0.4 FTE (Term) Teacher Counsellor, Salmo Elementary

Salmo Elementary is looking for a 0.4 FTE (term) teacher counsellor to join their high functioning team for the 2025-26 school year.

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.

TERM : 9/1/2025 to 6/30/2026

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 SD8s 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 pedagogy in a changing educational environment with a view towards contributing to school culture and student success and achievement.

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 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 Educations 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 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 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 (IST) 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 Educations 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 (e.g. Trauma-FocusedSchools OpenParachute etc.)

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 (e.g. VTRA Community Suicide Intervention Protocol Reporting Child Abuse & Neglect School Crisis Management Team etc.)

Demonstrated ability to provide direct instruction to students (e.g. peer helping conflict resolution social skills life skills etc.) and to support colleagues to meet the social-emotional needs of students

Demonstrated ability to support transitions to into and out of the school (e.g. elementary-to-middle middle-to-secondary)

Demonstrated ability to teach and co-teach in a flexible multi-grade learning environment including teaching whole-class and small groups in areas such as resilience regulation social emotional learning etc.

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 excellent classroom management and 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 Rod Giles at

School District 8 supports equity hiring for Indigenous applicants.

*If you are experiencing any technical issues with your application process please contact Make aFutures 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 etc. via email as they need to be part of the employees Make a Futureprofile.