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1.0 FTE Continuing Teacher Counsellor

2 months ago

Nelson, Canada School District #8 (Kootenay Lake) Full time
School District #8 (Kootenay Lake) is located in the southern Interior of British Columbia, Canada and serves the Lower Kootenay Band and the communities of Kaslo, Meadow Creek, Crawford Bay, Creston, Wynndel, Yahk, Nelson, Salmo, South Slocan, Winlaw, Slocan, and the surrounding rural areas. Our area is beautiful, vibrant, a fantastic place to raise children, has a world-renowned arts and entertainment community, and easily accesses a variety of amazing outdoor pursuits.

Kootenay Lake School District serves the learning needs of approximately 4700 students in several diverse communities and in an array of learning environments throughout the Kootenays. Our visionary, creative team of approximately 900 staff focuses on providing the best opportunities for students and their families. Our mission is to inspire and support each learner to thrive in a caring learning environment.

The School Board Office is located in Nelson, B.C. Our schools are dispersed geographically and range in size and composition:

- 13 elementary schools

- 1 middle school

- 1 K-10 school

- 4 secondary schools

- 2 K-12 schools

- online learning and blended programs

- an extensive array of program options, including Aboriginal Education, Late French Immersion, Outdoor Programs, and a strong International Program.

The annual pay range for a full time teacher is $61,522 to $108,126, with placement on the range based on experience and qualifications in accordance with the collective agreement.

School District #8 (Kootenay Lake) has a vacancy for a 0.75 FTE Continuing Teacher Counsellor at L.V. Rogers Secondary School.

The awarded applicant will be innovative, creative, and demonstrate understanding of the BC Ed Plan and the district directions. They will be a person who is continually striving to improve pedagogy in a changing educational environment.

Teacher Counsellor Position

The teaching assignment will include co-teaching and providing emotional and instructional support for at-risk students. This is not a clinical counselling role, but rather a teacher counsellor in a school setting.

The awarded applicant will have recent demonstrated successful experience working in a multi-graded environment; collaborating with school staff; and supporting at-risk students with learning, emotional or behaviour challenges. The applicant will be innovative, creative, and have a strong understanding of best practices, resources and instruction for counselling support. They will demonstrate understanding of the BC Ed Plan, the First Peoples Principles of Learning, the district’s Strategic Plan, the Ministry of Education and Childcare’s Mental Health in Schools Strategy, the BC Manual of Policies, Procedures and Guidelines for Special Education Services, district directions and inclusion support strategies.

The successful applicant will be a person who is continually striving to improve pedagogy in a changing educational environment with a view towards contributing to school culture, and student success and achievement.

Required Abilities, 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-Focused 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 partners

• Knowledge of current instructional practices and curriculum

• Strong interpersonal, communication and collaboration skills

• Strength in developing trusting relationships with students

• Knowledge of Trauma informed theory and practices

• A demonstrated ability to work with colleagues to build support for and with staff and students

• Excellent organizational skills and a demonstrated ability to be flexible, encouraging and engaging

• Strong written and verbal communication skills

• Strong ability to use technology to support student learning

For more information please contact Principal Tim Mushumanski at tim.mushumanski@sd8.bc.ca

School District 8 supports equity hiring for Indigenous applicants.

*If you are experiencing any technical issues with your application process to contact Make A Future's customer service line as HR cannot upload or assist with these types of issues. We also cannot accept documents via email such as cover letters/resumes/transcripts/teaching reports via email as they do need to be part of the employee's Make a Future profile.