0.5 FTE Continuing Teacher Counsellor

Qualifications and Experience

Master’s degree, recognized by the Teacher Regulation Branch, in counselling psychology or Special Education. An advanced certificate in teacher counselling, counselling psychology, or special education may be considered At least 5 years’ demonstrated successful teaching experience in a public K-12 school setting in BC, ideally in a similar role Knowledge of, and demonstrated application of the Ministry of Education’s current philosophy, teaching practices, and evaluation / assessment / reporting procedures as outlined in the Manual of Policies, Procedures and Guidelines for Special Education Services, particularly as it relates to behavior and mental health support A clearly demonstrated understanding of the role of teacher counsellor in the public school context and within the parameters of the individual’s educational background and training, including a clear understanding of and commitment to working within the guidelines set out by the district for teacher counsellors A clearly demonstrated understanding of the ethics of counselling in the school environment and to the extent of the individual’s training and credentials Demonstrated ability to collect behavioural information and performing behavioural screening and / or assessments Knowledge of and demonstrated experience in the implementation and evaluation of IEPs in consultation with the classroom teacher(s), Inclusion Support teacher and district personnel Extensive academic training, professional preparation and qualifications in teaching at the level of this assignment Knowledge of, and demonstrated application of the Ministry of Education’s current philosophy, teaching practices, and evaluation / assessment / reporting procedures as applied to all areas of this assignment Demonstrated ability to collaborate with the school-based team and Inclusion Support teacher to provide a continuum of services (consultation, coordination, education) that support the educational, personal, social, emotional and career development of students (BC Graduation Program) dependent on educational background Demonstrated ability to collaboratively support the implementation of competency-based IEPs for students in Ministry Categories R and H, and to provide consultation services for other Ministry categories Demonstrated ability to access & coordinate school, district and community services / resources, including Interagency Care Teams Willingness to support colleagues to implement proactive, research-based teaching practices that support social emotional learning and mental health literacy in the classroom (for example, Trauma-Focussed Schools and Open Parachute) Demonstrated knowledge of and experience with Trauma Informed practices, conflict resolution and restorative practices Demonstrated ability to implement protocols and procedures related to threat and risk assessment (VTRA, Community Suicide Intervention Protocol, Reporting Child Abuse & Neglect, School Crisis Management Team) Demonstrated ability to provide direct instruction to students (peer helping, conflict resolution, social skills, life skills) and to support colleagues to meet the social-emotional needs of students Demonstrated ability to support transitions to into and out of the school (ie elementary to middle;

middle to secondary) Demonstrated ability to teach / co-teach in a flexible, multi-graded learning environment, including teaching whole class and small groups in areas such as resilience, regulation, social emotional learning, and so on Demonstrated understanding of the BC Ministry of Education and Child Care’s Mental Health in Schools Strategy Demonstrated understanding of, and commitment to implementing the First Peoples Principles of Learning Demonstrated excellent classroom management, the ability to establish and maintain positive, compassionate, respectful and collaborative relationships with colleagues, students, parents / guardians, and community partners within an inclusive, diverse and equitable school environment Teachers applying for this position must also possess the following attributes : Willingness to work closely with parents, school based teams and community partnersKnowledge of current instructional practices and curriculumStrong interpersonal, communication and collaboration skillsStrength in developing trusting relationships with studentsKnowledge of Trauma informed theory and practicesA demonstrated ability to work with colleagues to build support for and with staff and studentsExcellent organizational skills and a demonstrated ability to be flexible, encouraging and engagingStrong written and verbal communication skillsStrong ability to use technology to support student learning For more information