We are looking for an experienced, high quality teacher to work with a Canadian student at his family home in Nova Scotia.

The student is a 9 year old boy. His dyslexia and ADHD mean that a home school environment will better meet his needs. We are looking for a teacher to support his transition from school and to allow him to meet his potential.

The role is to start in September 2026 and to potentially run for several years.

STUDENT

The student is 9 years old. He has dyslexia and ADHD, and experiences significant anxiety around his academic abilities, particularly reading and math. Despite this, he is eager to learn, loves being outdoors, enjoys building and inventing, has a great sense of humor, and is drawn to music.

He is particularly interested in the natural world. This fascination is to be encouraged and developed where possible.

He has had success learning via audio means.

He is a highly intelligent, curious, and imaginative boy who is charismatic and comfortable in social situations.

There is also an 11 year old sister. She attends school and is doing well. The teacher would work with her to support her after she gets home from school several times a week as required.

JOB DESCRIPTION

The teacher will have suitable experience and expertise working with children with dyslexia and ADHD, and will be familiar with structured, evidence-based literacy approaches (e.g., Orton-Gillingham or similar phonics-based methodologies).

They will be required to design and deliver an appropriate curriculum covering the full range of core subjects (math, science, language arts, social studies). The details of this are to be discussed, but it is likely that it would be based on the Canadian curriculum, with changes made to add or remove aspects to allow the student to develop at his pace and to address his particular learning needs.  It is likely that topics and projects will be developed to take advantage of his interest in areas outside the standard curriculum. There should be an emphasis on developing thinking skills, a love of learning for its own sake, and a generally enquiring mind. 

It is particularly important that the teacher can support foundational math skills in a way that builds confidence and reduces anxiety, and that they can continue to develop his reading and comprehension skills taking his dyslexia into consideration.

The teacher must understand how to balance structure with creativity, movement, and play-based learning. They should be patient, encouraging, and skilled at building a child’s confidence and sense of competence. They should be able to incorporate the student’s interests (such as nature, music, hands-on projects, building) into his learning.

The teacher should have other skills and interests to contribute beyond their mainstream teaching ability. The intention is to expose the student to a wide variety of extra-curricular areas. The teacher should have interest or experience in suitable activities that they will be able to offer to the student. They should also be willing to get involved in supporting him as he takes part in activities from third party providers.

Ideally, the teacher will be able to teach French or another language. The ability to teach a musical instrument would also be highly desirable.

The teacher should be physically fit; capable and interested in getting involved in physical activities with the children. The ideal teacher would enjoy an outdoor lifestyle so that they can make the most of the rural location.

They will be expected to organise trips with the children to places of educational, or more general, interest. They should be comfortable driving the children.

Comprehensive documentation of teaching, learning activities, and student progress should be maintained, including written records and supporting materials as appropriate.

The overarching priority is not just academic progress, but helping the student to  rebuild confidence in himself as a learner and to feel safe, capable, and engaged.

HOURS AND HOLIDAYS

This is a full-time position, with the teacher expected to do whatever is needed to get the job done without “clock watching”, but they should expect to spend around 40 hours with the student per week – any planning and preparation would be in addition to this.

It is likely that the day will consist of 2–3 hours of focused instruction, as well as project work, extension topics, trips etc.

The teacher will usually get weekends off, but flexibility is expected as the “weekend days” may need to be changed from time to time.

The teacher will be entitled to paid holiday of 9 weeks, to be taken at times convenient to the client.

ACCOMODATION AND TRAVEL

The teacher must have the right to live and work in Canada.

Accommodation in a private cottage on the client’s property will be provided, within walking distance of the beach.

A car can be made available for the teacher’s use to transport the students on trips etc, as well as for their private use.

If the tutor is required to travel with the family all associated costs will be covered by the client.