04 FTE Teacher Counsellor Wed and Fri LV Rogers Secondary School

School District #8 (Kootenay Lake) has a vacancy for a Teacher Counsellor at LV Rogers Secondary School to join our team of professionals in delivering a quality educational program to our students.

This role involves providing emotional and instructional support for atrisk students. It is not a clinical counselling position but rather a nonenrolling teacher counsellor role within a school setting.

The awarded applicant will have recent demonstrated successful experience collaborating with school staff and supporting atrisk students with learning emotional or behaviour challenges. The applicant will be innovative creative and have a strong understanding of best practices resources and supports for student mental health and wellbeing. They will demonstrate understanding of the BC Ed Plan the First Peoples Principles of Learning the districts Strategic Plan the Ministry of Education and Child Cares 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 their practice in a changing educational environment with a view toward contributing to school culture student wellbeing and success.

Required Abilities Qualifications and Experience:

• Masters 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 experience in a public K12 school setting in BC ideally in a similar role

• Knowledge of and demonstrated application of the Ministry of Educations current philosophy and the evaluation/assessment/reporting procedures outlined in the Manual of Policies Procedures and Guidelines for Special Education Services particularly as they relate to behaviour 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 individuals 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 individuals training and credentials

• Demonstrated ability to collect behavioural information and perform behavioural screening and/or assessments

• Knowledge of and demonstrated experience in the implementation and evaluation of IEPs in collaboration with Inclusion Support Teachers and other staff

• Demonstrated ability to collaborate with schoolbased teams to provide a continuum of services (consultation coordination education) that support the personal social emotional and career development of students

• Demonstrated ability to support students with Ministry Categories R and H and provide consultation services for other categories

• Demonstrated ability to access and coordinate school district and community services/resources including Interagency Care Teams

• Willingness to support colleagues in implementing proactive researchbased practices that support social emotional learning and mental health literacy (e.g. TraumaFocused Schools Open Parachute)

• Demonstrated knowledge of and experience with traumainformed practices conflict resolution and restorative practices

• Demonstrated ability to implement protocols and procedures related to threat and risk assessment (e.g. VTRA Community Suicide Intervention Protocol Reporting Child Abuse & Neglect School Crisis Management Team)

• Demonstrated ability to support students through transitions into and out of school (e.g. elementary to middle; middle to secondary)

• Demonstrated understanding of the BC Ministry of Education and Child Cares Mental Health in Schools Strategy

• Demonstrated understanding of and commitment to implementing the First Peoples Principles of Learning

• Demonstrated 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

Applicants must also possess the following attributes:

• Willingness to work closely with parents schoolbased teams and community partners

• Strong interpersonal communication and collaboration skills

• Strength in developing trusting relationships with students

• Knowledge of traumainformed theory and practices

• A demonstrated ability to support and build capacity in staff

• 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 communication and documentation

This is a parttime position one full day per week . Contact Principal Dan Rude at for more information prior to applying to the posting.