self-Identification Forms will be maintained in the HumanResources job competition file and securely destroyed 1 year after the job posting for candidates not selected for an interview and 6 years after thejob posting for candidates interviewed, in accordance with general records retention principles.Ifyou prefer not to answer any of the questions, you can select “prefernot to answer”. This in no way affects your application or the applicantselection process. If you have questions or concerns about this formplease contact [email protected].

HWDSB Indigenous Education - Mohawk as a Second Language (System Position) Current Location: Queen Mary. Location subject to change based on operational needs. SCHEDULE: Days 1 - 5. Bell times are 9:00am - 3:20PM QUALIFICATIONS: Ministry Requirements as outlined in The Education Act Ability to read, write and speak Mohawk Indigenous to Turtle Island (North America) and/or First Nations/Metis/Inuit Indigenous lived experience related to Indigenous Educational Wellness**Ontario College of Teachers certification is required however if you're comfortable speaking and teaching the language you're encouraged to apply.**PREFEREED QUALIFICATIONS: Post-secondary Indigenous Teacher Education programs, or equivalent First Nations, Metis, Inuit Studies - Intermediate, Senior or Part 1 Primary/Junior/Intermediate qualificationsKEY COMPETENCIES: As a member of a collaborative team consisting of the Indigenous Education Lead and larger Indigenous Education Kahwà:tsire/Zaagi'idiwin/Family, and the school staff and community, the teacher should demonstrate: Sound knowledge of the Indigenous Education Circle Strategic Action Plan (IECSAP) and Restorative Journey: Indigenous Educational Wellness. Humility and compassion in their approach to supporting the needs of Indigenous learners. An ability and ongoing commitment to establishing trusting and respectful relationships with Indigenous learners, their families, caregivers and the local Indigenous community. An ability and willingness to work with students who have complex needs and unique lived experiences based on colonialism to achieve positive outcomes and flexibility to respond to individual strengths and needs. Experience in the areas of Indigenous educational pedagogy and support of Indigenous learners. Experience developing curriculum and learning resources that reflects distinct and diverse Indigenous traditions, cultures, and perspectives (Restorative Indigenous Educational Wellness). A full understanding and acceptance that Indigenous Knowledges are implemented masterfully in a manner that leads to meaningful connections to curriculum. Expertise and interest in inquiry-based and experiential learning. The ability to program from a strengths-based perspective where all aspects of Indigenous learners (intellectual, emotional, physical and spiritual) are thoughtfully and respectfully considered. An understanding of Syncretism (blending our best tools and gifts to best support students) by engaging in professional learning, accessing school and system level supports, and collaborating with school and system level staff to best meet the needs of students and programming. A willingness to attend meetings that are intended to bring Indigenous educators and community members together to support programming and initiatives, where possible (IEC meetings, FNMICAC meetings, etc.). Method of Interview: In-person interviews will be conducted by a panel that includes the Indigenous Education Lead, HWDSB Principals, and other members of the Indigenous Education Kahwà:tsire/Zaagi'idiwin/Family.Employment Equity Statement Hamilton-WentworthDistrict School Board (HWDSB) is committed to building inclusivelearning and working environments where students see themselvesreflected in the curriculum, staff population, physical surroundings andthe broader community.HWDSB’smission is to empower students to learn and grow to their fullpotential in a diverse world. Guided by this mission, HWDSB strives tobuild a workforce that embodies the values of human rights, equity,diversity and inclusion, while reflecting and welcoming the diverse anddistinct identities, experiences and needs of our students and ourcommunities.HWDSBseeks qualified candidates who share our commitment to equity andinclusion, and who will contribute to the vision of creating inclusiveand equitable outcomes. HWDSB especially invites and welcomesapplications from: Indigenous Peoples (e.g. First Nations, Métis and Inuit peoples;) Members of groups that commonly experience discrimination due to race, ancestry, colour, religion and/or spiritual beliefs, or place of origin; (e.g. Black and racialized communities, immigrant communities, etc.) Persons with visible and/or invisible (physical and/or mental) disabilities; Persons who identify as women; and Persons of marginalized sexual orientations, gender identities, and gender expressions. (i.e. Two-spirit and LGBTQIA+)Aspart of HWDSB’s commitment to employment equity and removing barriersto groups that have faced and continue to face barriers in employment,we invite all applicants to complete a voluntary question(s) thatcollects identity-based information. The voluntary question(s) is on theApply to Education application page for this position.HWDSBis committed to providing accommodation throughout the recruitment andselection process, based on any human rights protected grounds. If yourequire accommodation, please notify us in advance and we will work withyou to meet your needs. Land Acknowledgement HWDSB islocated on ancestral Anishinaabe and Haudenosaunee Confederacy land asdetermined by the Dish with One Spoon treaty. The Dish with One Spoonwampum belt represents the treaty relationship between the HaudenosauneeConfederacy and Anishinaabe with respect to sharing the land andresources thereon. The intent of this agreement is for all nationssharing this territory to do so responsibly, respectfully andsustainably in perpetuity. We respect the longstanding relationshipswith the local Indigenous communities, the Mississaugas of the CreditFirst Nation and the Six Nations of the Grand River.Applicant Self-Identification Form Theinformation collected on this form is used to monitor HWDSB’s progresstoward our equity goals including our commitment to diversity in HWDSBrecruitment and hiring practices.Weare committed to the security and confidentiality of information underour control, and to the protection of privacy with respect to personaland confidential information that is collected, used, disclosed andretained in the system (Policy 1.6 - Privacy). Information on this form is collected pursuant to Ontario’s Education Equity Action Plan (Ministry of Education) and in accordance with the Municipal Freedom of Information and Protection of Privacy Act (MFIPPA).Access to this form is restricted to specific individuals in HumanResources. The Research and Analytics Department will use aggregate datafrom all the forms (not individual data) for internal reporting. Theiraccess and use of the data is governed by MFIPPA and ethical research practices.Applicant Self-Identification Forms will be maintained in the HumanResources job competition file and securely destroyed 1 year after the job posting for candidates not selected for an interview and 6 years after thejob posting for candidates interviewed, in accordance with general records retention principles.Ifyou prefer not to answer any of the questions, you can select “prefernot to answer”. This in no way affects your application or the applicantselection process. If you have questions or concerns about this formplease contact [email protected].

Our Behavioural Health Program nurses are set up for success and go through a comprehensive onsite orientation program, led by experienced health care professionals and educators. As a member of this interdisciplinary healthcare team, the Registered Practical Nurse provides patient care in accordance with the standards of The College of Nurses of Ontario, nursing standards and policies/procedures at St. Peter's Hospital and current Gerontological Nursing Practice. Reporting to the Clinical Manager or delegate, the Registered Practical Nurse provides nursing care under the direction of and in collaboration with the RN and/or Case Manager.

Manager, Professional Development and Employee Experience Human Resource Services and Staff Well-Being Immediate start date up to and including June 27, 2025 PASS Grade 7 Salary: $108,437 to $122,048 Reporting to the Senior Manager, Human Resource Services and Staff Well-Being, the incumbent will join a dynamic, collaborative, and high-performing team of human resource professionals who are committed to the execution of strategies that advance organizational and employee effectiveness, performance, and experience. The Manager, Professional Development and Employee Experience is an experienced self-motivated leader who applies an anti-racist, anti-oppressive lens to intentionally identify and eliminate inequitable practices and provide strategic planning, consultation, solution development, and overall management of the Board’s professional development programs, and the management of various aspects of the employee lifecycle experience and staff performance appraisal programs. This critical leadership role within the organization will encompass strong equity leadership competencies, understanding of the Ontario Leadership Framework, and other leadership frameworks which will support them in working in service of all HWDSB staff to collaboratively develop staff development resources in response to identified staff needs, in particular, those who have been disadvantaged historically and are underserved within our organization.Duties include but are not limited to : Manage the planning, development, and execution of professional development programs in alignment with and responsive to the Board’s Strategic Directions, the Board Equity Action Plan and the Indigenous Education Circle Strategic Plan. Act as a strategic advisor to Executive Council, senior management, and school administrators related to professional development and employee experience programs across a wide range of employee groups. Lead the HWDSB’s employee experience approach: Lead employee lifecycle mapping related to employee experience to identify opportunities for improvement. Use data sources (KPIs, dashboards, etc.) to identify trends and provide recommendations to senior leadership. Partner with HWDSB teams and partners to research, develop and implement recommendations. Collaboratively develop, with multiple school board and community members, appropriate training, and mentoring programs to support aspiring Indigenous, Black, and racialized leaders. Lead the development and implementation of staff performance appraisal programs that promote continuous improvement and engagement of employees. Responsible for leading and overseeing the delivery of the New Teacher Induction Program (NTIP) including orientation, mentorship, and professional learning opportunities in collaboration with various internal HWDSB departments and with support of the Professional Development Program Assistant. Work collaboratively with the System Principal, K-12 Program and the support of the Professional Development Program Assistant to coordinate and oversee the delivery of Additional Qualification (AQ) courses for educator at HWSSB Research and maintain current knowledge of best practices in adult education (face-to-face, blended, and technology-based) and promote engagement and learning to lead the evolution of training approaches to include digital, social, mobile, and virtual solutions and optimize the efficiency of learning management systems and platforms to deliver training. Leverage the expertise of internal staff to support professional development initiatives to be responsive to staff needs and ensure equity, diversity and inclusion values are thoughtfully applied within all aspects of professional development programs. Responsible for the development and maintenance of the new staff onboarding program for all employee groups. Working in collaboration with other departments to support updating content in HWDSB onboarding program. Continuously review and seek feedback from new staff and leaders to ensure contact and content is up-to-date and relevant. Oversee Student Placement (Faculty and Colleges) for teachers and non-teachers in collaboration with universities and colleges placement officers and professional development program assistant. Monitor and track budgets and costs.Qualifications: Degree in Adult Education; or a degree in a related discipline along with a diploma or certificate in Adult Education Demonstrate an Anti-Racist and Anti-Oppressive understanding and be responsive to the needs and interests of diverse individuals Five to seven years of experience in a role with significant responsibilities for professional development and/or Employee Experience in a complex multi-union environment, preferably in the education sector Thorough and comprehensive knowledge of adult education concepts, principles and delivery models Proven ability to lead, motivate and direct a high performing team to provide exemplary customer service for all stakeholders Demonstrated strategic planning, organizational, analytical, problem solving, research, presentation, and networking skills Strong strategic communication skills and proven ability to apply a high degree of mature judgement and initiative Demonstrated commitment to working in a diverse school community and/or work environmentEmployment Equity Statement Hamilton-Wentworth District School Board (HWDSB) is committed to building inclusive learning and working environments where students see themselves reflected in the curriculum, staff population, physical surroundings and the broader community.HWDSB’s mission is to empower students to learn and grow to their full potential in a diverse world. Guided by this mission, HWDSB strives to build a workforce that embodies the values of human rights, equity, diversity and inclusion, while reflecting and welcoming the diverse and distinct identities, experiences and needs of our students and our communities.HWDSB seeks qualified candidates who share our commitment to equity and inclusion, and who will contribute to the vision of creating inclusive and equitable outcomes. HWDSB especially invites and welcomes applications from: Indigenous Peoples (e.g., First Nations, Métis and Inuit peoples). Members of groups that commonly experience discrimination due to race, ancestry, colour, religion and/or spiritual beliefs, or place of origin (e.g., Black and racialized communities, immigrant communities, etc.). Persons with visible and/or invisible (physical and/or mental) disabilities. Persons who identify as women. Persons of marginalized sexual orientations, gender identities, and gender expressions. (i.e., Two-spirit and LGBTQIA+).As part of HWDSB’s commitment to employment equity and removing barriers to groups that have faced and continue to face barriers in employment, we invite all applicants to complete a voluntary questionnaire that collects identity-based information. The voluntary questionnaire is on the Apply to Education application page for this position.HWDSB is committed to providing accommodation throughout the recruitment and selection process, based on any human rights protected grounds. If you require accommodation, please notify us in advance and we will work with you to meet your needs.Land Acknowledgement HWDSB is located on ancestral Anishinaabe and Haudenosaunee Confederacy land as determined by the Dish with One Spoon treaty. The Dish with One Spoon wampum belt represents the treaty relationship between the Haudenosaunee Confederacy and Anishinaabe with respect to sharing the land and resources thereon. The intent of this agreement is for all nations sharing this territory to do so responsibly, respectfully and sustainably in perpetuity. We respect the longstanding relationships with the local Indigenous communities, the Mississaugas of the Credit First Nation and the Six Nations of the Grand River.Applicant Self-Identification Form The information collected on this form is used to monitor HWDSB’s progress toward our equity goals including our commitment to diversity in HWDSB recruitment and hiring practices. We are committed to the security and confidentiality of information under our control, and to the protection of privacy with respect to personal and confidential information that is collected, used, disclosed and retained in the system (Policy 1.6 - Privacy). Information on this form is collected pursuant to Ontario’s Education Equity Action Plan (Ministry of Education) and in accordance with the Municipal Freedom of Information and Protection of Privacy Act (MFIPPA). Access to this form is restricted to specific individuals in Human Resources. The Research and Analytics Department will use aggregate data from all the forms (not individual data) for internal reporting. Their access and use of the data is governed by MFIPPA and ethical research practices. Applicant Self-Identification Forms will be maintained in the Human Resources job competition file and securely destroyed 1 year after the job posting for candidates not selected for an interview and 6 years after the job posting for candidates interviewed, in accordance with general records retention principles. If you prefer not to answer any of the questions, you can select “prefer not to answer”. This in no way affects your application or the applicant selection process. If you have questions or concerns about this form please contact [email protected].

3Y is the inpatient Pediatric Surgical Unit at McMaster Children’s Hospital (MCH) that provides specialized care for children aged 0-17 for children who need pre and post-operative care, and children who require specialized GI care. 3Y prides itself on a friendly and welcoming environment with an emphasis on the wellbeing and mentorship of our nurses. 3Y is a dynamic, fast-paced unit that is committed to investing in our nurses’ professional growth and development with the goal of developing a community of specialized pediatric surgical nurses who will seamlessly provide care to our patients. As a collaborative member of the multidisciplinary healthcare team, the Registered Practical Nurse will apply their clinical expertise of pediatric diseases requiring surgical management to provide comprehensive nursing care to children 0-17 years as outlined within the practice standards and guidelines by the College of Nurses of Ontario. Nurses are set up for success and go through a comprehensive onsite orientation program, led by experienced health care professionals and educators to build a foundation of surgical knowledge as well as create confidence to care for pediatric patients.

The SHF is part of the Community & Population Health Program and approved to operate until March 2024. Registered Nurses (RNs) recruited for the SHF are hired into permanent positions through the Nursing Resource Team (NRT).  The RN will work as part of a multidisciplinary team within the SHF. Our SHF nurses are set-up for success and go through a comprehensive on-site orientation program, led by experienced health care professionals and educators. As a member of the multidisciplinary healthcare team, the RN coordinates and evaluates patient care and provides nursing care according to the standards of practice for RNs.

Our 6 South nurses are set up for success and go through a comprehensive onsite orientation program, led by experienced health care professionals and educators. As a member of this interdisciplinary healthcare team, the Registered Practical Nurse collaborates to provide both pre and post-operative care to the adult patient population cared for on the unit. Additionally, the Registered Practical Nurse supports the specialized day-to-day needs of patients who have experienced a traumatic injury of various origins through provision of care in the acute phase of the care continuum.

3B2 is the inpatient Pediatric Hematology Oncology Unit at McMaster Children’s Hospital (MCH) that provides specialized care for children aged 0-18 with cancer and blood disorders. 3B2 is a dynamic, fast paced unit that is committed to investing in our nurses’ professional growth and development with the goal of developing a community of specialized hematology oncology nurses who will seamlessly provide care to our patients along the phases of illness continuum.  Nurses are set up for success and go through a comprehensive onsite orientation program, led by experienced health care professionals and educators to build a foundation of oncology knowledge as well as create confidence to care for patients with cancer. Nurses are supported to achieve relevant, specialized nursing training and skills such as central vascular access care and maintenance, chemotherapy/biotherapy certification, recognition and management of oncological emergencies, and knowledge of innovative therapies and clinical trials. As a member of the multidisciplinary healthcare team, the Registered Nurse coordinates and evaluates patient care and provides nursing care according to the standards of practice for Registered Nurses. 3B2 provides opportunities to develop your skills and expertise and prides itself on a fast, friendly and welcoming environment with an emphasis on the wellbeing and mentorship of our nurses.