Education

To Become Special Education Resource Teacher (SERT) / Learning Support Teacher (Specialist in learning difficulties – reading/writing/math) in Ontario: Salary, Training, and Career Outlook.

by Occupations.ca Team
11 min read

Have you ever watched a student finally “get it” after struggling with reading, writing, or math—and thought, “I want to do that every day”? If you care about helping students with learning difficulties reach their goals in Ontario schools, becoming a Special Education Resource Teacher (SERT) or Learning Support Teacher (LST) might be the right path for you. In this role, you use evidence-based Instruction, work with families and specialists, and make a real difference in students’ lives.

Job Description

SERTs/LSTs are Ontario Certified Teachers who specialize in supporting students with learning difficulties and other special education needs. You may work in a pull-out model (small groups), a push-in model (co-Teaching within classrooms), or a hybrid of both. Your work follows Ontario’s laws, policies, and curriculum, including the 2023 Language curriculum and the 2020 Math curriculum.

You will plan, deliver, and monitor interventions aligned with the tiered approach to Prevention and intervention described in Ontario’s special education policy. You also help create and implement Individual Education Plans (IEPs) and collaborate on Identification, Placement, and Review Committee (IPRC) processes when required.

See Ontario’s official policy guide:

Daily work activities

In a typical day, you might:

  • Run short, targeted lessons in decoding, fluency, spelling, vocabulary, comprehension, or math facts/number sense.
  • Co-plan and co-teach with classroom teachers so students receive support in their regular classes.
  • Assess current skill levels and track progress using board-approved tools.
  • Write and update IEPs with measurable goals, accommodations, and progress data.
  • Provide and manage assistive technology (e.g., text-to-speech, speech-to-text) and support students in using it effectively.
  • Communicate with families about goals, strategies, and progress.
  • Coordinate with psychologists, speech-language pathologists, social workers, and administrators.
  • Prepare for IPRC meetings, transition planning, and EQAO accommodations, when applicable.
  • Support implementation of board policies and the Ontario Human Rights Commission’s Right to Read recommendations (https://www.ohrc.on.ca/en/right-to-read-inquiry-report).
  • Help with SEA (Special Equipment Amount) processes for eligible assistive technology: https://www.ontario.ca/page/special-equipment-amount-sea-funding

Main tasks

  • Provide evidence-based, explicit instruction in reading (including phonemic awareness, phonics, fluency), writing, and math.
  • Develop, implement, and monitor IEPs and transition plans.
  • Use a tiered approach: universal screening, targeted small-group intervention, and individualized support.
  • Conduct educational assessments (non-diagnostic) and progress monitoring.
  • Coach teachers on strategies, accommodations, and classroom supports.
  • Coordinate supports across school staff and community professionals.
  • Document services, data, and outcomes to inform decisions.
  • Communicate regularly with parents/guardians and students.
  • Ensure Compliance with Ontario curriculum, assessment policy, and special education requirements.
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Required Education

To work as a SERT/LST in publicly funded Ontario schools, you must be an Ontario Certified Teacher (OCT) and hold Additional Qualifications in Special Education. Some boards hire beginning teachers while they are completing Part 1; others require higher levels. Always check the posting.

See OCT requirements: https://www.oct.ca/becoming-a-teacher/requirements

Diplomas and certifications

  • Bachelor’s Degree (required)
    • A recognized undergraduate degree is required for admission to a teacher education program.
  • Bachelor of Education (B.Ed.) or an acceptable initial teacher education degree (required)
  • Ontario College of Teachers Certificate of Qualification and Registration (required)
    • You must be certified by the OCT to teach in Ontario’s publicly funded schools.
  • Additional Qualifications (AQs) in Special Education (strongly required for SERT roles)
    • Special Education, Part 1 (minimum entry for many boards)
    • Special Education, Part 2 (preferred/required for some postings)
    • Special Education, Specialist (for advanced Leadership and expertise)
  • Related AQs (recommended, not always required)
    • Reading, Part 1/2/Specialist; Mathematics, Part 1/2/Specialist
    • Autism/ABA-related AQs; Assistive Technology courses; Inclusive Classroom
  • College Diploma (not required for SERT)
    • A college diploma does not qualify you to teach in Ontario K–12 classrooms. However, if you are switching from an Educational Assistant (EA) role (which often requires a college diploma) to teaching, you will still need a degree, a teacher education program, OCT certification, and Special Education AQs.

Length of studies

  • Bachelor’s degree: typically 3–4 years (Ontario universities).
  • Initial teacher education (B.Ed. or MT): typically 2 years.
  • Additional Qualifications: usually one course per term (online or in-person), with each Part taking about one academic term to complete.
    • Timelines vary by provider; you can usually complete Special Education Part 1 in a single term, then Part 2 and Specialist in subsequent terms once requirements are met.

Where to study? (Ontario)

Initial Teacher Education (B.Ed./MT) — selected Ontario faculties:

Additional Qualification (AQ) providers — Special Education, Reading, Math, etc.:

Useful policy and evidence resources:

Salary and Working Conditions

SERTs/LSTs are salaried teachers covered by collective agreements. Your pay depends on your category (based on qualifications) and experience step in your board’s salary grid. Salaries are similar across Ontario but not identical.

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Entry-level vs experienced salary

  • Entry-level (newly hired, lower category): commonly in the range of about $50,000–$60,000 annually.
  • Experienced (top step, highest category): commonly in the range of about $95,000–$105,000+ annually.

To see exact numbers, consult your board’s current collective agreement and salary grid. Examples:

Most boards also provide comprehensive Benefits and access to the Ontario Teachers’ Pension Plan (OTPP): https://www.otpp.com/en-ca/

Note: Catholic boards (OECTA), public elementary (ETFO), and public secondary (OSSTF) units may have different grids and allowances for AQs. Always check the posting and the current agreement.

Work schedule and environment

  • School year calendar: Ontario sets a 194-day school year, including up to 7 professional activity (PA) days. See Ontario Regulation 304: https://www.ontario.ca/laws/regulation/900304
  • Hours: Typically during the school day, with additional time for planning, meetings, data entry, and communication.
  • Settings: Elementary and secondary schools; some SERTs/LSTs are itinerant and serve multiple schools.
  • Caseload: Varies by board and school size; you may support a small number of students intensively or a larger roster through a combination of push-in/pull-out and teacher coaching.
  • Collaboration: Regular work with classroom teachers, administrators, psychologists, SLPs, social workers, and families.
  • Technology: Frequent use of assistive tech, IEP platforms, and student Information systems as per board policy.

Job outlook

Demand for qualified special education teachers in Ontario has been strong, particularly for educators with AQs in Special Education and expertise in structured literacy and evidence-based math instruction.

French-language and French Immersion boards also report ongoing demand; Special Education qualifications plus French-language proficiency can improve your prospects.

Key Skills

Soft skills

  • Empathy and patience: You support learners who may have a history of frustration with school.
  • Collaboration: You work closely with classroom teachers, families, and multidisciplinary teams.
  • Communication: Clear, respectful, and frequent updates to families and staff.
  • Advocacy: Champion students’ needs while aligning with policy and school goals.
  • Cultural humility: Recognize diverse identities, experiences, and strengths.
  • Organization: Manage IEPs, data, schedules, and meetings effectively.
  • Problem-solving: Adjust instruction based on data and student response.

Hard skills

  • Evidence-based literacy instruction: Phonemic awareness, phonics, decoding/encoding, fluency, language comprehension, and writing instruction aligned with Ontario’s Language curriculum (2023) and Right to Read recommendations.
  • Evidence-based math intervention: Number sense, operations, math fluency, problem-solving strategies aligned with the Ontario Math curriculum.
  • Assessment and progress monitoring: Use board-approved screening, diagnostics, and curriculum-based measures; interpret results to guide instruction.
  • IEP development: Write measurable goals, accommodations, transition plans, and report progress per Growing Success.
  • Assistive technology: Implement and teach tools like text-to-speech, speech-to-text, word prediction, accessible formats, and math/reading software.
  • Data-informed decision-making: Plan and adjust intervention intensity (tiered approach).
  • Policy literacy: Understand Ontario’s special education policies, IPRC/IEP processes, EQAO accommodations, and SEA funding.

Advantages and Disadvantages

Advantages

  • Direct impact: You help students overcome barriers and experience success.
  • Professional growth: Deep expertise in literacy, math, assessment, and inclusive education.
  • Collaboration: Opportunities to mentor colleagues and lead initiatives.
  • Job stability: Consistent need for qualified SERTs/LSTs across Ontario boards.
  • Meaningful relationships: Strong partnerships with students and families.
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Disadvantages

  • High caseloads: Balancing intensive needs, documentation, and meetings can be demanding.
  • Emotional load: Supporting students and families through complex challenges can be taxing.
  • Scheduling pressures: Coordinating pull-out/push-in support around class timetables and assessments.
  • Change Management: Shifting practices to align with new curricula and Right to Read can require significant capacity-building.
  • Travel: Itinerant roles may require travel between schools.

Expert Opinion

If you want to become a SERT/LST in Ontario, build your foundation in evidence-based instruction early. Take Special Education Part 1 as soon as you can, then add Reading and Mathematics AQs. You will stand out if you can design short, explicit, data-driven lessons and show progress with simple, reliable measures.

In interviews, be ready to explain how you:

  • Use universal screening and progress monitoring,
  • Select interventions matched to the student’s profile,
  • Write clear IEP goals tied to curriculum expectations,
  • Collaborate with teachers to embed strategies in the classroom,
  • Teach assistive technology so students actually use it independently.

Finally, keep families at the centre. Transparent, respectful communication builds trust and leads to better outcomes.

FAQ

Can I become a SERT/LST right after teacher’s college, or do I need experience first?

Some Ontario boards hire new teachers as SERTs/LSTs if they hold Special Education Part 1 (or commit to completing it quickly). Others prefer 1–2 years of classroom experience first. Read each posting carefully and highlight your AQs, practicum experience, tutoring/intervention experience, and any data-driven projects in literacy or math.

Do I need to be bilingual (English/French) to work as a SERT/LST in Ontario?

You do not need French to work in English public or English Catholic boards. However, French-language and French Immersion schools require proficiency in French, and these roles are often in high demand. If you are bilingual, include it on your resume—it can broaden your opportunities.

What types of assessments can a SERT/LST conduct in Ontario?

SERTs/LSTs typically conduct educational assessments and progress monitoring using board-approved tools (screeners, curriculum-based measures, running records for connected text, standardized decoding and spelling measures, and math diagnostics). Diagnostic identification of a learning disability requires a psychoeducational assessment by qualified professionals (e.g., members of the College of Psychologists of Ontario). Your role is to gather instructional data, adjust teaching, contribute to IEP/IPRC processes, and document response to intervention.

How big is a typical SERT/LST caseload, and how do I manage it?

Caseloads vary widely by school and board. Many SERTs/LSTs support multiple grades and a mix of student needs. Use a tiered approach to triage:

  • Tier 1: collaborate with classroom teachers on universal strategies and screening,
  • Tier 2: short-term, small-group interventions with frequent progress monitoring,
  • Tier 3: intensive, individualized instruction and assistive tech coaching.
    Build a predictable schedule, communicate it clearly to staff, and protect time for data reviews.

Can I move from an EA (Educational Assistant) role to a SERT/LST teaching role?

Yes—but the pathways are different. EAs are not certified to teach. To become a SERT/LST, you must complete a recognized degree, an OCT-accredited teacher education program, obtain OCT certification, and then complete Special Education AQs. Your EA experience will still be valuable—it shows practical knowledge of accommodations, assistive tech, and student support.

Resources to explore next:

If you are ready to help students with reading, writing, and math challenges in Ontario, start mapping your AQs and practicum experiences now, build your assessment toolkit, and learn to measure progress clearly. Your expertise will be in demand—and it will matter every day.

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