University & Career Counsellor

West Point Grey Academy is seeking a University & Career Counsellorbeginning August 28 2026. This is a full-time position eligible for benefits.

Great schools have great faculty and WPGA has exceptional teachers and staff who are dedicated to shaping lives of inquiry action and joy.

West Point Grey Academy teachers and staff focus on the individual child the whole person and a balanced life. They give each student transformative learning experiences rooted in inquiry shaped by action and celebrated with joy.

Our Senior School University & Career Counselling (UCC) Team are valued members of the faculty who as part of an established counselling team and with the support of Senior School Leadership provide individualized guidance and future-focused programming to students in Grades 8-12. This role balances post-secondary career counselling university networking events (fairs) and grad events planning and delivery with the teaching of Career Education classes and supports students in navigating graduation post-secondary pathways and life beyond WPGA.

Ideal candidates for this role will bring knowledge of the BC Curriculum and graduation pathways formal training and professional experience in post-secondary counselling guidance or education and a strong track record supporting adolescents with career development academic planning and post-secondary transitions.

All WPGA Faculty:

• Provide futurefocused programs and personalized learning experiences
• Design inclusive inspiring learning environments that promote engagement wellbeing and belonging
• Strengthen relationships within the school community through collaboration service and positive culture
• Place student wellbeing at the heart of teaching learning and decisionmaking
• Contribute as appropriate to the cocurricular life of the school

In your first year at WPGA youll be directly involved in:

University & Career Counselling

• Providing individualized post-secondary and career counselling for students and families in Grades 8-12
• Advising students on post-secondary pathways in BC across Canada and abroad (USA UK etc.) including application systems timelines and scholarship opportunities
• Supporting students with academic and graduation planning personal statements references and transition decisions
  
  

Teaching & Curriculum

• Planning delivering and assessing Senior School Career Education courses aligned with the BC curriculum
• Supporting students in career exploration and pathway planning grounded in career development theories
• Employing varied instructional and assessment strategies to meet the needs of diverse learners
• Assessing and reporting on student learning in accordance with curriculum standards and school practices

Student Relationships & Wellbeing

• Building strong respectful and trusting relationships with students
• Working collaboratively with school-based teams to support academic social and personal student needs
• Supporting students physical social and emotional wellbeing through a holistic studentcentred approach
• Promoting inclusion safety teamwork and belonging across learning environments
• Collaborating with counselling colleagues advisors teachers families post-secondary institutions and community agencies

Co-Curricular Involvement

• As a member of the UCC team and with the support of the schools events staff and other supporting departments provide oversight and coordination of graduation event planning
• Modelling and promoting our core values and high standards of behaviour
• Recognizing that participation in cocurricular programming may require work beyond the typical school day including early mornings late afternoons or occasional evenings during peak periods of the school year
• Participating in school events parent evenings and community activities as part of faculty life

Collaboration & Professional Practice

• Working collaboratively with colleagues within the UCC department and broader Senior School
• Planning and participating in university networking events including VAIS and CCU fairs
• Participating in faculty and departmental meetings
• Engaging in reflective practice and contributing positively to the professional community throughout the term

About You

I understand that...

• The work is complex relational and deeply meaningful because of its long-term impact on students lives
• Supporting adolescents in post-secondary and career planning requires trust empathy and professional judgement particularly during periods of uncertainty and transition
• Student wellbeing aspirations and evolving identities are at the centre of all decisions
• Being purposefully visible available and engaged in the community beyond scheduled appointments is an essential part of effective counselling practice.
• Excellence in student support is built through collaboration shared responsibility and a strong culture of care

I bring experience in

• Providing individualized university and post-secondary counselling to secondary school students and families including application planning decision-making and transition support
• Supporting post-secondary pathways in BC across Canada the UK and the USA with knowledge of admissions systems timelines and scholarship opportunities
• Advising students on academic planning and graduation requirements in alignment with post-secondary goals
• Teaching or supporting Career Education and student pathway development grounded in established career development theories
• Working collaboratively within school-based student support teams contributing to holistic approaches to academic social and personal wellbeing
• Building constructive partnerships with parents post-secondary institutions community agencies and school colleagues
• Managing a diverse student caseload balancing individual counselling documentation and peak-period demands such as course selection and application seasons
• Communicating clearly and professionally through written reports reference letters family meetings and presentations

I am able to...

• Teach the BC Career Education Curriculum (Grades 812) with confidence care and adaptability
• Build strong positive relationships with adolescents and their families through active listening empathy and a non-judgemental approach
• Apply sound problem-solving and resourcefulness when addressing academic social and personal challenges
• Work effectively with students from diverse backgrounds perspectives and lived experiences
• Manage time priorities and events through strong organizational and case-management skills
• Contribute positively to an established counselling team through collaboration reflection and shared practice

I am becoming more...

• Attuned to adolescent development and the emotional dimensions of future planning and decision-making
• Proactive in anticipating student and family needs during key transition points
• Knowledgable about evolving post-secondary trends and reflective about my professional practice
• Collaborative adaptable and responsive within professional learning communities
• Mindful of self-care so that my presence strengthens the wellbeing of the wider community

In my work I want to

• Work alongside students as they discover who they are and where they are going
• Work within a collegial established counselling team that values professional judgement and collective care
  
• Contribute meaningfully to a school culture rooted in inquiry action and joy
• Feel connected purposeful and energized in a valuescentred learning community

About Us

Founded in 1996 West Point Grey Academy is an independent co-educational day school in Vancouver British Columbia. Set on 18 acres with sweeping views of English Bay and the North Shore mountains we offer future-focused programs to approximately 940 students from Junior Kindergarten to Grade 12.

Our Process

At West Point Grey Academy we use a structured competency-based hiring process to create consistency reduce bias and focus on what matters mostteaching practice reflection and contribution to our school community. The process is designed to give candidates choice while ensuring fairness and to identify educators who will be successful and supported at WPGA.

If you require accommodations to fully participate in our process please contact .

1. Screening

At West Point Grey Academy we value both teaching excellence and the unique strengths each educator brings. To support a fair and human process youll answer three open-ended prompts from three clusters (Teaching & Learning Learning Environment and Community & Professionalism). This will allow you to highlight areas of authentic strength while ensuring breadth across core competencies. Your responses will be reviewed without identifiers to mitigate bias in this first assessment stage.

Use of AI is permitted but please add a one-line note at the end of each response confirming use of AI and stating how you ensured authenticity. Briefly note why you selected these three questions. You can answer the questions on the form provided or submit your responses on a single document and upload your file.

Short-listed candidates will be asked to submit a short video to elaborate on one of their written responses.

2. Initial Conversation (30 minutes)

Successful candidates selected to move forward in the process will be contacted to arrange an informal conversation. This is your opportunity to interview usyou will be able to ask your questions about the school and the role.

3. Authentic Belonging Interview (2 hours)

If successful you will progress to final interviews where we will discuss how your teaching practice aligns with WPGAs expectations and how you could contribute to our school.

Required Experience:

Manager